Participatory action research experiences for undergraduates: forging critical connections through community engagement

Trott, Carlie D.; McMeeking, Laura B. Sample; Weinberg, Andrea E.

doi:10.1080/03075079.2019.1602759

Cited by 20 publications

(16 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Being a knowledge producer, including being a researcher, is a role increasingly linked to undergraduate students [1,[140][141][142]. According to Palmer "an undergraduate education needs to ensure students graduate with higher order skills that prepare them for today's increasingly complex society and economy, and academic dispositions that are developed particularly well through research and inquiry-based learning opportunities" [43] (p. 415).…”

Section: Role Identity and Career Developmentmentioning

confidence: 99%

Undergraduate Disabled Students as Knowledge Producers including Researchers: A Missed Topic in Academic Literature

Lillywhite

Wolbring

2019

Education Sciences

View full text Add to dashboard Cite

Research experience is beneficial for undergraduate students for many reasons. For example, it is argued in academic literature and in reports produced by various organizations that engage with science, technology, engineering and math (STEM) education and science education that undergraduate research experience increases the graduation rate in STEM disciplines as well as the amount of students thinking about STEM careers. As such, being researchers should also be of benefit to undergraduate disabled students in all disciplines including STEM education. However, given that undergraduate disabled students encounter many problems within post-secondary education, including STEM education, undergraduate disabled students might encounter problems in becoming researchers. Policies are to be guided by knowledge and evidence. However, knowledge and evidence deficits exist in relation to the lived experience of disabled people. Undergraduate disabled students could decrease the knowledge deficit as researchers and knowledge producers. The numbers of disabled academic faculty are judged as being too low and efforts are under way to increase the number of disabled academics. Increasing the number of undergraduate disabled researchers might increase the available pool of disabled students that pursue an academic career. Given the important role research performed by undergraduate disabled students can play and given that many studies highlight problems for disabled students in post-secondary education in general, we used a scoping review approach to investigate the coverage of undergraduate disabled students as knowledge producers, including as researchers, in the academic literature. Using various search strategies, we obtained 1299 initial hits. However, only 15 had relevant content. No study investigated how undergraduate disabled students select their research topics or how they are enticed to pursue research projects outside of a course-based framework. No study looked at the linkage between being an undergraduate disabled researcher and career choices or using the obtained research skills on the undergraduate level in one's role as a community member after graduation. Our findings suggest an opportunity for many fields, ranging from disability studies to STEM education, to generate more empirical data and conceptual work on the role of undergraduate disabled students as knowledge producers including as researchers. Such studies could help to increase the numbers of undergraduate disabled students as knowledge producers, including researchers, which in turn could help to increase (a) the number of disabled academics, (b) the number of disabled students who perform research in the community after graduation, (c) the degree success of disabled students and (d) the knowledge available on the social situation of disabled people.

show abstract

Section: Role Identity and Career Developmentmentioning

confidence: 99%

Undergraduate Disabled Students as Knowledge Producers including Researchers: A Missed Topic in Academic Literature

Lillywhite

Wolbring

2019

Education Sciences

View full text Add to dashboard Cite

show abstract

“…While many PAR studies have been done in collaboration with K–12 students, fewer studies have used this approach with undergraduate students ( Elwood, 2009 ; Trott et al. , 2018 , 2020 ).…”

Section: Discussionmentioning

confidence: 99%

Drawing on Internal Strengths and Creating Spaces for Growth: How Black Science Majors Navigate the Racial Climate at a Predominantly White Institution to Succeed

Stanton

Means

Babatola

et al. 2022

LSE

View full text Add to dashboard Cite

show abstract

“…Es las siguientes secciones proveemos ejemplos de cómo, a través del proceso de producción del libro Un cambio categoría 4, fomentamos la práctica de estudios de desastres llevadas a cabo por y para las personas que experimentan los desastres, basados en sus realidades y narrados por ellos: en nuestro caso los estudiantes (investigadores locales) que experimentaron el paso del huracán María. Los beneficios de la investigación donde las universidades, los estudiantes, los miembros de la comunidad y el público en general se relacionan y se nutren entre sí es cada vez más reconocida y fomentada (Trott et al, 2020).…”

Section: Un Cambio Categoría 4 Y El Manifiesto: Por Quién Y Para Quiénunclassified

¿Cómo, por quién y para qué? Investigación y labor creativa en el estudio de desastres en Puerto Rico

Marrero

Scalley

2021

REDER

View full text Add to dashboard Cite

En el año 2017 el huracán María impactó el archipiélago de Puerto Rico como un huracán de categoría 4. A raíz de esa experiencia surge el libro Un cambio categoría 4: Memorias del huracán María, el cual incluye las narrativas personales de 15 estudiantes de pregrado de la Universidad de Puerto Rico. En este artículo documentamos el proceso de producción y diseminación del libro. Describimos cómo dicho proceso representó un mecanismo para afrontar las condiciones posteriores al desastre, además de aportar al desarrollo académico y profesional de los estudiantes. Ejemplificamos cómo el libro contribuye a las aspiraciones del manifiesto ‘Poder, prestigio y valores olvidados: Un manifiesto de los estudios sobre desastres’, el cual destaca, entre otras cosas, la necesitad de producción de conocimiento por parte de aquellos que sufren los impactos de los desastres de manera que se reflejen adecuadamente las realidades locales en las que se desatan los desastres y que, además, redunden en beneficio a aquellos que viven en riesgo y experimentan los mismos. En ese contexto reflexionamos y sugerimos unas áreas de énfasis para adelantar los objetivos del manifiesto, de manera específica, y del estudio de desastres y reducción de riesgo, de manera más amplia.

show abstract

Participatory action research experiences for undergraduates: forging critical connections through community engagement

Cited by 20 publications

References 30 publications

Undergraduate Disabled Students as Knowledge Producers including Researchers: A Missed Topic in Academic Literature

Undergraduate Disabled Students as Knowledge Producers including Researchers: A Missed Topic in Academic Literature

Drawing on Internal Strengths and Creating Spaces for Growth: How Black Science Majors Navigate the Racial Climate at a Predominantly White Institution to Succeed

¿Cómo, por quién y para qué? Investigación y labor creativa en el estudio de desastres en Puerto Rico

Contact Info

Product

Resources

About