Volume IV: What works, what matters, what lasts, 2004- present » Postings in 2004 » Recognizing, setting and assessing goals for learning »
Volume IV: What works, what matters, what lasts
Setting and assessing goals for a research-rich learning environment
- 6. Investing in Human Potential... 1993 - AAAS (Background)
- Assessing the impact of research
- In a plenary session at the 2002 Summer Institute, participants explored the theme Setting and assessing goals for student learning. One valuable exercise was to identify ways to assess student progress toward achieving skills identified with an undergraduate research experience.
- Key findings - Occidental College undergraduate research assessment
- In their assessment of undergraduate research, Occidental College has examined two questions: who participates and what are the outcomes.
- Taking the Scientific Approach
- Sharing their work for review, comment and use by others brings another dimension of the scientific approach into the work of institutional transformation. As people learn about, adapt and build upon the work of colleagues with experience in setting, implementing and assessing goals for a research-rich learning environment, a better informed community of practitioners will emerge, similar to more traditional disciplinary communities of practice.
- Teaching demands versus research productivity
- Faculty in undergraduate institutions are scholars and need to be actively engaged in research. They must also publish and get grants to be promoted and tenured. The strong demand on their time for teaching and college services, however, leaves them little time for research.
- Thirty years of advising undergraduates in research
- The Council on Undergraduate Research (CUR) is designed to encourage scholarly undergraduate research through meaningful student-faculty collaborations. CUR believes faculty must be active researchers in order to remain relevant in today's ever-changing world and retain students' attention in the classroom.
- Undergraduate research experiences
- Many anecdotes and some studies suggest that the greatest single influence that transforms a science student into a young scientist is an undergraduate research experience. Although student-faculty research partnerships are costly in college resources and faculty time, they are the most rewarding aspect of teaching and for many students the most effective approach to learning.
- What undergraduate research can tell us about research on learning
- With support from NSF, and with the engagement of colleagues at the University of Colorado Boulder, David Lopatto documents the benefits of undergraduate research experiences on student learning, based on the experiences of four campuses (Grinnell College, Harvey Mudd College, Hope College, Wellesley College) that had received the NSF Award for Integration of Research and Education (AIRE). His survey instruments, approaches, and outcomes suggest how the undergraduate research experience can be integrated into efforts to strengthen learning of students in STEM fields.