WorldWideScience

Sample records for undergraduate research project

  1. Leading Undergraduate Research Projects in Mathematical Modeling

    Science.gov (United States)

    Seshaiyer, Padmanabhan

    2017-01-01

    In this article, we provide some useful perspectives and experiences in mentoring students in undergraduate research (UR) in mathematical modeling using differential equations. To engage students in this topic, we present a systematic approach to the creation of rich problems from real-world phenomena; present mathematical models that are derived…

  2. An Applied Project-Driven Approach to Undergraduate Research Experiences

    Science.gov (United States)

    Karls, Michael A.

    2017-01-01

    In this paper I will outline the process I have developed for conducting applied mathematics research with undergraduates and give some examples of the projects we have worked on. Several of these projects have led to refereed publications that could be used to illustrate topics taught in the undergraduate curriculum.

  3. Student Perceptions on Live-Case Projects: Undergraduate Marketing Research

    Science.gov (United States)

    Gundala, Raghava Rao; Singh, Mandeep; Baldwin, Andrew

    2014-01-01

    This paper is an investigation into undergraduate students' perceptions on use of live projects as a teaching pedagogy in marketing research courses. Students in undergraduate marketing research courses from fall 2009 to spring 2013 completed an online questionnaire consisting of 17 items. The results suggested that student understanding of…

  4. SAGE as a Source for Undergraduate Research Projects

    Science.gov (United States)

    Hutz, Benjamin

    2017-01-01

    This article examines the use of the computer algebra system SAGE for undergraduate student research projects. After reading this article, the reader should understand the benefits of using SAGE as a source of research projects and how to commence working with SAGE. The author proposes a tiered working group model to allow maximum benefit to the…

  5. Linguistic analysis of project ownership for undergraduate research experiences.

    Science.gov (United States)

    Hanauer, D I; Frederick, J; Fotinakes, B; Strobel, S A

    2012-01-01

    We used computational linguistic and content analyses to explore the concept of project ownership for undergraduate research. We used linguistic analysis of student interview data to develop a quantitative methodology for assessing project ownership and applied this method to measure degrees of project ownership expressed by students in relation to different types of educational research experiences. The results of the study suggest that the design of a research experience significantly influences the degree of project ownership expressed by students when they describe those experiences. The analysis identified both positive and negative aspects of project ownership and provided a working definition for how a student experiences his or her research opportunity. These elements suggest several features that could be incorporated into an undergraduate research experience to foster a student's sense of project ownership.

  6. ChE Undergraduate Research Projects in Biomedical Engineering.

    Science.gov (United States)

    Stroeve, Pieter

    1981-01-01

    Describes an undergraduate research program in biomedical engineering at the State University of New York at Buffalo. Includes goals and faculty comments on the program. Indicates that 58 percent of projects conducted between 1976 and 1980 have been presented at meetings or published. (SK)

  7. What do medical students understand by research and research skills? Identifying research opportunities within undergraduate projects.

    Science.gov (United States)

    Murdoch-Eaton, Deborah; Drewery, Sarah; Elton, Sarah; Emmerson, Catherine; Marshall, Michelle; Smith, John A; Stark, Patsy; Whittle, Sue

    2010-01-01

    Undergraduate research exposure leads to increased recruitment into academic medicine, enhanced employability and improved postgraduate research productivity. Uptake of undergraduate research opportunities is reported to be disappointing, and little is known about how students perceive research. To investigate opportunities for undergraduate participation in research, recognition of such opportunities, and associated skills development. A mixed method approach, incorporating student focus and study groups, and documentary analysis at five UK medical schools. Undergraduates recognised the benefits of acquiring research skills, but identified practical difficulties and disadvantages of participating. Analysis of 905 projects in four main research skill areas - (1) research methods; (2) information gathering; (3) critical analysis and review; (4) data processing - indicated 52% of projects provided opportunities for students to develop one or more skills, only 13% offered development in all areas. In 17%, project descriptions provided insufficient information to determine opportunities. Supplied with information from a representative sample of projects (n = 80), there was little consensus in identifying skills among students or between students and researchers. Consensus improved dramatically following guidance on how to identify skills. Undergraduates recognise the benefits of research experience but need a realistic understanding of the research process. Opportunities for research skill development may not be obvious. Undergraduates require training to recognise the skills required for research and enhanced transparency in potential project outcomes.

