While undergraduate research has been shown to be a high-impact educational practice, it is logistically impossible for all undergraduate biology majors to have long-term faculty-mentored research experience. Therefore, biology educators and researchers must devise opportunities to engage more students in undergraduate research outside of working…

Writing is central to PhD work, though often a source of challenge, given the dissertation is the basis for the award of the degree. Universities may offer writing workshops, but these frequently take a remedial, skills-based approach: writing as something to fix rather than a developmental life-learning process of gaining confidence and fluency…

Background: Research groups are social locations where teaching and learning merge among students and a principal investigator (PI). When joining, some students are able to contribute to groundbreaking research that addresses complex problems, under the direction of their PI. However, there are accounts of students having a wide range of negative…

Background: An instructor's conceptions of teaching and learning contribute to the establishment of learning environments that may benefit or hinder student learning. Previous studies have defined the continuum of teaching and learning conceptions, ranging from limited to complete, as well as the instructional practices that they help to inform…

Contribution: This longitudinal study modeled student leadership growth in a course sequence supporting long-term, large-scale, multidisciplinary projects embedded in faculty research. Students (half from computer science, computational media, electrical engineering, and computer engineering) participated for 1-4 semesters. Background: Project-…

Collective academic supervision (CAS) is a collective model for students' academic supervision to reduce their isolation and as a measure to establish a congenial culture and to develop networks with their peers. Most studies focus on the benefits of online CAS, leaving the pedagogical process and students' learning experiences understudied. This…

In this article, we argue that using students' reflective writing to understand specific aspects of their classroom experience requires that researchers systematically integrate into the curriculum reflections that responsibly attend to both students' learning and the focus of classroom research. Informed by recently published articles on…

We report on research conducted during a language assessment literacy (LAL) project set up for employees at a university language centre. Teachers, students and an external accreditation body requested a revision of the end-of-course exams to increase comparability, transparency and alignment to course aims. We used a collaborative approach where…

Teaching with virtual worlds provides new means for collaborative learning but creates challenges for teachers in terms of IT skills. To address these challenges, we developed a teaching model for using virtual worlds in classroom practices and applied it to Minecraft in several rounds of design-based research experiments. Our conceptual framework…

Racially and ethnically diverse populations from minoritized backgrounds are often exposed to research methodologies that amplify structural racism and negate their sociocultural reality. Although cross-cultural validation of measures is considered a requisite step to multigroup comparisons, researchers apply measures validated and standardized in…

Integration of research into teaching is a major area of interest in the field of higher education. Considerable work has been done on how staff and students view this integration, how it can be achieved in practice and how it might best be researched by scholars. However, relatively little research has considered how research-informed teaching…

Collaborative design is recognised as being shaped by complex social, cognitive, material, and technical processes. In the case of design decision-making, however, the social dimension has yet to be fully understood as the product of the whole team dynamic rather than as simply the sum of the individual (cognitive) contributions. This paper…

From this year-long study, we offer new perspectives for being and becoming critical friends as co-authors. Informed by the Transactional Theory of Reading, a narrative view of experience and feminist communication theory, we positioned ourselves as collaborative, active meaning makers who could read and make meaning from our lived experiences and…

This article reports on a case study that analyzed pedagogical relationships and teacher identities in research incubators. Conducted over two years in an English teaching program at a Colombian private university, the study included semi-structured interviews with four research incubator coordinators and two focus groups with eight students. We…

In this article, we introduce a threefold peer learning model developed during the design and implementation of an innovative researcher-led digital skills training programme for early career researchers. The programme brought together researchers from three UK universities and facilitated the personal and professional development of: (1) the…