Post on 12-Apr-2017
transcript
CUR Conference, Washington DC, June-‐July 2014
Authen'c Large-‐Scale Undergraduate Research Experiences Engaged adop'on through an Australian na'onal leadership project
Kirsten Zimbardia, Susan Rowlandb, Gwen Lawrieb, Jack Wangb, Paula MyaIc, Peter Worthyb
aSchool of Biomedical Science; bSchool of Chemistry and Molecular Biosciences, dTeaching and EducaNonal Development InsNtute The University of Queensland, Australia Contact: k.zimbardi@uq.edu.au
Undergraduate Research Experiences for ALL Undergraduate research experiences (UREs): • engage students1 • improve academic achievement1 • provide a large range of benefits2 Embedding UREs into the curriculum maintains many of these benefits.3 Engaging large cohorts of students (several hundred) in UREs that are sustainable requires careful design.4
Checklist for ALURE Adopters
Suppor'ng new ALURE adopters Crucial elements • Academic ownership and fit for context
• ‘Plug-‐and-‐play’ pracNcals don’t work • IniNal face to face meeNng
• Key concerns • Unexpected consideraNons (checklist) • RelaNonship building
• Ongoing mentoring and troubleshooNng • Scholarly evaluaNon for sustainability
• Support in gaining ethical approval
ALURE models: Up-‐scaling
References 1. Kuh, G., (2008) High impact educaNonal pracNces: what they are, who has access to them, and why they maIer. 2. Hunter, A.-‐B., Laursen, S.L. and Seymour E., (2006) Science EducaNon 91: 36-‐74. 3. LopaIo D. (2009) Science in SoluNon. 4. Zimbardi, K. and MyaI, P., (2014) Studies in Higher EducaNon 39 (2): 233-‐250. 5. Lawrie et al. (2009) Uniserve Proceedings 173-‐179. 6. Rowland et al. (2012) Biochemistry and Molecular Biology EducaNon 40 (1): 46-‐62. 7. Wang et al. (2012) Biochemistry and Molecular Biology EducaNon 40 (1): 37-‐45. 8. Bugarcic A., et al. (2012) Biochemistry and Molecular Biology EducaNon 40(3): 174-‐180. 9. Zimbardi K., et al. (2013) Advances in Physiology EducaNon 37 (4): 303-‐315. This work is supported by a 2 year Australian Office of Teaching & Learning Leadership Grant.
ALURE examples in Australia Exis%ng: chemistry5, biochemistry6, microbiology7, molecular biology8, physiology9 New adopters: nanoscience, geneNcs, microbiology, biomedical science, chemistry, invertebrate biology Addi%onal 6 Australian universi%es developing local ‘communi%es of prac%ce’
Our naNonal leadership project supports the development, implementaNon and evaluaNon of AuthenNc, Large-‐scale Undergraduate Research Experiences (ALUREs), and aims to: • Document exisNng ALUREs and keys to their success • IdenNfy and support academic champions in
developing new ALUREs • Produce a pracNcal framework that guides new
ALURE adopters
ALURE through evolu'on
AuthenNcity
Less student autonomy & responsibility
More student autonomy & responsibility
“Cookbook”
Guided inquiry
Open inquiry
Research projects
Ownership
Textbooks Using primary literature
Building on primary literature
Unknown outcomes
Known outcomes
Why would my colleagues be interested in implemenNng this ALURE? What outcomes will other teaching/research staff get out of being involved? What challenges are they likely to encounter?
Why am I implemenNng the ALURE? What outcomes will I get out of this? What challenges am I likely to encounter?
What other stakeholders may have interest in the ALURE? What challenges are associated with their needs?
What outcomes will students get out of being involved? What challenges are they likely to encounter?
Implementer
Students Colleagues
Other Stakeholders
Process and
LogisNcs
MoNvaNon and Value
EvaluaNon
Support for Students