The efficacy of directed studies courses as a form of undergraduate research experience: a comparison of instructor and student perspectives on course dynamics-Reference-Cited by-同舟云学术

The efficacy of directed studies courses as a form of undergraduate research experience: a comparison of instructor and student perspectives on course dynamics

Published:2018-02-16 Issue:5 Volume:76 Page:771-788
ISSN:0018-1560
Container-title:Higher Education
language:en
Short-container-title:High Educ

Author:

Moore Sean E.,Hvenegaard Glen T.,Wesselius Janet C.

Funder

University of Alberta Teaching and Learning Enhancement Fund

Publisher

Springer Science and Business Media LLC

Subject

Education

Link

http://link.springer.com/article/10.1007/s10734-018-0240-7/fulltext.html

Reference45 articles.

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3. Barrows, H. S., & Tamblyn, R. M. (1980). Problem-based learning: an approach to medical education. New York: Springer.

4. Bauer, K. W., & Bennett, J. S. (2003). Alumni perceptions used to assess undergraduate research experience. The Journal of Higher Education, 74(2), 210–230. https://doi.org/10.1353/jhe.2003.0011 .

5. Craney, C., McKay, T., Mazzeo, A., Morris, J., Prigodich, C., & de Groot, R. (2011). Cross-discipline perceptions of the undergraduate research experience. Journal of Higher Education, 82(1), 92–113. https://doi.org/10.1353/jhe.2011.0000 .

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