What do students gain by doing research? ????????????

What Is Research? Brainstorm: Think of different ways to define “Research”. Write down at least three different definitions of Research. Pair up with someone to choose the best ONE of your six-plus definitions. Share your definitions with the group, one at a time in sequence.

What do we want students to gain from their research experience? What do they actually gain? Indirect assessments Direct assessments

Research Benefits: Faculty Response Learning a topic in depth Ability to work and think independently Ability to read scientific literature Oral and written communication Problem solving skills Appreciation of science Practical application of course work From Lopatto, 2003

Research Benefits: Student Response Enhancement of credentials Clarification of career path Understanding the research process Learning a topic in depth Relationship with faculty member Learning to work independently Learning laboratory techniques From Lopatto, 2003

Direct and Indirect Assessment Direct = direct observation of the objective Indirect = indirect measure of the objective (e. g. subjective report, retention)

Indirect Assessments of Learning

Student Retention: Method

Indirect Assessment Summary Students participating in research: Have lower attrition rates Are more likely to pursue further education Are more satisfied with their education Report greater increases in a variety of cognitive and personal domains

Direct assessments of learnng Critical thinking and reasoning in science majors. Analysis of papers. Critical Thinking and Reasoning – Method For nursing and chemistry/engineering, those engaged in research showed greater increase in critical thinking

Questions ?? Which aspects of the research experience are most crucial? What makes the difference between successful and unsuccessful programs?

I. How is the world changing?

Forces changing skill demands Automation Globalization Workplace change Demographic change Personal risk and responsibility

Automation

Globalization

Workplace change

Demographic change

Personal risk and responsibility

II. What kind of knowledge and skills will young people need?

More important in the 21st Century Postsecondary education and training Academic knowledge and skills Practical literacies: The ability to use knowledge of math, English, science, civics etc. to meet real-world challenges. Broader competencies: Critical thinking and problem solving, communications and collaboration, creativity, self-sufficiency etc.

Broad Competencies: Which are most critical? The 3 C’s! Critical thinking and problem solving Labor economists Levy & Murnane call it “expert thinking” Communication/Collaboration Levy and Murnane call it “complex communications” Creativity

Critical Thinking & Problem Solving: Require deep content knowledge Cognitive scientists used to believe that “thinking skills” could be taught directly and then applied to any situation. Now they believe that’s wrong. Critical thinking is not a generic skill, but rather tied closely to contextual knowledge—deep understanding of the topic in question. What is “deep knowledge”? Getting below the surface: WHATs: Factual knowledge about the field, and WHYs & HOWs: How those facts fit together, how and why things are the way they are, and how things work the way they do.

Communication & Collaboration: What are the most critical sub-skills? Source: Conference Board. (2006, October). Are they really ready to work? New York: Author. (pp. 32-34, Tables 6-8)

CREATIVITY

III. Implications