This course is a faculty-directed tutorial of appropriate topics that are not part of the formal curriculum. The level of study is appropriate for student in their first three years of study.

This course serves two purposes. One is to introduce students to metacognition, reflective practice and self-assessment. Students will explore how the continual assessment of one's own knowledge guides scientific progress in the development of both research and theoretical practice. The second is to apply metacognitive techniques to exploring scientific investigation from a combination of scientific, ethical and societal standpoints. Examples will be drawn from student interest, and may include topics such as: Chernobyl and Fukushima nuclear disasters, genetically modified organisms, indoor air quality, invasive species, forensic science. Metacognitive issues such as learning theory, stereotype threat and self-assessment will be explored for their role in the acquisition of scientific knowledge.

Research and practice introduces students to the research, theories, and applications of disciplinary-based education research (DBER). The course covers cognitive theories of learning (e.g. transfer and representational models) and their application to the disciplinary context. Classroom activities will include video examples of science learning environments, which students will analyze for level of engagement, analysis of a variety of conceptual and epistemological evaluations, and direct data analysis. Independent and/or group projects will allow for deeper study within the student’s chosen discipline.