Qualitative Review of Cognitive Apprenticeship Theory in STEM Grad Ed

Principal Investigator(s):  View help for Principal Investigator(s) Lana Minshew, Medical College of Wisconsin ; Jacqueline McLaughlin, Eshelman School of Pharmacy, University of North Carolina-Chapel Hill ; Amanda Olsen, University of Texas - Arlington

Version:  View help for Version V1

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Project Citation: 

Minshew, Lana, McLaughlin, Jacqueline , and Olsen, Amanda. Qualitative Review of Cognitive Apprenticeship Theory in STEM Grad Ed. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2021-09-11. https://doi.org/10.3886/E149741V1

Project Description

Summary:  View help for Summary The future is dependent upon the STEM graduate education system, emphasizing the importance of STEM graduate programs in producing highly trained expert researchers. The Cognitive Apprenticeship (CA) framework provides guidance to experts (i.e., faculty) on how to explicate their knowledge through the creation of learning opportunities that foster and support students in developing expertise in a particular discipline. This review examines the current landscape of research focused on the use of the CA framework in STEM graduate education. The research suggests the CA framework is a useful and effective model for supporting faculty in cultivating rich learning opportunities for STEM graduate students.

Scope of Project

Subject Terms:  View help for Subject Terms Cognitive apprenticeship; STEM Education; Qualitative Review; Graduate Education
Time Period(s):  View help for Time Period(s) 2018 – 2020 (Review covers 1989 - September 2018)
Data Type(s):  View help for Data Type(s) text

Methodology

Data Source:  View help for Data Source Seven electronic databases were searched in September of 2018: Academic Search Premier, Education Full Text, ERIC, ProQuest Central, Scopus, Web of Science, and World CAT. Search terms included “cognitive apprenticeship” + [“doctora*” or “doctoral” or “graduate” or “PhD” or “masters”] (see Table 2) and yielded 95 publications. Inclusion criteria: empirical, peer-reviewed, and include STEM graduate students as study participants published from 1989 - September 2018. 
Collection Mode(s):  View help for Collection Mode(s) other

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V1 [2021-09-11]

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