https://wikis.swarthmore.edu/div_econ/api.php?action=feedcontributions&user=130.58.198.162&feedformat=atomDiversifying Economic Quality: A Wiki for Instructors and Departments - User contributions [en]2024-03-29T12:07:10ZUser contributionsMediaWiki 1.31.8https://wikis.swarthmore.edu/div_econ/index.php?title=Involvement_with_research&diff=1551Involvement with research2011-09-13T03:30:33Z<p>130.58.198.162: </p>
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<div>==Provide opportunities for student involvement with research early on.==<br />
http://www.cswep.org/summerfellows/index.htm<br />
http://www.econ.ucsb.edu/aeastp/academics.html<br />
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Early experience with research is known to attract and retain talented undergraduate students in Science, Technology, Engineering, and Mathematics (STEM) fields. Several empirical studies have shown that REUs increase minority student interest (Fitzsimmons, S.J. et al) and retention (Lopatto, D) (Kremer and Bringle) as well as graduate school matriculation (Hathaway, R.S. et al.) in STEM fields. <br />
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Research Experience for Undergraduates or REUs have been strongly endorsed by major science organizations including the Howard Hughes Medical Institute and the National Science Foundation as essential to advancing and enhancing student learning. Students are paired one-on-one with faculty research mentors to directly connect subject material learned in the classroom to current scientific inquiry. In so doing, students acquire and hone new laboratory and research skills such as “making use of primary literature, formulating research hypotheses, interpreting data, and communicating the results of research” (Kardash, 2000, 2004). REUs are particularly prized for the use of [[collaborative learning]] and [[inquiry-based learning]] as well as interdisciplinary focus.<br />
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Comments: This is an intuitive strategy for instructors with plenty of evidence in the literature (particularly for the STEM fields). Please look into literature on economics undergraduate research. <br />
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Citations<br />
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*[National Conferences on Undergraduate Research http://www.ncur.org/ugresearch.htm]<br />
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*Bauer, K.W., & Bennett, J.S. (2003). "Alumni perceptions used to assess undergraduate research experience". ''J. Higher Educ'', 74 , 210-230.<br />
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*Fitzsimmons, S.J., Carlson, K., Kerpelman, L.C., and Stoner, D. (1990). “A Preliminary Evaluation of the Research Experiences for Undergraduates (REU) Program of the National Science Foundation.” Washington, D.C.: National Science Foundation.<br />
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*Hathaway, R.S., Nagda, B.A., & Gregerman, S.R. (2002). "The relationship of undergraduate research participation to graduate and professional education pursuit: an empirical study". ''Journal of College Student Development'' , 43 , 614-631.<br />
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*Kardash, C.M. (2000). "Evaluation of an undergraduate research experience: perceptions of undergraduate interns and their faculty mentors". ''Journal of Educational Psychology'', 92 , 191-201.<br />
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*Lopatto, D. (2004). "Survey of Undergraduate Research Experiences (SURE): First Findings". ''Cell Biol Educ'' 3(4): 270-277 2004<br />
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*Seymour, E., Hunter, A-B., Laursen, S.L., & DeAntoni, T. (2004). "Establishing the benefits of research experiences for undergraduates in the sciences: first findings from a three-year study". ''Science Education''<br />
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*Kremer, J.F., & Bringle, R.G. (1990). "The effects of an intensive research experience on the careers of talented undergraduates". ''Journal of Research and Development in Education'', 24 , 1-5.<br />
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*Kukreti, AR. (2007). “Research Experiences for Undergraduate Students in Structural Engineering” International Conference on Engineering Education – ICEEE 2007. <br />
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*Stewart, JL. (2003) “[Assessment and Evaluation of the Undergraduate Research Experience http://www.bates.edu/%5CPrebuilt%5Cchem-assessment.pdf]” Bates College</div>130.58.198.162https://wikis.swarthmore.edu/div_econ/index.php?title=Wait_time&diff=1550Wait time2011-09-13T03:18:57Z<p>130.58.198.162: </p>
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<div>'''Wait time''' is the duration of a pause after a question is posed. Studies have shown that students of color and female students respond positively when wait time is increased. <br />
__NOTOC__<br />
==Example==<br />
Myra Sadker, a former professor of Education and Dean of the School of Education at American Univeristy, and David Sadker, also a professor of Education at American University, investigated the effect of '''wait time''' on differential participation in the class discussion. Their study and observation of undergraduate classrooms found that teachers unconsciously gave white males more wait time than female students and students of color. Sadker and Sadker hypothesize that longer pauses after questions convey a "vote of confidence" for the student's answer, and thus motivates participation.<br />
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==How to incorporate wait time==<br />
