Brief tutorial describing the differences between student-led and faculty-led research and instructing UCLA students how they can earn course credit for research work in these two contexts. The tutorial is web-based and includes a series of interactive slides which present activities for users to test their knowledge of the material.
Type of Material:
Tutorial
Recommended Uses:
This tutorial could serve as a short outside-of-class activity to be completed independently by students. Since it is brief and based on recall from written materials, it does not involve problem-solving or other activities that would be more conducive to group work.
Technical Requirements:
Browser
Identify Major Learning Goals:
Learners will:
Identify benefits of faculty- and student-led research projects
Identify differences between SRP 99 and Departmental 195-199 [research projects and credit at UCLA]
Target Student Population:
College General Ed, College Lower Division, College Upper Division, Graduate School.
The specific intended audience seems to be UCLA students because the tutorial identifies two different "tracks" for student research involvement, what the expectations are for each track, and then ties the tracks to specific course-based and/or departmental identifiers.
Prerequisite Knowledge or Skills:
Basic knowledge of the research process as well as UCLA's course offerings and numbering conventions.
Content Quality
Rating:
Strengths:
This concise and interactive slide deck has embedded activity that directly address the content it covers describing the differences between faculty-led research and student-led research. It also describes the time commitment involved, grading, and levels of understanding research.
Concerns:
The content is very short and highly specific to UCLA's course offerings and credit toward program/degree requirements. The overall underlying concept of differences between faculty-led and student-led research could transfer to other institutions and settings but the information that is specific to department and course credit information is likely not transferrable. Also, the tutorial does not require students to engage in knowledge-building activities much beyond recall. Finally, because the tutorial was created a few years ago, it may be outdated in relation to the specific course-credit information it is sharing.
Potential Effectiveness as a Teaching Tool
Rating:
Strengths:
Learning goals are clearly specified and the learner activities embedded in the tutorial address the learning goals. The content itself is clear.
Concerns:
The information presented is tied to a single institution and its course credit structure, so it may not translate to other institutions. In addition, this tutorial seems to be part of a larger instructional unit. It may be more useful to consider the whole instructional unit for a review rather than its discrete parts, especially because this section includes some content that would only be relevant to students at UCLA.
Ease of Use for Both Students and Faculty
Rating:
Strengths:
The resource is easy to navigate, short, and the quizzes are not only entertaining but require that the reader pay close attention to the content. The resource passed the WAVE accessibility test.
Concerns:
None.
Creative Commons:
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