Vignettes of the iGEM Experience: Student Partnerships Toward Authentic Learning
With the ever-increasing push towards authentic learning within post-secondary institutions, many approaches are being explored. One such method with a particular focus on real-world applications has been the International Genetically Engineered Machines (iGEM) competition program developed at the University of Calgary. This program sees teams of undergraduate students tasked to develop a solution or product for an application of their choice in partnership with a faculty mentor. This paper presents the findings from an interactive workshop with post-secondary educators and a subsequent thematic analysis on vignettes collected from alumni of the Calgary iGEM program, focusing on how authentic learning was pivotal in their experiences. It was found that teamwork and science were recurring themes in the vignettes, while post-grad life and personal growth supported the presence of authentic learning.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Herrington, A., & Herrington, J. (2006). What is an Authentic Learning Environment? In Authentic Learning Environments in Higher Education (pp. 1–14). Idea Group Inc. https://doi.org/10.4018/978-1-59140-594-8.ch001
Rule, A. C. (State U. of N. Y. A. O. (2006). Editorial: The components Authentic Learning Overview. Journal of Authentic Learning, 3(1), 1–10. https://doi.org/10.1080/02680510500467866
Schaffer, S. P., Lei, K., & Reyes Paulino, L. (2008). A framework for cross-disciplinary team learning and performance. Performance Improvement Quarterly, 21(3), 7–21. https://doi.org/10.1002/piq.20028
Copyright (c) 2019 Robert Mayall, Mayi Arcellana-Panlilio
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC-NC-ND) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.