Discipline-based education research (DBER) holds the promise of satisfying expectations of both scholarship, which is increasing at teaching-centric institutions, and teaching effectiveness, a concern at all institutions. Additionally, junior education researchers seek more diverse training in research methods and theories. Emerging education researchers need support as they develop their research programs and expand their theoretical and methodological expertise, and they benefit from the guidance of knowledgeable peers and near-peers.
PEER-Rochester available projects include looking at the following questions:
- How do students collaborate within and among lab groups, and how does the nature of that collaboration change over the course of the summer experience? Network analysis is used to track collaboration within and among lab groups of 3-4 students.
- How do gender and ethnicity affect conversational equity in lab groups? Work is done in developing both quantitative and qualitative measures of equity, and comparing the measures among multiple groups.
- When former IMPRESS students return as learning assistants, how do their experiences in the program shape their interactions with students later on? The focus is on how learning assistant interactions with IMPRESS students change (or remain the same) as they move from participants to instructors.
- How does participation in the program affect student views of the nature of science and the role of experimentation? When students conduct experiments, researchers learn about ideas around what makes an experiment "good,” and how table-top experiments are related to scientific practices.
Rochester, NY: RIT IMPRESS Education Research Squad
Cologne: Conducting Research in Active and Inclusive Pedagogies
Kibungo: Big data analytics and Internet of things (loT) in Education
Monterrey: Working groups for action research