Supporting student skill development in undergraduate research experiences through the development of a self-reflection guide
Abstract
There has been an increased emphasis on documenting the benefits of participating in undergraduate research opportunities (URO) and developing an understanding of the factors that influence these benefits. While tools to effectively measure the behavior, attitude, skills, interest, and/or knowledge (BASIK) that result from UROs have matured, little focus has been placed on developing practical tools and strategies to support students and mentors as they work to develop the BASIK being measured. Viewed through the lens of constructivism, a URO can be examined as a cognitive apprenticeship (CA) where learning occurs through several key methods: modeling, coaching, scaffolding, articulation, reflection, and exploration. In a study of UROs as CA, Feldman et al., (2013) found reflection to be one of the least commonly initiated methods employed by interns and mentors, and concluded, "there is need for professors to be more proactive in helping their students gain intellectual proficiency". This work, in its pilot stages, seeks to address this gap through the development of an intern self-reflection guide and implementation plan to further increase students' skill development. The guide is being developed based on IRIS's existing self-reflection tool. However, it has recently been revised to bring its constructs and items into better alignment with those of the Undergraduate Research Student Self-Assessment (URSSA) tool. The URSSA was selected because it is designed to measure skills and has recently undergone a validation study. In addition, it serves as the basis for the development of a new tool, the NSF Biology REU CORE. The revised self-reflection guide and protocol were piloted this summer in IRIS Summer REU program. The alignment between the constructs of the URSSA and the self-reflection guide will be presented along with findings from the 2016 program evaluation. Future development of the intervention will include a validation of the items on the self-reflection guide as well as the development of additional guidance for the mentors about the implementation process. Feldman, A., Divoll, K. A., & Rogan-Klyve, A. (2013). Becoming Researchers: The Participation of Undergraduate and Graduate Students in Scientific Research Groups. Science Education, 97(2), 218-243.
- Publication:
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AGU Fall Meeting Abstracts
- Pub Date:
- December 2016
- Bibcode:
- 2016AGUFMED51B0796H
- Keywords:
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- 0810 Post-secondary education;
- EDUCATIONDE: 0855 Diversity;
- EDUCATION