Scaffolding: With Hilary and Eleni Too awesome to handle

Overview Purpose of URSCA Eleni’s Steps for Scaffolding Hilary’s Sample Scaffolding Table Talk

URSCA is for everyone! URSCA in 100-level general education classes – Introduces students to what URSCA is in your discipline and how to think and know in your discipline URSCA in mid-level mixed classes – Deepens students’ appreciation of disciplinary research and thinking URSCA in capstones – Helps students evolve from apprentices to scholars

Eleni’s Step One Scaffolding attitudes in students about how they approach the discipline – From Apathy/Fear to Curiosity Can’t have URSCA if students believe the point of school is tests and memorization – From Apathy/Self-doubt to Self-efficacy Can’t have URSCA if students think they aren’t capable of thinking like practitioners in the discipline

Eleni’s Step Two Model Disciplinary thinking – Approach the content not as material to be mastered, but as theories and ideas that need support – Point out holes, gaps, and errors in theories (and past data) – Reinforce questions that ask “What next?” or “Why” – Make data-driven hypotheses and ask students to do the same (i.e. be willing to be wrong with them)

Eleni’s Step Three Relax and let go! – URSCA is your chance to see your field anew. – This should be fun and edifying for you and your students.

Moral of the Story URSCA looks different in 100-level general education class than in 400-level capstones; it is, however, equally important in both types of classes. URSCA teaches students about the discipline and expands their cognitive repertoire.

Sample Scaffolding Research Project Assignment Sheet Sequenced Assignments for Research Project Formulating Guiding Questions Handout available online: iRmE_jwJdTeLeH7pOJkSlHeniP0Xa1SnbBOApU- w/edit?usp=sharing

The Research Process Research Proposal Finding and Evaluating Sources Annotated Bibliography

The Writing Process Organizing Ideas in a Research Paper Research Paper Workshop

Presenting to Peers Research Presentation and Statement of Intent

Student Learning Goals What are your main goals for students in your program? What do you want students to be able to do, particularly in terms of scholarly work, by the time they graduate from your program? How does the curriculum—from the first semester to graduation—constitute a meaningful initiation into a culture of inquiry in the discipline? (Manak & Shanahan, 2013)

3 Levels of Progress for Students 1.Introduce inquiry-based learning in 100- to 200-level courses 2.Help students develop those skills in 200- and 300-level courses 3.That scaffolding helps prepare students for mastery of the skills, typically in 400-level courses. (Manak & Shanahan, 2013)

Strengthening Scaffolding Mini Curriculum-Map of Research Skills in Your Program (Manak & Shanahan, 2013)

Table Talk How would URSCA look in your discipline at the 100-, 200-, 300-, and 400-level? What are some challenges you face in incorporating URSCA in your different level classes? What are unique challenges you face for early-majors, late-majors, and general education students? If you reflect on your first experiences with URSCA (in your field or not), what scaffolding did you find helpful? What was missing? How would an integrated and scaffolded approach to URSCA look across your programmatic curriculum?

References Manak, J. & Shanahan, J. (2013, June). Scaffolding research skills across the curriculum, from the first year to capstone courses. Paper presented at the meeting of the Council of Undergraduate Research, Orange, CA.