Learning competencies through engineering research group experiences

Abstract

Purpose In 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/approach Ethnography 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. Findings Research 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/value This 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.

Into the Storm: Ecological and Sociological Impediments to Black Males’ Persistence in Engineering Graduate Programs

“…Some forms of role strain may be a function of the normative challenges that all students are likely to experience. For example, graduate students may experience strain because of the psychological stress of transitioning from undergraduate-level to more rigorous graduate-level coursework, cognitive difficulties with learning how to conduct research, or challenges navigating departmental social norms and expectations (Austin & McDaniels, 2006;Baker & Pifer, 2011;Burt, 2017;Gardner, 2007).…”

Toward a Theory of Engineering Professorial Intentions: The Role of Research Group Experiences

“…Danny's quotation above highlights how the subgroup design shrinks the larger group into smaller, expertise-focused units. The subgroups and their respective meetings then offer additional feedback loops and provide opportunities to troubleshoot specific research problems (Burt, 2017 This sentiment appeared to be shared by other members who also articulated how participation in group meetings was preparing them to be thoughtful and innovative contributors to research, whether or not they chose faculty careers in the future. Thus, most members (with the exception of newer members) felt comfortable with presenting their research, one component of the faculty role.…”

“…She suggests that graduate students become well-versed in common readings of their field and gain practice discussing the highlights of the literature. In science and engineering fields, however, a dominant socializing practice is participation in research group experiences (Burt, 2017;Burt, Williams, & Smith, 2018;Campbell, Dortch, & Burt, 2018;Crede & Borrego, 2012;Newstetter, Kurz-Milcke, & Nersessian, 2004;Villa et al, 2013). In these fields, graduate students and postdoctoral researchers often "live" in the lab because their research is tied to the lab and to the lab supervisor's work.…”

“…Professor Houston was thoughtful about developing students' research competencies, specifically designing practices and activities to cultivate specific research competencies (Burt, 2017). However, less consideration was given to how the group's practices and activities would influence students' career outcomes (for example, how having weekly subgroup meetings rather than one-on-one meetings gave students the perception that they were being prepared for careers in industry rather than academia).…”

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