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Annotated Bibliography, Assignment #4                                                Gail E. Rowe, Ph.D.                

Biology Scholars Research Residency                                       July 14, 2014 

1.  

2.  1. Adams, D.J. (2009). Current Trends in Laboratory Class Teaching in University BioScience Programs. BiojScience Education, 13, (Pages?)

 

This is a Review Article that discusses the benefits of and, therefore, promotes Enquiry-based Learning (EBL) approach to laboratory teaching. Author states that we should engage students in lab classes with exercises that utilize the full Scientific Method (Observe phenomena, Ask a research question, Develop a testable hypothesis, Design and carry out experiments, Record and analyze data, Interpret results to draw conclusions, etc.. Author sites Jo Handlesman et al (2004) and Wood (2008). [I am familiar with Jo Handelsman from Intimate Strangers survey and Small World Initiative…check out her reference]. Author of this review also cited Windshitl et al (2008) stating that ideally, these authentic research activities should occur in a setting that encourages students to engage deeply with course content [Thus, the value of doing authentic research within a course, not just as a research in a research lab, which validates the ABSL pedagogy]

 

Useful for my Introduction/Background re: value of Novel Research, including validation of the ABSL pedagogy, which puts the undergrad research experience into a structured class.

 

3.    2.   Astin, A.W., and Sax, L. J. (1998). How Undergraduates are Affected by Service Participation. Journal of College-Student Development, 39 (3), 251-263.

 

These authors studied 3,450 students (freshman and later) at 42 institutions for the effect of community service participation. They found that community service participation enhances: Academic development (which equals educational attainment), life skill development, and civic responsibility.  Service participation enhanced academic development (this outcome counters the common reason that faculty cite for resistance to include service in their courses…that service takes time away from academic pursuits). There were positive effects on 3 areas of student satisfaction: Leadership, relevance of coursework to everyday life, and preparation for a future career.  The authors looked at several variables in the nature, location, etc of the community service, including the Sponsorship of Service. Sponsorship of Service refers to whether the community service was done through an independent non-college group, or a college organization but not related to any particular course, or as service-learning within part of a course. There were different positive outcomes from community service, depending on the Sponsorship variable.

 

Useful for my Introduction/Background re: S-L. May also indicate some overlap of values with novel research within a structured course with regard to “enhance student’s understanding of relevance of coursework to everyday life and with regard to preparation for a future career”. Particularly the prep for a future career is something students often mention as a value of the novel research. Maybe this propensity of S-L to enhance course relevance and students’ feeling of being prepared for future careers also applies to enhancing understanding of novel research relevance and value of novel research for career preparation. May also be useful for Interpretation of results and Discussion.

 

4.      3. Cashman, S.B., and Seifer, S.D. (2008). Service-Learning: An Integral Part of Undergraduate Public Health.  American Journal of Preventive Medicine, 35 (3), 273-278.

 

Service-learning is relatively new to public health education, but will help ensure that graduates can contribute to developing healthy communities. Supports the Institute of Medicine’s mission to train citizens in basic public health literacy. The authors propose having S-L as part of introductory public health core courses or electives, not just for students majoring in public health. But, they cite previous work [I can’t see the citation without getting the entire article] that S-L has been shown to enhance student’s understanding of course relevance, change student and faculty attitudes, encourage support for community initiatives, and increase student and faculty volunteerism.

S-L is based on real partnerships between communities and education institutions. Helps students gain skills to work with communities and achieve social change.

 

Useful for my Introduction/Background re: S-L. May also indicate some overlap of values with novel research within a structured course with regard to “enhance student’s understanding of course relevance”. Maybe this propensity of S-L to enhance course relevance also applies to enhancing understanding of novel research relevance.

 

May also be useful for Interpretation of results and Discussion.

 

5.    4.   Chapman, R. G., and Staelin, R. (1982). Exploiting Rank Ordered Choice Set within the Stochastic Utility Model. Journal of Marketing Research, XIX, 288-301.

 

Focuses on Choice Behavior Modeling (a consumer choice, such as selection of a college or occupation), specifically “the stochastic utility model”. To assess the relative importance of the quantifiable attributes that describe the objects of choice. Estimation is based on researchers’ knowledge of the consumers’ actual choice and the composition of the choice set.  These authors developed a way to improve estimation of parameters of the stochastic utility model by “exploiting the additional information in preference rank orderings of choice set alternatives.”

 

I couldn’t download entire article without paying, but this is promising as a Method for answering my research question of possible synergistic benefits of combining novel research and service-learning directed against a common issue and within the same course.

 

6.      5. Garcia-Aracil, A. (2009). European graduates’ level of satisfaction with higher education. Higher Education, 57, 1-21.

 

Assessed satisfaction of students with their education using “Ordered Choice Models” to sort out the factors that influence satisfaction, such as environmental factors, field of study, usefulness of study and other individual-specific characteristics. Identifies over-all satisfaction level as well as which factors contributed positively or negatively to their level of satisfaction. Authors state that student engagement is multi-dimensional (as is ABSL in BioSOLVE). Their study tried to determine which features of the academic environment are associated with overall student satisfaction.

