JIBC Student Research Skills Development Framework Gregory Anderson, Ron Bowles, Florence Daddey, and Stuart Ruttan, Justice Institute of British Columbia This work was supported by the JIBC Student Research Skills Development working group: Susan Forest, April Haddad, Tara Horkoff, Greg Metcalf, Tannis Morgan, Sarah Wareing, Caroline White, Nathan Wright Benefits of undergraduate research. Reference Reisberg (1998) INTRODUCTION The purpose of this work was to examine the contribution of student research to learning and student success, and outline a student Research Skills Development Framework (RSDF) for the Justice Institute of British Columbia to use to guide the research skills development of their students. Recommendations for appropriate student research projects at each of the course and diploma and baccalaureate levels are presented. These recommendations are informed by the conceptual model developed by Willison and O’Regan (2006, 2007) – the Research Skills Development Framework – that incorporates “six facets of research skills into a continuum of student autonomy in the conduct of research” (Willison, 2009, p10). BACKGROUND The aim of an undergraduate research experience is to develop students’ understanding of, and skills and abilities to carry out, research. Yet, defining undergraduate research remains elusive, with the term being used loosely for a wide range of varying experiential learning opportunities. Childs et al. (2007) provided an inclusive definition of undergraduate research as “student engagement from induction to graduation, individually and in groups, in research and inquiry into disciplinary, professional and community-based problems and issues, including involvement in knowledge exchange activities” (Childs et al., 2007). The skills developed through undergraduate research, and benefits reported in the literature are reported in the two tables. Data confirms that JIBC’s commitment to a RSDF is a worthy endeavor. Most frequently cited skills developed through research participation. Stewart (2010) Behar-Horenstein and Johnson (2010) Communication (both oral and written) communication skills Search strategies (library, web and others) Critical thinking/analysis problem solving skills and creative-thinking skills Lab and field skills increased technical skills, Understanding how research is done in the discipline Developing a research question Becoming independent independent work habits Becoming part of a research community Understanding research processes and methods Developing teamwork skills teamwork and collaboration Understanding the primary literature Persistence and tolerance for obstacles learning to deal with ambiguity and obstacles increased self confidence Dominick et al. (2000) Benefits of Undergraduate Research researching was more exciting and academically rewarding than lecture-based approaches to teaching and learning students gained a deeper understanding for their subject matter through research activities’ Ishiyama (2002) Students gained the ability to analyse and synthesise ideas and to work independently Jonte-Pace (2003) undergraduate student research enabled staff to move forward with their own research agenda Bauer &Bennett, 2003 undergraduate students engaged in research reported higher motivation to study than other students Ward, Bennett and Bauer (2003) students perceived that engaging in research facilitated learning to a greater extent than traditional courses Seymour et al. (2004) skill and attitude-based benefits of undergraduate research exposure included personal/professional gains, improved thinking as a scientist, clarification or confirmation of career plans and enhanced career/graduate studies preparation Lopatto, 2004 better understanding of how research is done, and improved laboratory and field skills Carter, 2009 Healy & Jenkins, 2009 the intensity of the undergraduate research experience was correlated to the student’s decision to complete a PhD Improved search strategies (including, library, web, and database searching) Behar-Horenstein & Johnson, 2010 developing responsibility for one’s own learning Willison, 2012 students clearly perceived that they developed discipline-specific research skills and that these were useful for current or projected employment as well as for subsequent studies Willison and O’Regan (2009) promote the Research Skill Development Framework (RSDF) as a tool to help address “the lack of a conceptual framework from which to conceptualise undergraduate research across all disciplines‟ (Willison & O’Regan, 2009, p. 394). It was their firm belief that “a holistic, consistent, explicit approach to developing research skills” (Willison & O’Regan, 2009, p. 394, 398) would be of benefit to all those involved in the teaching and learning processes, including instructional designers, library staff, faculty and students’ awareness of the process of research skill development‟ (Willison & O’Regan, 2009, p. 404). JIBC’s adoption of a framework, while recognizing previous work, recognizes our unique educational niche, and focuses on the undergraduate experience. " I am neither especially clever nor especially gifted. I am only very, very curious. " Albert Einstein THE MODEL The facets of research skill development can be viewed through a lens of Bloom’s Taxonomy to demonstrate that students move along a continuum that includes: “embark on inquiry and so determine a need for knowledge/ understanding. find/generate needed information/data using appropriate methodology. critically evaluate information/data and the process to find/generate this information/data. organise information collected/generated. synthesise and analyse and apply new knowledge. communicate knowledge and the processes used to generate it, with an awareness of ethical, social and cultural issues” https://www.adelaide.edu.au/rsd Course-Based Assignments Lower Level Capstone Upper Level Capstone Scaffolded Research Prescribed Research Bounded Research Highly structured directions and modelling from educator prompt student research Boundaries set by and limited Guided structure from the program area directions from educator channel and the lead faculty shapes student research independent student research. Respond to questions/tasks required by and implicit in a Use a provided structured approach closed inquiry. Choose from several provided structures to to clarify questions, terms, clarify questions, terms, requirements and expectations. requirements and expectations. Embark & Clarify Respond to questions/tasks arising explicitly from a closed inquiry. Find & Generate Collect and record required information or data using a prescribed methodology from a prescribed source in which the information/data is clearly evident. Collect and record required information/data from selfselected sources using one of several prescribed methodologies. Evaluate & Reflect Evaluate information/data and reflects on inquiry process using simple prescribed criteria. Evaluate information/data and Evaluate information/data and inquiry inquiry process using criteria process using criteria related to the related to the aims of the inquiry. aims of the inquiry. Reflect insightfully Reflect insightfully to improve to improve own processes used. own processes used. Organize & Manage Organize information/data using prescribed structure. Manage linear process provided. Organize information/data using a choice of given structures. Manage a process which has alternative pathways. Generate questions/aims hypothese within structured guidelines. Choose a range of provided structures or approaches to clarify questions, terms, requirements and expectations. Collect and record required information/data from self-selected sources using one of several prescribed methodologies. Organize information/data using recommended structures, with some student-determined choice of structures. Manage self-determined research process with multiple possible pathways within the parameters set by the structures. Analyze & Synthesize Analyze and synthesize Analyze and synthesize Analyze and synthesize information/data to reproduce existing information/data to reorganize information/data to construct emergent existing knowledge in standard knowledge. *Ask rigorous, researchable knowledge in prescribed formats. formats. *Ask relevant, *Ask emergent questions of questions based on new clarification/curiosity*. researchable questions emerging understandings*. from the research*. Communicate & Apply Use mainly lay language and Use some discipline-specific Use discipline-specific language and prescribed genre to demonstrate language and prescribed genre to genres to demonstrate scholarly understanding for lecturer/ teacher as demonstrate understanding from understanding for a specified audience. audience. Apply to a similar context a stated perspective and for a Apply the knowledge developed to specified audience. Apply to the knowledge developed. Follow diverse contexts. Specify ESC issues in different contexts the knowledge initiating, conducting, and prompts on ESC issues. developed. Specify ESC issues. communicating the research. KEY REFERENCES Childs P, et al.,(2007) Leading, promoting and supporting undergraduate research in the new university sector (National Teaching Fellowship Project www.heacademy.ac.uk/projects/detail/ntfsproject_universityofgloucestershire) Willison, J., & O’Regan, K. (2006). Research skill development framework, Retrieved 14 November, 2013, from http://www.adelaide.edu.au/clpd/rsd Willison, J. (2009). Multiple contexts, multiple outcomes, one conceptual framework for research skill development in the undergraduate curriculum. CUR Quarterly 29(3), 1-14. JUSTICE INSTITUTE OF BRITISH COLUMBIA