Free ticketed event
This two-hour interactive workshop will include the following activities:
1. Introduction and whole group discussion (15 minutes)
• Discussion prompt: a short video excerpt from a movie such as “Erin Brockovich” or “Hidden Figures” as an example of individuals engaging in activities that students have identified as being part of doing research. These “unexpected researchers” will be used to introduce the broader idea of who is involved with knowledge discovery, generation, and dissemination.
• Participants will discuss how students can identify with those involved in knowledge generation within their fields, and how students might identify with being “unexpected researchers” or knowledge developers for their fields.
2. Small group discussion (think-pair-share) (10 minutes): Reflect on initial experiences and moments participants were first made to feel as if they were researchers, and identify impactful experiences to help participants take the perspective of someone who has not yet identified with being a researcher.
3. Introduce the Dynamic Researcher Identity and Epistemology Model (DRIEM) that was an outcome of an NSF-funded project on researcher identity and epistemic practices (20 minutes):
• Participants will be given handouts with a graphic and short description of the DRIEM, which has the following components:
o Student Research Actions
o Knowledge of How Research Works
o This is What a Researcher Does
o This is How I See Myself as a Researcher
o Social Interactions with Research Community
• Explain how researchers are those who discover new knowledge, and how the goal for the rest of the workshop is to map DRIEM to classroom activities.
4. Demonstration and Reflection Activity (15 minutes):
• Show examples of instructional activities that map to one or more components of the DRIEM
• Reflect individually on how these activities could be adapted in their own classes
• Identify ways these activities would affect student learning, based on aspects of the DRIEM related to student researcher identity and epistemology
5. Family Feud: the DRIEM (20 minutes)
Objective: Mining for teaching practices that incorporate aspects of the DRIEM
• Divide participants into 2 teams (3-4 members each) and an audience
• Questions are posed within specific categories (components of the DRIEM) about how this model can be applied to designing classroom activities.
• The audience will use Sli.do (an online interactive survey) to generate survey responses.
• Teams will predict the most common answers within each category to earn points
6. Short skits (30 minutes)
• In small groups based on common interests, participants will develop skits to act out ideas generated in the Family Feud game and what these activities might look like in their classes or programs
• Participants will be encouraged to take on roles of different types of students and instructors, and to consider classroom/lab practices that help build students’ identities as knowledge discovers or developers (How feedback is provided, how activities are introduced and presented to students, etc.)
7. Wrap-up: Discussion and sharing of resources (10 minutes)
• Lisa Benson – Lead introductions and wrap-up and assist with other workshop activities; co-PI on the project that is forming the theoretical foundation for this workshop.
• Molly Kennedy – Lead group discussions; co-PI on the project that is forming the theoretical foundation for this workshop.
• Dennis Lee – Introduce DRIEM; graduate research assistant on the project that is forming the theoretical foundation for this workshop.
• Cazembe Kennedy – Lead game and skit; graduate research assistant working on the research-to-practice phase of the project.
Lisa Benson is a Professor of Engineering and Science Education at Clemson University, and the Editor of the Journal of Engineering Education. Her research focuses on the interactions between student motivation and their learning experiences. Her projects focus on student perceptions, beliefs and attitudes towards becoming engineers and scientists, development of problem solving skills, self-regulated learning, and epistemic beliefs. She earned a B.S. in Bioengineering from the University of Vermont, and M.S. and Ph.D. in Bioengineering from Clemson University.
Marian Kennedy is an Associate Professor within the Department of Materials Science & Engineering at Clemson University. Her research group focused on the mechanical and tribological characterization of thin films. She also contributes to the engineering education community through research related to undergraduate research programs and navigational capital needed for graduate school.
Dennis Lee is a Ph.D. candidate in the department of Engineering and Science Education at Clemson University. His research interests focus on students' beliefs and practices with respect to knowledge production in STEM. He is also interested in how knowledge cultures are passed from one generation to the next in STEM fields. He earned B.S. degrees in Bacteriology and Zoology and an M.S. in Bacteriology from the University of Wisconsin - Madison.
Cazembe Kennedy is a PhD candidate in Human-Centered Computing at Clemson University. His research focuses on Computer Science Education, as well as Science Epistemology, Science Policy, and Science Researcher Identities. His project focuses on a methodology to mine for what students are thinking about concepts within Computer Science including pass-by-value vs. pass-by-reference semantics, parameter passing, software development planning, polymorphism, and inheritance. Cazembe earned a B.S. in Computer Science with a minor in Mathematics from Morehouse College in Atlanta, Georgia.