The Project Ownership Survey: Measuring Differences in Scientific Inquiry Experiences

Hanauer, David I.; Dolan, Erin L.

doi:10.1187/cbe.13-06-0123

Cited by 140 publications

(211 citation statements)

References 31 publications

Supporting

Mentioning

198

Contrasting

Order By: Relevance

“…Our conception of student ownership is heavily informed by the work of Wiley [44], Hanauer and colleagues [42,43], Milner-Bolotin [6], and Enghag and colleagues [7,38,39]. In this section, we draw on this and other work to both define student ownership and describe how it evolves over time.…”

Section: Student Ownership Of Projectsmentioning

confidence: 99%

“…Hanauer and colleagues [42,43] expanded Wiley's definition by identifying several features of projects that both support student ownership and indicate its presence. In doing so, they argued that student ownership must be understood as resulting from a "complex interaction between the student and the educational environment."…”

Section: B Interaction Between Student and Environmentmentioning

confidence: 99%

“…Most recently, Hanauer et al [9] have performed preliminary validation of a survey designed to measure student persistence in the sciences; early results suggest that POS scores, among other variables, predict biology students' intent to become research scientists. The work of Hanauer and colleagues [42,43] informed our operationalization of student ownership in the present study.…”

Section: Student Ownership In Science Coursesmentioning

confidence: 99%

“…According to Hanauer and colleagues [42,43], mentorship must be combined with student agency, being neither overly prescriptive nor insufficiently supportive. Similarly, Savery [46] argued that "hands-off" teaching does not promote ownership.…”

Section: B Interaction Between Student and Environmentmentioning

confidence: 99%

“…They identified several features of the learning environment that facilitate student ownership of projects, including personal agency and appropriate mentorship. In a followup study, Hanauer and Dolan [43] developed and evaluated the Project Ownership Survey (POS), a Likert-style assessment of student ownership. The POS distinguished between the levels of ownership experienced by students in a traditional biology lab versus those in a research lab, with higher levels in the latter case.…”

Section: Student Ownership In Science Coursesmentioning

confidence: 99%

See 4 more Smart Citations

Student ownership of projects in an upper-division optics laboratory course: A multiple case study of successful experiences

Dounas-Frazer

Stanley

Lewandowski

2017

Phys. Rev. Phys. Educ. Res.

View full text Add to dashboard Cite

We investigate students' sense of ownership of multiweek final projects in an upper-division optics lab course. Using a multiple case study approach, we describe three student projects in detail. Within-case analyses focused on identifying key issues in each project, and constructing chronological descriptions of those events. Cross-case analysis focused on identifying emergent themes with respect to five dimensions of project ownership: student agency, instructor mentorship, peer collaboration, interest and value, and affective responses. Our within-and cross-case analyses yielded three major findings. First, coupling division of labor with collective brainstorming can help balance student agency, instructor mentorship, and peer collaboration. Second, students' interest in the project and perceptions of its value can increase over time; initial student interest in the project topic is not a necessary condition for student ownership of the project. Third, student ownership is characterized by a wide range of emotions that fluctuate as students alternate between extended periods of struggle and moments of success while working on their projects. These findings not only extend the literature on student ownership into a new educational domainnamely, upper-division physics labs-they also have concrete implications for the design of experimental physics projects in courses for which student ownership is a desired learning outcome. We describe the course and projects in sufficient detail that others can adapt our results to their particular contexts.

show abstract

Section: Student Ownership Of Projectsmentioning

confidence: 99%

Section: B Interaction Between Student and Environmentmentioning

confidence: 99%

Section: Student Ownership In Science Coursesmentioning

confidence: 99%

Section: B Interaction Between Student and Environmentmentioning

confidence: 99%

Section: Student Ownership In Science Coursesmentioning

confidence: 99%

See 3 more Smart Citations

Student ownership of projects in an upper-division optics laboratory course: A multiple case study of successful experiences

Dounas-Frazer

Stanley

Lewandowski

2017

Phys. Rev. Phys. Educ. Res.

View full text Add to dashboard Cite

show abstract

CUREs in biochemistry—where we are and where we should go

Bell

Eckdahl

Hecht

et al. 2016

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

Integration of research experience into classroom is an important and vital experience for all undergraduates. These course‐based undergraduate research experiences (CUREs) have grown from independent instructor lead projects to large consortium driven experiences. The impact and importance of CUREs on students at all levels in biochemistry was the focus of a National Science Foundation funded think tank. The state of biochemistry CUREs and suggestions for moving biochemistry forward as well as a practical guide (supplementary material) are reported here. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(1):7–12, 2017.

show abstract

Undergraduate research as curriculum

Dolan¹

2017

Biochem Molecular Bio Educ

Self Cite

View full text Add to dashboard Cite

To date, national interests, policies, and calls for transformation of undergraduate education have been the main drivers of research integration into the undergraduate curriculum, briefly described here. The New Horizons in Biochemistry and Molecular Biology Education conference at the Weizmann Institute of Science (Israel) this fall presents an exciting opportunity to discuss integration of undergraduate research into the curriculum and other cutting-edge topics in biochemistry and molecular biology education from a cross-national perspective. I look forward to exploring prospects for international collaboration on research and development of course-based undergraduate research experiences and on STEM education in general. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(4):293-298, 2017.

show abstract

The Project Ownership Survey: Measuring Differences in Scientific Inquiry Experiences

Abstract: This study evaluates the reliability and validity of an instrument for quantitatively assessing project ownership in undergraduate laboratory learning experiences.

Cited by 140 publications

References 31 publications

Student ownership of projects in an upper-division optics laboratory course: A multiple case study of successful experiences

Student ownership of projects in an upper-division optics laboratory course: A multiple case study of successful experiences

CUREs in biochemistry—where we are and where we should go

Undergraduate research as curriculum

Contact Info

Product

Resources

About