Midtveievalueringen gjennomføres i henhold til Retningslinjer for midtveisevaluering for doktorgradsprogrammet ved Det juridiske fakultet, UiO. Evalueringen består av en åpen seminardel (ca. 90 min.) og et lukket møte (ca. 30 min.). På det lukkede møtet deltar instituttleder (eller dennes representant), veileder/e samt kommentator/ene.
- Kommentator er ph.d. Elisabeth Hovdhaugen, forsker 1 ved NIFU
- Midtveisevalueringen ledes av Institutt for offentlig retts nestleder, professor Jo Stigen
- Hovedveileder er professor Malcolm Langford, Institutt for offentlig rett
- Medveiledere er professor Ronny Scherer fra Senter for pedagogiske målinger ved Utdanningsvitenskapelig fakultet, UiO, og professor Crina-Ioana Damsa fra Institutt for pedagogikk ved Utdanningsvitenskapelig fakultet, UiO
Dan Uehara er doktorgradsstipendiat ansatt ved CELL. Han er også affiliert til Institutt for offentlig rett og har arbeidsplass i 7.etasje i Domus Juridica.
Uehara er en del av nettverket Unpacking Collaboration, som er basert ved Utdanningsvitenskapelig fakultet, UiO.
Seminaret avholdes på engelsk.
Om stipendiaten / About the PhD fellow
Dan Uehara is a PhD fellow at the Centre on Experiential Legal Learning (CELL) since January 2022. He has also received a master’s degree in educational measurement from the faculty of Educational Sciences (UV) investigating the classification accuracy of IRT and classical test theory equating methods. The current PhD project is in collaboration with the Department of Education including HEDWORK, CEMO and HuLAR.
His primary research interests include educational measurement and survey analytics utilising quantitative methods (e.g. item response theory, structural equation modelling, regression analysis) and learning analytics (e.g. statistical analysis, natural language processing, network analysis). He also has other research interests including mixed method research, small sample analytical methods and high-stake assessments
Om avhandlingsprosjektet / About the project
Uehara’s PhD project is “Sense of Belonging of Law Students”.
Research suggests law students’ experience greater levels of stress and lower perceived sense of well-being than other study programs. One aspect that has been rarely evaluated in legal education is sense of belonging and its impact on law students’ educational outcomes. Sense of belonging is a basic human need and is basically defined as the need for feeling accepted and included in a group. The impact of sense of belonging in higher education research has been shown to be far reaching and impacts students academic performance, retention, self-esteem, and well-being.
The purpose of this project is to understand:
1) What factors impact law students’ sense of belonging?
2) How sense of belonging impact law students learning?
3) How sense of belonging can be improved?
To answer these research questions a mixed method research design is used. A variety of relatively complex analytical methods are used including structural equation modelling and thematic analysis combined with machine learning techniques.