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Journal of Undergraduate Research

Keywords

hydroecology, becoming experts, new concepts, institutional expertise

College

Life Sciences

Department

Biology

Abstract

The National Research Council, in its report on how people learn, identified key differences between novices and experts (Bransford et al. 2000; Donovan and Bransford 2005). One of the grand challenges of education is to shepherd students through the process of becoming experts. Mentored research experiences are a critical component of this process as students “grow in skills and increase in responsibility” (Mentoring Principle #3) and participate in projects that “extend well beyond the routine” and “[develop] of new concepts of learning” (Mentoring Principle #5). Bransford et al. (2000) emphasized that developing into an expert requires, among other things, (1) using initial understanding to frame new concepts and (2) the ability to transfer knowledge from one realm into another. This two step process—gain new knowledge and transfer it to a new realm—is a key element of this mentoring proposal.

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