EMERGE Initiative: Faculty-Undergraduate Student Research

Karla A. Caillouet, MS (Physical Education & Health Doctoral Student Mentor) F. Stephen Bridges, Ed.D. (Faculty Mentor)

“Linguistic Isolation, Overweight, and Physical Inactivity

among Florida Adolescents”

Claire A. Caillouet (Researcher)

Goal of the EMERGE Initiative• Promote the use of innovative models of

instruction emphasizing the use of high-impact educational practices (HIPs) and engaged student learning.

• Support for students comes as a result of participating in experiential learning activities.

• Such learning activities provide structured opportunities to become deeply engaged in meaningful student learning.

• Sequential provision of feedback and time to reflect upon learning experiences as they unfold.

EMERGE Initiative Activities

• Faculty-undergraduate student research• Study abroad/study away• Service learning• Community-based learning• Diversity/Global Experiences• Capstone projects/courses• Collaborative assignments/projects

HIP Benefits for Students, Faculty, Community Members

• Increased student engagement in the learning process: develop more effective oral & written skills in health promotion & health education (critical thinking and communication)

• Bolster student self-esteem, persistence, GPA• Increase rates of student-faculty interaction• Greater appreciation for diversity• More deeply involved in

learning/“compensatory effects”• Support student research success for the

future

Faculty-Undergraduate Student Research

• “Faculty-undergraduate student research” is a specific example of a high-impact practice (HIP) involving experiential learning activities reported to be associated with deep learning, and self-reported gains (Table 1; Kuh, 2008).

• “Faculty-facilitated research is a transformative learning experience because it employs in part a trickle-down means for learning and communicating, i.e., from faculty → PEH doctoral mentor → undergraduate student.”

Faculty-Undergraduate Student Research con’t.

The project aligned faculty-undergraduate research with two program student learning outcome (SLOs) from the Health Education program ALC. The first SLO is to “Assess community needs for health education.” This falls under the SLO heading of Critical Thinking. The second SLO is to “Develop effective oral and writing skills in areas related to health promotion and health education.” This falls under the SLO heading of Communication. In sum, there are 2 program SLOs addressed by this type of learning activity: critical thinking & communication (oral and written forms).

Linguistic Isolation, Overweight, and Physical Inactivity among Florida Adolescents

Claire Caillouet,Undergraduate Student Researcher and Exercise Science major

Karla Caillouet, MSPhysical Education & Health doctoral student mentor

Overview of the Project • Claire A. Caillouet, a UWF undergraduate student, enrolled in a DIS for the

purpose of conducting an investigative research study during the fall 2013 semester. Claire continued her research in the spring 2014 semester.

• A health topic and research questions were selected by Claire with mentoring given, as needed, by the doctoral mentor & faculty member.

• Then, Claire engaged in a sequence of experiential learning activities which form the 7 steps in the research process (next slide). Each step involved a face-to-face meeting(s) with Claire, Karla, & myself. Reflection was ongoing & time was given at each meeting for Claire to reflect upon past & current research steps.

• A rubric entitled "The Guide to Rating Critical & Integrative Thinking" was employed for assessing Claire’s performance as she progressed through the various 7 steps of the research process & at the end of the project (formative & summative evaluations).

• The rubric served as a self-assessment tool and as a basis for reflection for Claire progressed through each step of the research process.

Assessment Rubric & DeliverablesA rubric entitled "The Guide to Rating Critical & Integrative Thinking" contains 7 evaluative criteria useful for guiding the student researcher, doctoral & faculty mentors through the seven steps of the research process:• Identify problem or question, or issue (critical thinking knowledge & skills)• Consider context and assumptions (critical thinking)• Developing hypotheses (critical thinking)• Acquire and analyze data (critical thinking)• Discuss the value of the findings, implications (critical thinking)• Identify conclusions and implications (critical thinking) • Communicate findings effectively (communication: oral & written dissemination of

the research results)

– Deliverables: Claire Caillouet participated or will participate in the following: 2014 Scholar’s Week, i.e., Women’s Studies Conference on April 16 & Student Scholars Symposium on April 24 where she delivered an oral and poster presentations, respectively. She will also be participating in the COPS Annual Showcase on April 29. Providing these presentations can’t help but bolster self-esteem & serve as a basis for future student research.

Rubric for Assessing Student

Performance Related to the

Learning Experience and Program SLOs