Susan M Howitt
Biographic Data
| ID | 9103518 |
|---|---|
| NAME | Susan M Howitt |
| GIVEN NAMES | Susan M |
| FAMILY NAME | Howitt |
| SIGNATURE | HOWITT S M |
| AFFILIATIONS | Australian National University |
| ORCID | 0000-0002-2192-2317 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Unlearning, uncovering and becoming
Increased specialisation of disciplinary cultures creates barriers for students who may not understand the genre, style and conventions of disciplinary writing. Academic literacies research recognises that literacy is a social practice where writing is inextricably linked to knowledge construction. Learning to write, therefore, requires meaning-making by students as they engage with the nature of questions asked and arguments constructed within a…
Students’ use of evaluative judgement in an online peer learning community
One goal of higher education is the development of students’ evaluative judgement, that is, the capacity to make judgements of the quality of work done by oneself and others. Supporting students to critique the work of peers provides opportunities for evaluative judgement, which we explored using an online platform, PeerWise, in a second year genetics course. PeerWise enables students to write, comment on, answer and rate multiple choice question…
Developing critical being in an undergraduate science course
This article argues that the development of criticality in the three domains of knowledge, self and the world can and should be a goal for undergraduate learning in the sciences. It presents empirical evidence that this can be facilitated through teaching and learning that places a strong emphasis on the social dimensions of both the exercise and nature of criticality. Given the opportunity to discuss science as both an ongoing process and a huma…
A fundamental misalignment
Authentic experiences of research are seen as valuable elements of undergraduate science, providing motivation for students and linking the research and teaching activities of academics. But as such experiences are made available to increasing numbers of students as formal, graded parts of the curriculum, important questions are raised about their pedagogical function and the ways in which they are assessed. This article draws on interviews with …
Assessing the unassessable
We suggest that academics involved in the provision of research experiences to undergraduate science students may benefit by reconceptualising these experiences as work-based learning. In particular, drawing on the widespread use of reflective practice in work-based learning allows for a more effective focus on process-related learning. We describe an empirical study involving the implementation of reflective blogs in which science students respo…
Connecting expectations and experiences of students in a research-immersive degree
Recent studies of undergraduates engaged in authentic research have suggested that students may benefit in a range of different ways from such experiences. However, these same studies have also shown significant variation in the extent and universality of these benefits. This article investigates the impact of one potential source of variation in perceived benefits: students' prior expectations of what research experiences might offer. The author…
Academics' perceptions of the purpose of undergraduate research experiences in a research-intensive degree
The inclusion of research experiences as core components of undergraduate curricula implies that students will be exposed to and situated within the research activities of their university. Such experiences thus provide a new prism through which to view the relations between teaching, research and learning. The intentions and actions of academics supervising these activities will be strongly influenced by their beliefs regarding the nature of res…
Academics' perceptions of the purpose of undergraduate research experiences in a research-intensive degree
The inclusion of research experiences as core components of undergraduate curricula implies that students will be exposed to and situated within the research activities of their university. Such experiences thus provide a new prism through which to view the relations between teaching, research and learning. The intentions and actions of academics supervising these activities will be strongly influenced by their beliefs regarding the nature of res…
Connecting expectations and experiences of students in a research-immersive degree
Recent studies of undergraduates engaged in authentic research have suggested that students may benefit in a range of different ways from such experiences. However, these same studies have also shown significant variation in the extent and universality of these benefits. This article investigates the impact of one potential source of variation in perceived benefits: students' prior expectations of what research experiences might offer. The author…
Academics' perceptions of the purpose of undergraduate research experiences in a research-intensive degree
The inclusion of research experiences as core components of undergraduate curricula implies that students will be exposed to and situated within the research activities of their university. Such experiences thus provide a new prism through which to view the relations between teaching, research and learning. The intentions and actions of academics supervising these activities will be strongly influenced by their beliefs regarding the nature of res…
Connecting expectations and experiences of students in a research-immersive degree
Recent studies of undergraduates engaged in authentic research have suggested that students may benefit in a range of different ways from such experiences. However, these same studies have also shown significant variation in the extent and universality of these benefits. This article investigates the impact of one potential source of variation in perceived benefits: students' prior expectations of what research experiences might offer. The author…
A fundamental misalignment
Authentic experiences of research are seen as valuable elements of undergraduate science, providing motivation for students and linking the research and teaching activities of academics. But as such experiences are made available to increasing numbers of students as formal, graded parts of the curriculum, important questions are raised about their pedagogical function and the ways in which they are assessed. This article draws on interviews with …
Assessing the unassessable
We suggest that academics involved in the provision of research experiences to undergraduate science students may benefit by reconceptualising these experiences as work-based learning. In particular, drawing on the widespread use of reflective practice in work-based learning allows for a more effective focus on process-related learning. We describe an empirical study involving the implementation of reflective blogs in which science students respo…
Developing critical being in an undergraduate science course
This article argues that the development of criticality in the three domains of knowledge, self and the world can and should be a goal for undergraduate learning in the sciences. It presents empirical evidence that this can be facilitated through teaching and learning that places a strong emphasis on the social dimensions of both the exercise and nature of criticality. Given the opportunity to discuss science as both an ongoing process and a huma…
Students’ use of evaluative judgement in an online peer learning community
One goal of higher education is the development of students’ evaluative judgement, that is, the capacity to make judgements of the quality of work done by oneself and others. Supporting students to critique the work of peers provides opportunities for evaluative judgement, which we explored using an online platform, PeerWise, in a second year genetics course. PeerWise enables students to write, comment on, answer and rate multiple choice question…
Unlearning, uncovering and becoming
Increased specialisation of disciplinary cultures creates barriers for students who may not understand the genre, style and conventions of disciplinary writing. Academic literacies research recognises that literacy is a social practice where writing is inextricably linked to knowledge construction. Learning to write, therefore, requires meaning-making by students as they engage with the nature of questions asked and arguments constructed within a…
Evaluation of Teaching Practices (7 works) · Mathematics education (7 works) · Psychology (7 works) · Pedagogy (6 works) · Higher education (5 works) · Computer Science (4 works) · Medical education (4 works) · Political science (4 works) · Reflective Practices in Education (3 works) · Critical thinking (2 works)