 

Included in the article: Introduction, Descriptive Analysis, Methodology, Empirical findings, Conclusions, References.

 

I couldn’t download entire article without paying, but this is promising as a Method for answering my research question of possible synergistic benefits of combining novel research and service-learning directed against a common issue and within the same course.

 

7.     6. Kington, A., Sammons, P., Day, C.,  Regan, E. (year?) Stories and Statistics: Describing a Mixed Methods Study of Effective Classroom Practice [Abstract]. Journal of Mixed Methods Research. Vol? page?

 

I could only see the abstract for this. Need to get the article. The Mixed Methods may related to using more than one method of assessment for a given learning outcome (i.e. I already have data from open-ended survey questions that suggest a synergy of combining novel research with S-L, and now I am seeking to find a different way to assess that apparent outcome) , or it may refer to assessment of the value mixed methods of learning on the same subject (i.e. what I am trying to discern about the value of combining the novel research learning method with the S-L method).

 

May be used for the Method I am seeking, or may not. I need to see the article.

 

8.      7. Kuh, G.D. (2008). High-Impact Educational Practices. AAC&U www.aacu.org.

 

First year seminar experience

Common intellectual experience**

Learning communities *

Writing intensive courses *

Collaborative assignments and projects*

Undergrad research (science as science is done)*

Diversity/Global Learning

Service-learning, Community-based learning *

Internships

Capstone courses & projects **

 

*= those that are included in the ABSL pedagogy. This is the list and source that the ABSL grant p.i. Nancy Trun cites.

** = those that are also in the BioSOLVE model of ABSL

 

Useful for my Introduction/Background re: value of Novel Research and Service-Learning.

     8. Lopatto, D. (2004). What undergraduate research can tell us about research on learning. In PKAL Volune IV: What works, what matters, what lasts. http://www.pkal.org/documents/Vol4WhatUndergradResearchCanTellUs.cfm.

 

This is the person who developed the SURE  (Survey of Undergraduate Research Experiences). Author discussed how a study of the benefits (to the student) of undergrad research experience led to his own discovery of what kinds of learning could be affected and, therefore, what learning outcomes we can and should look for.

 

Table 2 of this presentation shows a Summary of the 10 factors resulting from survey data on benefits of undergraduate research experience. The author’s “factors” were categories of skills and development that can (should) be assessed regarding student learning.

 

Useful for my Introduction/Background re: value of Novel Research. Note also benefits from research that may overlap with benefits of service learning. Perhaps the “synergy” is because both research and S-L teach or reinforce some of the same learning outcomes.


9.      9. Seymour, E., Hunter, A-B, Laursen, S.L. and DeAntoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences:  First findings from a three-year study. Sci. Ed., 88, 493-534.

 

The author related adult students (college undergraduates) learning to what is known about how children learn best (supportive environment, active learners, motivated by a desire for mastery, learn best from expert teachers, modern physical facilities, in groups of “a community of learners,” active learning among students of mixed ability so some learn from their more skilled partners and skilled partners learn from teaching their peers.)

            Undergraduate research: Students valued mastering their field of expertise, benefit most

            with a mentor whose traits create positive social interactions, benefit from working in

groups/teams. Undergrad research led to learning gains in many ways.  Table 1 shows Summary of the seven benefits of undergrad research experience.

           

Useful for my Introduction/Background re: value of Novel Research. Note also benefits from research that may overlap with benefits of service learning. Perhaps the “synergy” is because both research and S-L teach or reinforce some of the same learning outcomes.

 

10. 10. Small, K. A. (1987). A Discrete Choice Model for Ordered Alternatives. Econometrica, 55 (2), 409-424.

 

Applied to many choices (i.e. time of day to travel to work, degree of labor force participation). The problem with the previous model is that it requires that alternatives (choices) be independent, whereas a choice may affect preference for two or more alternatives similarly, which implies a correlation among components of choices that favors alternatives that are close together (which these authors call “proximate covariance”).  These authors developed a modified form of the MNL (multinomial logit) for choice that takes into consideration the possibility that the components of a choice may not be independent.

 

I couldn’t download entire article without paying, but this is promising as a Method for answering my research question of possible synergistic benefits of combining novel research and service-learning directed against a common issue and within the same course.

 

11.  11. Swallow, S. K., Opaluch, J.J., Weaver, T.F. (2001). Strength-of-Preference Indicators and Ordered-Response Model for Ordinarily Dichotamous, Discrete Choice Data [Abstract]. Journal of Environmental Economics Management, 41 (1), 70-93.

 

Authors propose using strength-of-preference indicators as quasi-cardinal measures using an ordered-response model:  a survey-based method to estimate environmental values.

 

I couldn’t download entire article without paying, but this is promising as a Method for answering my research question of possible synergistic benefits of combining novel research and service-learning directed against a common issue and within the same course.

 

 

 

 

 

 

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