Climbing the Mountain: Guiding Students to Reflect on Research

Friday, April 7, 2023
12:00 PM - 12:50 PM

 

Center for Teaching Excellence
Thomas Cooper Library, Room L511

This session is being delivered in a face-to-face format. You'll need to come to the offices of the Center for Teaching Excellence to attend. There is not a virtual option available to attend this presentation.


Details

Ever wonder what students are truly learning through their research experience? Want to help guide them in that process of self-reflection? Undergraduate research is a well-established high-impact educational practice, and the more that students reflect on the experience, the more impactful it will be.

In this roundtable session, we will focus on how research advisors can support student reflection at appropriate and meaningful points in their students' experience. It will introduce the three domains of learning and their application to student reflection at each stage of the Seven Ps of Research. Using these tools, participants will reflect-in-action to develop tangible ideas for promoting a unique and personalized learning experience for each student.

 

This is an elective session for a certificate of completion in Integrative and Experiential Learning.


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Facilitator


Charles Pierce
Faculty Executive Director
Center for Integrative and Experiential Learning


Charlie Pierce is the Faculty Executive Director of the Center for Integrative and Experiential Learning. He leads a team of professionals dedicated to supporting student learning through Experience by Design and Graduation with Leadership Distinction. He is originally from the small state of Rhode Island and a proud alumnus of the University of New Hampshire (BS) and Northwestern University (MS, PhD), where he was indelibly shaped by professors who cared deeply about their students.


Pierce has been a faculty member at USC since 1998 and teaches undergraduate and graduate courses in geotechnical engineering. He is passionate about fostering a love of learning in his students while helping them develop lifelong professional skills such as critical thinking and decision making. He has spent the past decade and a half creating inclusive, hands-on, student-centered learning environments across engineering, in and out of the classroom, through the adaptation of collaborative problem-based learning.