The potential of complex challenges in undergraduate research to stimulate transformative learning

Abstract

In the present study, I describe and evaluate the transformative learning potential of authentic research projects that engage students in a course on tissue engineering at Chalmers University of Technology. Through the use of weekly reflective diaries and interviews, I explore how students change their perspective on what learning means to them and the purpose of higher education. Based on the empirical data and scientific literature, I discuss complex challenges as one emerging and deciding factor that helps students to have transformative learning experiences. At the end, some general advice will be provided on how educators can approach the integration of complex challenges into their own courses and settings.

Voices from Graduate School and the Workforce: Identified Student Outcomes from Completing a Multi-Semester Undergraduate Research Experience Capstone

“…When considering the role of the capstone URE as the learning experience, our participants reflected on it to have increased their interest in science and research, in addition to their self-efficacy of science-based skills. Our findings support prior literature showing that UREs can improve students' self-efficacy in science [49] and can influence students to continue in STEM-related fields [39,90]. Elements of students seeing themselves as scientists, similar to Burt et al (2019) [44], also emerged in our findings.…”

A Reflective Academic Research Writing Among Graduate Students of Batangas State University, Philippines

“…These projects involve more than just learning about problems; they challenge students to reassess their assumptions and engage in higher-level thinking processes (Lovern, 2018). However, students may face challenges in this transformative process, such as time constraints, lack of foundational knowledge, and a desire to participate in research solely as a pre-requisite for graduate programs (Wallin, 2017a). Mentors play a crucial role in helping students overcome these hurdles and embrace the transformative potential of research (Wallin, 2017b).…”

“…However, students may face challenges in this transformative process, such as time constraints, lack of foundational knowledge, and a desire to participate in research solely as a pre-requisite for graduate programs (Wallin, 2017a). Mentors play a crucial role in helping students overcome these hurdles and embrace the transformative potential of research (Wallin, 2017b). Authentic research projects, such as those in tissue engineering courses, have been shown to facilitate transformative learning experiences for students (Schmitt et al, 2019).…”