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Learning competencies through engineering research group experiences

Learning competencies through engineering research group experiences PurposeIn some fields, research group experiences gained in laboratories are more influential than the classroom in shaping graduate students’ research abilities, understandings of post-graduate careers and professional identities. However, little is known about what and how students learn from their research group experiences. This paper aims to explore the learning experiences of engineering graduate students in one chemical engineering research group to determine what students learned and to identify the practices and activities that facilitated their learning.Design/methodology/approachEthnography was used to observe the experiences of one research group in chemical engineering. Fieldwork included 13 months of observations, 31 formal interviews (16 first-round and 15 second-round interviews) and informal interviews. Fieldnotes and transcriptions were analyzed using grounded theory techniques.FindingsResearch group members developed four dominant competencies: presenting research, receiving and responding to feedback, solving problems and troubleshooting problems. Students’ learning was facilitated by the practices and activities of the research group (e.g. weekly full group and subgroup meetings) and mediated through the interactions of others (i.e. peers, faculty supervisor and lab manager).Originality/valueThis study adds to the engineering education literature and contributes to the larger discourse on identifying promising practices and activities that improve student learning in graduate education. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Studies in Graduate and Postdoctoral Education Emerald Publishing

Learning competencies through engineering research group experiences

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References (56)

Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2398-4686
DOI
10.1108/SGPE-05-2017-019
Publisher site
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Abstract

PurposeIn some fields, research group experiences gained in laboratories are more influential than the classroom in shaping graduate students’ research abilities, understandings of post-graduate careers and professional identities. However, little is known about what and how students learn from their research group experiences. This paper aims to explore the learning experiences of engineering graduate students in one chemical engineering research group to determine what students learned and to identify the practices and activities that facilitated their learning.Design/methodology/approachEthnography was used to observe the experiences of one research group in chemical engineering. Fieldwork included 13 months of observations, 31 formal interviews (16 first-round and 15 second-round interviews) and informal interviews. Fieldnotes and transcriptions were analyzed using grounded theory techniques.FindingsResearch group members developed four dominant competencies: presenting research, receiving and responding to feedback, solving problems and troubleshooting problems. Students’ learning was facilitated by the practices and activities of the research group (e.g. weekly full group and subgroup meetings) and mediated through the interactions of others (i.e. peers, faculty supervisor and lab manager).Originality/valueThis study adds to the engineering education literature and contributes to the larger discourse on identifying promising practices and activities that improve student learning in graduate education.

Journal

Studies in Graduate and Postdoctoral Education – Emerald Publishing

Published: May 8, 2017

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