Transformative Learning in Client Based Research Projects

Karl Robert Bruce Schmitt, Lissa Yogan, Adali Johnson

Abstract


Using client based research projects can be a difficult but transformative learning experience in introductory courses. This essay incorporates three voices: a research client, a student, and the course instructor and explores the transformative learning of each. Each person shares the disorienting dilemmas he or she faced in a course that encouraged productive failure. Productive failure on a client-based research project as a feature of transformative learning is the innovative and key element of the introductory course. The shared dialogue among the client, student, and faculty member illustrates how transformative learning leads to better course design and enhanced student learning. 


Keywords


SoTL; transformative learning; professional practices;

Full Text:

PDF 36-47

References


Balzotti, J., & Rawlins, J. D. (2016). Client-Based pedagogy meets workplace simulation: Developing social processes in the Arisoph Case Study. IEEE Transactions on Professional Communication, 59(2), 140–152.

Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: J Ossey-Bass.

Brookfield, S. D. (2015). Critical reflection as doctoral education. New Directions for Adult and Continuing Education, 2015(147), 15–23.

Butler, A., & Christofili, M. (2014). Project-based learning communities in developmental education: A case study of lessons learned. Community College Journal of Research and Practice, 38(7), 638–650.

Committee on Envisioning the Data Science Discipline: The Undergraduate Perspective, Computer Science and Telecommunications Board, Board on Mathematical Sciences and Analytics, Committee on Applied and Theoretical Statistics, Division on Engineering and Physical Sciences, Board on Science Education, … National Academies of Sciences, Engineering, and Medicine. (2018). Data Science for Undergraduates: Opportunities and Options. Washington, D.C.: National Academies Press. https://doi.org/10.17226/25104

Cooke, L., & Williams, S. (2004). Two approaches to using client projects in the college classroom. Business Communication Quarterly, 67(2), 139–152.

Corbett, C., & Hill, C. (2015). Solving the equation: the variables for women’s success in engineering and computing. DC: AAUW.

Ferrandino, J. A. (2016). Student Achievement in Undergraduate Statistics: The Value of Encouraging Failure. Journal of the Scholarship of Teaching and Learning, 16(6), 1–18.

Helle, L., Tynjälä, P., & Olkinuora, E. (2006). Project-Based Learning in Post-Secondary Education - Theory, Practice and Rubber Sling Shots. Higher Education; Dordrecht, 51(2), 287–314. http://dx.doi.org/10.1007/s10734-004-6386-5

Hill, C., Corbett, C., & St. Rose, A. (2010). Why so few?: women in science, technology, engineering, and mathematics. Washington, D.C: AAUW.

Kapur, M. (2014). Comparing learning from productive failure and vicarious failure. Journal of the Learning Sciences, 23(4), 651–677.

Kapur, M. (2016). Examining productive failure, productive success, unproductive failure, and unproductive success in learning. Educational Psychologist, 51(2), 289–299.

Kapur, M., & Bielaczyc, K. (2012). Designing for productive failure. Journal of the Learning Sciences, 21(1), 45–83.

Kramer-Simpson, E., Newmark, J., & Ford, J. D. (2015). Learning Beyond the Classroom and Textbook: Client Projects #x2019; Role in Helping Students Transition From School to Work. IEEE Transactions on Professional Communication, 58(1), 106–122. https://doi.org/10.1109/TPC.2015.2423352

Lai, P. K., Portolese, A., & Jacobson, M. J. (2017). Does sequence matter? Productive failure and designing online authentic learning for process engineering. British Journal of Educational Technology, 48(6), 1217–1227.

Leong, K. C. (2013). Google reveals its 9 principles of innovation. November, 20, 2013.

McEachern, R. W. (2001). Problems in service learning and technical/professional writing: Incorporating the perspective of nonprofit management. Technical Communication Quarterly, 10(2), 211–224.

Mezirow, J. (1997). Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, 1997(74), 5–12. https://doi.org/10.1002/ace.7401

Partnership for 21st Century Skills. (2009). Framework for 21st century learning.

Perrenet, J., Bouhuijs, P., & Smits, J. (2000). The suitability of problem-based learning for engineering education: theory and practice. Teaching in Higher Education, 5(3), 345–358.

Puntambekar, S., & Hubscher, R. (2005). Tools for scaffolding students in a complex learning environment: What have we gained and what have we missed? Educational Psychologist, 40(1), 1–12.

Rice, M., & Shannon, L.-J. Y. (2016). Developing project based learning, integrated courses from two different colleges at an institution of higher education: An overview of the processes, challenges, and lessons learned. Information Systems Education Journal, 14(3), 55.

Saltz, J., & Heckman, R. (2016). Big Data science education: A case study of a project-focused introductory course. Themes in Science and Technology Education, 8(2), 85–94.

Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1), 3.

Schwartz, D. L., & Martin, T. (2004). Inventing to prepare for future learning: The hidden efficiency of encouraging original student production in statistics instruction. Cognition and Instruction, 22(2), 129–184.

Swanson, K. W. (2010). Constructing a learning partnership in transformative teacher development. Reflective Practice, 11(2), 259–269.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Karl Robert Bruce Schmitt, Lissa Yogan, Adali Johnson

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.