scaffolding: with hilary and eleni too awesome to handle
TRANSCRIPT
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Scaffolding: With Hilary and Eleni
Too awesome to handle
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Overview
• Purpose of URSCA• Eleni’s Steps for Scaffolding• Hilary’s Sample Scaffolding• Table Talk
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URSCA is for everyone!
• URSCA in 100-level general education classes– Introduces students to what URSCA is in your
discipline and how to think and know in your discipline
• URSCA in mid-level mixed classes– Deepens students’ appreciation of disciplinary
research and thinking• URSCA in capstones– Helps students evolve from apprentices to scholars
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Eleni’s Step One
• Scaffolding attitudes in students about how they approach the discipline – From Apathy/Fear to Curiosity• Can’t have URSCA if students believe the point of
school is tests and memorization
– From Apathy/Self-doubt to Self-efficacy• Can’t have URSCA if students think they aren’t capable
of thinking like practitioners in the discipline
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Eleni’s Step Two
• Model Disciplinary thinking– Approach the content not as material to be
mastered, but as theories and ideas that need support
– Point out holes, gaps, and errors in theories (and past data)
– Reinforce questions that ask “What next?” or “Why”– Make data-driven hypotheses and ask students to
do the same (i.e. be willing to be wrong with them)
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Eleni’s Step Three
• Relax and let go!– URSCA is your chance to see your field anew.– This should be fun and edifying for you and your
students.
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Moral of the Story
• URSCA looks different in 100-level general education class than in 400-level capstones; it is, however, equally important in both types of classes.
• URSCA teaches students about the discipline and expands their cognitive repertoire.
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Sample Scaffolding
• Research Project Assignment Sheet• Sequenced Assignments for Research Project• Formulating Guiding Questions
• Handout available online:https://docs.google.com/document/d/1SB-iRmE_jwJdTeLeH7pOJkSlHeniP0Xa1SnbBOApU-w/edit?usp=sharing
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The Research Process
• Research Proposal• Finding and Evaluating Sources• Annotated Bibliography
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The Writing Process
• Organizing Ideas in a Research Paper• Research Paper Workshop
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Presenting to Peers
• Research Presentation and Statement of Intent
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Student Learning Goals
• What are your main goals for students in your program?
• What do you want students to be able to do, particularly in terms of scholarly work, by the time they graduate from your program?
• How does the curriculum—from the first semester to graduation—constitute a meaningful initiation into a culture of inquiry in the discipline?
(Manak & Shanahan, 2013)
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3 Levels of Progress for Students
1. Introduce inquiry-based learning in 100- to 200-level courses
2. Help students develop those skills in 200- and 300-level courses
3. That scaffolding helps prepare students for mastery of the skills, typically in 400-level courses.
(Manak & Shanahan, 2013)
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Strengthening Scaffolding
• Mini Curriculum-Map of Research Skills in Your Program
(Manak & Shanahan, 2013)
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Table Talk
• How would URSCA look in your discipline at the 100-, 200-, 300-, and 400-level?
• What are some challenges you face in incorporating URSCA in your different level classes? What are unique challenges you face for early-majors, late-majors, and general education students?
• If you reflect on your first experiences with URSCA (in your field or not), what scaffolding did you find helpful? What was missing?
• How would an integrated and scaffolded approach to URSCA look across your programmatic curriculum?
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References
• Manak, J. & Shanahan, J. (2013, June). Scaffolding research skills across the curriculum, from the first year to capstone courses. Paper presented at the meeting of the Council of Undergraduate Research, Orange, CA.