| In a 90 minute Roundtable session, the first
rotation uses the first 45 minutes and the second rotation uses the last 45 minutes.
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| Roundtable Rotation I:
Broadening Participation and Building Capacity Among Future Scientists: An Evaluation Internship for Undergraduates |
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Roundtable Presentation 687 to be held in the Limestone Boardroom on Friday, Nov 7, 4:30 PM to 6:00 PM
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Sponsored by the Teaching of Evaluation TIG
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| Presenter(s):
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| Kristin Kusmierek,
University of Michigan,
kkusmierek@stanfordalumni.org
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| Dylan Flather,
University of Colorado Boulder,
dylan.flather@colorado.edu
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| Tyler Silverman,
University of Colorado Boulder,
tsilverman1@gmail.com
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| Mary Anne Carroll,
University of Michigan,
mcarroll@umich.edu
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| David Karowe,
Western Michigan University,
karowe@wmich.edu
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| Abstract:
As a National Science Foundation Integrative Graduate Education and Research Traineeship (IGERT) project, the Biosphere-Atmosphere Research and Training (BART) program has pursued sustained evaluation since 2000. The resulting cross-disciplinary interactions--between multidisciplinary science faculty and an outside social scientist-evaluator--have yielded an enhanced awareness of disciplinary complexity in evaluation and the benefits of cross-disciplinary understandings. Within this context, BART created an Evaluation Experience for Undergraduates, an internship program targeting undergraduate science students, building affinity with and skills in evaluation. We will discuss the achievements and challenges of this internship program, particularly as they might lend insight into undergraduate participation in evaluation and into the structures and activities that might yield the greatest benefits to undergraduates.
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| Roundtable Rotation II:
Using Problem-based Learning to Anchor Theory to Real-World Problems |
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Roundtable Presentation 687 to be held in the Limestone Boardroom on Friday, Nov 7, 4:30 PM to 6:00 PM
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Sponsored by the Teaching of Evaluation TIG
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| Presenter(s):
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| Meghan Kennedy,
Neumont University,
meghan.kennedy@neumont.edu
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| Abstract:
Students often leave undergraduate and graduate programs with technical skills and knowledge, but limited experience solving real-world problems. These problems help students contextualize more theory-based academic learning, as well as prepare them for messy and complex problems they will face in the future. Problem-based learning is not about coming up with one correct solution, but instead, it allows students to evaluate all aspects of a problem, develop effective inquiry skills, and create logical and comprehensive solutions. How can problem-based learning help individuals learn evaluation skills? How can this approach enhance how evaluation is taught in traditional academic courses and workshops for non-evaluators? Integrating problem-based learning into the curriculum of any class or program allows students to hone theory through thinking critically about real-world problems.
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