Cognitive Apprenticeship and the Supervision of Science and Engineering Research Assistants

Authors

Michelle A. Maher, University of South CarolinaFollow
Joanna A. Gilmore, University of Texas at AustinFollow
David F. Feldon, Utah State UniversityFollow
Telesia E. Davis, University of South CarolinaFollow

Document Type

Article

Journal/Book Title/Conference

Journal of Research Practice

Volume

9

Issue

2

Publisher

Athabasca University

Publication Date

11-1-2013

First Page

1

Last Page

22

Abstract

We explore and critically reflect on the process of science and engineering research assistant skill development both within laboratory-based research teams and, when no team is present, whithin the faculty supervisor-research assistant interactions. Using a performance-based measure of research skill development, we identify research assistants who, over the course of an academic year of service as a researcher, markedly developed, modestly developed, or failed to develop their research skills. Interviews with these research assistants and their faculty supervisors, seen through the lens of cognitive apprenticeship, provide insight into this variation. We found that within the contours of supervisory relationships and research teams, research skill development is indelibly shaped, for better or worse, by supervisor influence and abundant trial-and-error.

Recommended Citation

Maher, M. A., Gilmore, J. A., Feldon, D. F., & Davis, T. E. (2013). Cognitive apprenticeship and the supervision of science and engineering research assistants. Journal of Research Practice, 9, Article M5.