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Finding A Fit: Biological Science Doctoral Students’ Selection Of A Principal Investigator And Research Laboratory, Michelle A. Maher, Annie M. Wofford, Josipa Roksa, David F. Feldon
Finding A Fit: Biological Science Doctoral Students’ Selection Of A Principal Investigator And Research Laboratory, Michelle A. Maher, Annie M. Wofford, Josipa Roksa, David F. Feldon
Instructional Technology and Learning Sciences Faculty Publications
In the laboratory-based disciplines, selection of a principal investigator (PI) and research laboratory (lab) indelibly shapes doctoral students’ experiences and educational outcomes. Framed by the theoretical concept of person–environment fit from within a socialization model, we use an inductive, qualitative approach to explore how a sample of 42 early-stage doctoral students enrolled in biological sciences programs made decisions about fitting with a PI and within a lab. Results illuminated a complex array of factors that students considered in selecting a PI, including PI relationship, mentoring style, and professional stability. Further, with regard to students’ lab selection, peers and research projects …
Validity And Problem-Based Learning Research: A Review Of Instruments Used To Assess Intended Learning Outcomes, Brian Robert Belland, Brian F. French, Peggy A. Ertmer
Validity And Problem-Based Learning Research: A Review Of Instruments Used To Assess Intended Learning Outcomes, Brian Robert Belland, Brian F. French, Peggy A. Ertmer
Instructional Technology and Learning Sciences Faculty Publications
Problem-based learning (PBL) spread from the medical school to other university and K-12 contexts due, in part, to the stated promise that PBL produces the target outcomes of deep content learning, increased problem-solving ability, and increased self-directed learning (Hmelo-Silver, 2004). However, research results have been unclear. This paper examines how the three target outcomes of PBL were measured in 33 empirical studies. Results indicate that few studies included 1) theoretical frameworks for the assessed variables and constructs, 2) rationales for how chosen assessments matched the constructs measured, or 3) other information required for readers to assess the validity of authors’ …