This program is open to academic staff and postdoctoral scholars at the University of Calgary.
- Describe key features of providing quality undergraduate research experiences including benefits for students
- Design teaching activities and set accompanying logistics to involve active and iterative student learning via research
- Consider opportunities for students to collaborate and/or involve community-engaged learning
- Formulate a means to cultivate a research community within a course, either in-person or online
- Articulate a dissemination activity for students to share their research beyond the class
- Design a critical reflection and/or authentic assessment protocol to consolidate students’ research-based learning
May 19, 2022
1 – 2:30 PM
Participants will learn about four qualities of meaningful course-based undergraduate research experiences and how undergraduate research fits into the field of experiential learning at UCalgary. We’ll also cover the ways in which course-based undergraduate research benefits students, in particular with their skill development and self-efficacy to locate the rationale for this kind of approach. Finally, we’ll take a look at several tools available to facilitate the design of research-based teaching and to support research project-based learning for the class or lab.
- Explain the four components of high-quality undergraduate research experiences
- Describe and define undergraduate research
- Articulate three or more benefits of undergraduate research for participating students
- Indicate one or more tools to guide the development or implementation of CUREs
Instructional Inputs & Formative Feedback for Learning
June 2, 2022
1 – 2:30 PM
Participants will hone in on the planning and logistics of teaching inputs and iterative learning to support research projects in the undergraduate classroom or lab based on features of classes and students at the level they intend to offer a CURE. Through peer-based discussion, participants will determine individual or collaborative projects elements, formative feedback cycles for assignments, and any community-engaged aspects. We will also discuss ways to engage other members of the instructional team, where available (i.e. teaching assistants, lab coordinators, librarians, or research coaches). These logistics and decisions can be incorporated into existing syllabi.
- Determine key features of a CURE including: individual or groupwork, community-engaged learning, and mobilizing an instructional team (e.g. teaching assistants or lab coordinator)
- Establish formative feedback protocols
- Set and order the logistics for the CURE across a term
Critical Reflection and Assessment
June 16, 2022
1 – 2:30 PM
Participants will learn about authentic assessment, specifications grading, and other optional protocols and dissemination options relevant to facilitating experiential learning, critical reflection and mentored research at the undergraduate level. We will also cover key approaches for developing a community of researchers within a course, lab group or student cohort. Finally, participants will generate CURE description based on their design and consider evaluation and their own learning.
- Receive and provide peer review of other participants’ CURE project drafts
- Articulate dissemination activity for students to share research beyond the class
- Express features of cultivating a research community within a course
- Critically reflect on collaborative and participatory professional learning and self-assessment as a learner
Participants will draw on synchronous and asynchronous learning activities and resources respond to peer and instructor feedback to generate a final plan and some contingencies for implementing CUREs and for disseminating CURE student projects; this plan will also include a critical reflection on the learning that occurred throughout.
Due date: July 29, 2022