[[File:Wait Time Image1.jpg|right|x200px|Link:http://irishautismaction.blogspot.com/2010/02/vote-on-time.html]]<br />
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'''<br />
*Try to be more mindful of differential teacher-student interactions in the classroom<br />
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*Undergraduate professors could track and codify participation in class discussion <br />
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*Formulate plans to randomize grouped class seating <br />
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*Include group and presentation work<br />
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*Increase wait times for all students.'''<br />
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==Evidence==<br />
Studies compiled by Robert J. Stahl, a Professor in the Division of Curriculum and Instruction at Arizona State University, have shown that increasing wait time to 3 or more seconds results in positive effects for both teacher and student. These benefits include increased number and length of relevant responses volunteered, as well as improved questioning techniques by the teacher. Typical increased wait times lasted between 3 and 7 seconds for high-level questions, as opposed to the <1 second wait time for all questions observed in most classrooms.<br />
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==Sources==<br />
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* Rowe, M. (1987). Wait-time: Slowing down may be a way of speeding up. American Educator, 11, 38-43.<br />
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* Sadker, D., Sadker, M. (1994) Failing at Fairness: How Our Schools Cheat Girls. Toronto, ON: Simon & Schuster Inc.<br />
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* Stahl, R. (1994). Using "think-time" and "wait-time" skillfully in the classroom. ERIC Digest. Bloomington, IN: ERIC clearinghouse for Social Studies/Social Science Education. ED370885. [http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED370885 www.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED370885 ]<br />
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*Swift, J. Nathan; Gooding, C. Thomas "Interaction of wait time feedback and questioning instruction on middle school science teaching" Journal of Research in Science Teaching, vol. 20, Issue 8, pp.721-730<br />
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*Tobin. K. (1987). The role of wait time in higher cognitive learning. Review of educational research, 57, 69-95.</div>130.58.198.162https://wikis.swarthmore.edu/div_econ/index.php?title=Wait_time&diff=1549Wait time2011-09-13T03:18:43Z<p>130.58.198.162: </p>
<hr />
<div>'''Wait time''' is the duration of a pause after a question is posed. Studies have shown that students of color and female students respond positively when wait time is increased. <br />
__NOTOC__<br />
==Example==<br />
Myra Sadker, a former professor of Education and Dean of the School of Education at American Univeristy, and David Sadker, also a professor of Education at American University, investigated the effect of '''wait time''' on differential participation in the class discussion. Their study and observation of undergraduate classrooms found that teachers unconsciously gave white males more wait time than female students and students of color. Sadker and Sadker hypothesize that longer pauses after questions convey a "vote of confidence" for the student's answer, and thus motivates participation.<br />
<br />
==How to incorporate wait time==<br />
[[File:Wait Time Image1.jpg|right|x200px|Link:http://irishautismaction.blogspot.com/2010/02/vote-on-time.html]]<br />
<br />
'''<br />
*Try to be more mindful of differential teacher-student interactions in the classroom<br />
<br />
*Undergraduate professors could track and codify participation in class discussion <br />
<br />
*Formulate plans to randomize grouped class seating <br />
<br />
*Include group and presentation work<br />
<br />
*Increase wait times for all students.'''<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
==Evidence==<br />
Studies compiled by Robert J. Stahl, a Professor in the Division of Curriculum and Instruction at Arizona State University, have shown that increasing wait time to 3 or more seconds results in positive effects for both teacher and student. These benefits include increased number and length of relevant responses volunteered, as well as improved questioning techniques by the teacher. Typical increased wait times lasted between 3 and 7 seconds for high-level questions, as opposed to the <1 second wait time for all questions observed in most classrooms.<br />
<br />
==Sources==<br />
<br />
* Rowe, M. (1987). Wait-time: Slowing down may be a way of speeding up. American Educator, 11, 38-43.<br />
<br />
* Sadker, D., Sadker, M. (1994) Failing at Fairness: How Our Schools Cheat Girls. Toronto, ON: Simon & Schuster Inc.<br />
<br />
* Stahl, R. (1994). Using "think-time" and "wait-time" skillfully in the classroom. ERIC Digest. Bloomington, IN: ERIC clearinghouse for Social Studies/Social Science Education. ED370885. [http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED370885 www.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED370885 ]<br />
<br />
*Swift, J. Nathan; Gooding, C. Thomas "Interaction of wait time feedback and questioning instruction on middle school science teaching" Journal of Research in Science Teaching, vol. 20, Issue 8, pp.721-730<br />
<br />
*Tobin. K. (1987). The role of wait time in higher cognitive learning. Review of educational research, 57, 69-95.</div>130.58.198.162