Minneapolis, MN
August 23, 2022
June 26, 2022
June 29, 2022
ERM: Student Professional Development: Professional Skills and Moving Beyond the Classroom
18
10.18260/1-2--41017
https://peer.asee.org/41017
787
This qualitative research paper explores how undergraduate research experiences impact engineering students’ curiosity and responses to uncertainty. Curiosity occurs when a student encounters uncertainty and seeks to close a gap in knowledge [1], which can lead to deep and meaningful learning [2]. In research labs, students can extend and apply content they learn in class and pursue independent lines of inquiry. We ask whether engaging in research experiences can therefore support and promote students’ curiosity. Eight undergraduate engineering students working in research labs participated in a semi-structured interview about their research and class experiences. These interviews were coded for themes related to uncertainty and curiosity. This paper specifically investigates causes of students’ curiosity and their responses to uncertainty. Students were curious about a wide variety of topics both within and outside of engineering and appreciated that research provided opportunities to apply and deepen their knowledge. They frequently encountered uncertainty and responded by independently seeking resources or consulting a mentor, most often a graduate student. These findings can help inform how professors in both classroom and lab settings can cultivate and encourage their students’ curiosity and help them respond to uncertainty.
Wylie, C., & Evans, N., & Jirout, J., & Scoville, J., & Opila, E. (2022, August), “Where could this take me and what kind of interesting stuff could I do with that?" The role of curiosity in undergraduate learning Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41017
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