Using Peer Mentoring-Buddy System as an Intervention Strategy to Enhance Science Research Skills

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Hazel R. Balan
Keyword(s):  
Peer Mentoring ◽  
Intervention Strategy ◽  
Science Research ◽  
Research Skills ◽  
Buddy System

scholarly journals Postgraduate science research skills: the role of creativity, tacit knowledge, thought styles and language

2008 ◽  
Author(s):  
Jenny Marie
Keyword(s):  
Tacit Knowledge ◽  
Creative Process ◽  
Science Research ◽  
Research Skills ◽  
Creative Thought ◽  
Hypothesis Formation ◽  
Research Students ◽  
Thought Styles ◽  
The Relationship

This paper analyses three crucial research skills: problem identification, data collection and hypothesis formation. It concludes that science research students should be taught about the creative process as they are under pressures that can inhibit creative thought. They should also be taught the importance of tacit knowledge for learning how to do research, as this will aid the process. Styles of thought and language allow researchers to identify and solve problems and limit what the latter can be. Students may benefit from further knowledge of these, so they can understand why their interpretations differ from others and how to create truly original hypotheses. The paper calls for further research into the relationship between language and hypothesis formation.

eMentoring a Community of Early Career Researchers to Support and Enable Research Integrated Learning and Professional Skills Development for Undergraduate Medical Science Students

2021 ◽  
Author(s):  
Blake Cochran ◽  
Patsie Polly ◽  
Gwyn Jones ◽  
Anna Rowe
Keyword(s):  
Medical Science ◽  
Science Research ◽  
Early Career ◽  
Skills Development ◽  
Science Students ◽  
Integrated Learning ◽  
Research Skills ◽  
Assessment Task ◽  
Early Career Researchers ◽  
Undergraduate Science

Undergraduate student research skills development as part of coursework is challenging. The Research Impact Symposium is an assessment task that is authentic to the discipline of pathology and medical science research within a specialist third year pathology course, Molecular Basis of Disease PATH3205. PATH3205 is offered to science undergraduates at the UNSW Sydney, Australia. This assessment task explicitly addresses the issue of research skills development by developing research practice, teamwork, communication and critical thinking skills for undergraduate science students within a community of research practice. The aims of this study were to evaluate the effectiveness of the eMentoring initiative. Specifically, to investigate research integrated learning and career development learning, to create a Medical Science Research Community and to implement the use of cloud-based communication and collaboration tools, Slack and Microsoft Teams to facilitate the eMentoring of students, as well as support the mentoring community. Key outcomes from the overall approach included mentoring and enabling early career researchers to work with undergraduate science students in mentoring their learning of research skills. Importantly, it aided in scaffolding third year undergraduate students for success in an authentic assessment task by learning and engaging with research integrated learning and career development learning.Furthermore, the shift to remote learning and teaching in 2020 presented the opportunity to develop digital literacy and professional online skills collaboratively and collegially for all members of this community: as students, early career researchers and course leads upskilled together pre-COVID-19 and in response to a rapid transition to remote learning.

Using focus groups to teach social science research practice

2008 ◽  
Vol 1 (3) ◽  
pp. 24-42
Author(s):  
Jo Lindsay
Keyword(s):  
Focus Group ◽  
Social Science ◽  
Focus Groups ◽  
Research Methods ◽  
Assessment Tool ◽  
Social Science Research ◽  
Research Participant ◽  
Science Research ◽  
Sociological Research ◽  
Research Skills

Contemporary undergraduate courses in research methods are challenging to teach because of the wide scope of the subject matter, limited student contact hours and the complexity of supervising research projects undertaken by novices. Focus group assignments within class offer an interesting and enjoyable way for students to develop and apply research skills and reflect on the process of being both a researcher and a research participant in social science disciplines. Using focus groups enables deep learning, formative assessment and the development of reflexive research skills. This article discusses the use of focus group assignments as a key assessment tool in a Sociological research methods course taught at Monash University, Australia. The use of focus groups as a teaching tool is further assessed through analysing the reflections and evaluations given by students participating in the course.

scholarly journals Empowering Skepticism: Neuroethics Engagement with Tibetan Buddhist Monastics

2021 ◽  
Vol 6 ◽  
Author(s):  
Laura Specker Sullivan
Keyword(s):  
Social Science ◽  
Participatory Research ◽  
Social Science Research ◽  
Science Research ◽  
First Year ◽  
Pilot Program ◽  
Ethical Challenges ◽  
Tibetan Buddhist ◽  
Research Skills ◽  
Monastic Community

Neuroethics has been incorporated into neuroscience training through the Science for Monks program since 2016. In this article, I describe this in-progress effort and I consider how the program has changed since this first year to develop into a pilot program in community-engaged participatory research with the monastic community. The current goals of the project are to train the monastics in social science research skills as a means of empowering them to harness their deep knowledge of ethics and to bring it to bear on ethical challenges in neuroscience, neurology, and neurotechnology.

Apply for Audiology/Hearing Science Research Travel Award

ASHA Leader ◽  
2013 ◽  
Vol 18 (4) ◽  
pp. 62-62
Keyword(s):  
Science Research

Apply for Audiology/Hearing Science Research Travel Award

Toward a Speech Sciences Community

2012 ◽  
Vol 22 (1) ◽  
pp. 14-20
Author(s):  
Donald Finan ◽  
Stephen M. Tasko
Keyword(s):  
Science Research ◽  
Knowledge Generation ◽  
Speech Language Pathology ◽  
Mandated Curriculum ◽  
Professional Discipline ◽  
Common Area ◽  
Language Pathology ◽  
History Of ◽  
The Common ◽  
Speech Science

The history of speech-language pathology as a profession encompasses a tradition of knowledge generation. In recent years, the quantity of speech science research and the presence of speech scientists within the domain of the American Speech-Hearing-Language Association (ASHA) has diminished, even as ASHA membership and the size of the ASHA Convention have grown dramatically. The professional discipline of speech science has become increasingly fragmented, yet speech science coursework is an integral part of the mandated curriculum. Establishing an active, vibrant community structure will serve to aid researchers, educators, and clinicians as they work in the common area of speech science.

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