Whole Scientist Education in an Authentic-Inquiry Laboratory Course

• In Event: Saturday Roundtable Session 9:45 am
  In Roundtable Session: Innovations in Science College Classrooms (Table 31)

Abstract

This preliminary report argues for broader implementation of laboratory courses in which undergraduates pursue their own research goals. Addressing this gap in implementation may prepare students for careers as self-directed and transformative researchers. This study investigates how such an authentic-inquiry laboratory course contributes to multidimensional learning outcomes. Seven consenting students released the recordings from 15-minute semi-structured qualitative interviews conducted during the final week of the semester. The author de-identified and deductively analyzed transcripts for evidence of learning outcomes using a Whole Scientist framework. Consistency across participant reports suggest the potential of authentic inquiry to facilitate transformative intellectualism.

Author

• Erica Light, University of Massachusetts - Amherst