Table 2 List of themes and subthemes used to qualitatively code the interview data.
From: Research-to-action multidisciplinary projects: an undergraduate convergence research course
Theme | Sub-theme | Definition |
|---|---|---|
Classroom Dynamics—refers to the interpersonal dynamics between students and faculty during the course. | Communication | One way transfer of information and related skills. |
Faculty-Faculty Collaboration | Faculty working together to produce a research output. | |
Faculty-Faculty Interactions | Faculty engaging with one another through discussion. | |
Student-Faculty Interactions | Faculty engaging with students through discussion. | |
Course Factors—elements of the course that led to either the success or lack thereof in the course. | Lack of cohesiveness | Missing connective threads throughout projects and the course activities. |
Not enough time in the course | Time as a limitation to completing course projects and achieving stated learning objectives. | |
Student diversity | Disciplinary diversity among students. | |
Student engagement | Student engagement in the research and convergent elements of the course. | |
Course Metrics—outcomes of the course by which success or lack thereof was referenced. | Lack of meaningful research outcomes | A noted lack of research outputs that significantly contribute to the goals of the project. |
Student convergence skills | Any perceived gain of skills or knowledge of convergence research methods by the students of the course. | |
Individual habits of mind—demonstrated ways of faculty engaging with other course participants and research that increase convergence capacity across disciplines and projects.a | Co-creation of knowledge | Integration of multiple sources of knowledge through inviting non-academic stakeholders to aid in the design of methods and interpretation of results in applied research contexts.b |
Epistemic humility | A recognition that one is reliant on others’ expertise to have a complete understanding of a topic, and that on certain topics, no confidence is possible. It is also a keen awareness of our vulnerability to error.a | |
Interdependence | An awareness that projects within the course are inherently connected based on shared methods, knowledge input and outputs, or impact areas.a |