  8. Project Report: Undergraduate Student Research Program (USRP)

    Science.gov (United States)

    Gavin, Patricia

    2011-01-01

    To better understand geochemical processes occurring on Europa's seafloor, we investigated the effects of varying Fe?content in the seafloor rock and varying temperature. Iron is important in such geochemical processes as the production of methane through serpentinization (e.g. Allen and Seyfried, 2003) and can be a nutrient for microbes (Russell and Hall, 2006; Park and Kim, 2001). It can also offer clues as to the state of differentiation of Europa's core/mantle. If Europa is fully differentiated and contains an iron core, we would expect there to be little iron in the mantle and ocean floor whereas a homogeneous Europa would have iron evenly dispersed throughout the ocean floor. Furthermore, the composition of the ocean is a result of water?rock interactions at the seafloor. This project investigated the effects of temperature on geochemical processes, comparing high temperature (> 250oC) hydrothermal vents (Kelley et al., 2001) to lower temperature (20oC) cold seeps (e.g. Orphan et al., 2002).

  9. The Polaris Project: Undergraduate Research Catalyzing Advances in Arctic Science

    Science.gov (United States)

    Schade, J. D.; Holmes, R. M.; Natali, S.; Mann, P. J.; Bunn, A. G.; Frey, K. E.

    2017-12-01

    With guidance and sufficient resources, undergraduates can drive the exploration of new research directions, lead high impact scientific products, and effectively communicate the value of science to the public. As mentors, we must recognize the strong contribution undergraduates make to the advancement of scientific understanding and their unique ability and desire to be transdisciplinary and to translate ideas into action. Our job is to be sure students have the resources and tools to successfully explore questions that they care about, not to provide or lead them towards answers we already have. The central goal of the Polaris Project is to advance understanding of climate change in the Arctic through an integrated research, training, and outreach program that has at its heart a research expedition for undergraduates to a remote field station in the Arctic. Our integrative approach to training provides undergraduates with strong intellectual development and they bring fresh perspectives, creativity, and a unique willingness to take risks on new ideas that have an energizing effect on research and outreach. Since the projects inception in summer 2008, we have had >90 undergraduates participate in high-impact field expeditions and outreach activities. Over the years, we have also been fortunate enough to attract an ethnically, racially, and culturally diverse group of students, including students from Puerto Rico, Hispanic-, African- and Native-Americans, members of the LGBT community, and first-generation college students. Most of these students have since pursued graduate degrees in ecology, and many have received NSF fellowships and Fulbright scholarships. One of our major goals is to increase the diversity of the scientific community, and we have been successful in our short-term goal of recruiting and retaining a diverse group of students. The goal of this presentation is to provide a description of the mentoring model at the heart of the Polaris Project

  10. Student and Faculty Outcomes of Undergraduate Science Research Projects by Geographically Dispersed Students

    Science.gov (United States)

    Shaw, Lawton; Kennepohl, Dietmar

    2013-01-01

    Senior undergraduate research projects are important components of most undergraduate science degrees. The delivery of such projects in a distance education format is challenging. Athabasca University (AU) science project courses allow distance education students to complete research project courses by working with research supervisors in their…

  11. Relationship between Students' Scores on Research Methods and Statistics, and Undergraduate Project Scores

    Science.gov (United States)

    Ossai, Peter Agbadobi Uloku

    2016-01-01

    This study examined the relationship between students' scores on Research Methods and statistics, and undergraduate project at the final year. The purpose was to find out whether students matched knowledge of research with project-writing skill. The study adopted an expost facto correlational design. Scores on Research Methods and Statistics for…

  12. Ethical Review of Undergraduate Student Research Projects: A Proportionate, Transparent and Efficient Process?

    Science.gov (United States)

    Hack, Catherine J.

    2012-01-01

    Undergraduate research projects in the life sciences encompass a broad range of studies, some of which may require the participation of human subjects or other activities which may raise ethical concerns. As universities are accountable for all projects undertaken under their auspices they must ensure that these projects adhere to legal…

  13. The Python Project: A Unique Model for Extending Research Opportunities to Undergraduate Students

    Science.gov (United States)

    Harvey, Pamela A.; Wall, Christopher; Luckey, Stephen W.; Langer, Stephen; Leinwand, Leslie A.

    2014-01-01

    Undergraduate science education curricula are traditionally composed of didactic instruction with a small number of laboratory courses that provide introductory training in research techniques. Research on learning methodologies suggests this model is relatively ineffective, whereas participation in independent research projects promotes enhanced…

  14. Group-Effort Applied Research (GEAR): Expanding Opportunities for Undergraduate Research Through Original, Class-Based Research Projects

    Science.gov (United States)

    Moore, Sean D.; Teter, Ken

    2014-01-01

    Undergraduate research clearly enriches the educational development of participating students, but these experiences are limited by the inherent inefficiency of the standard one student - one mentor model for undergraduate research. Group-Effort Applied Research (GEAR) was developed as a strategy to provide substantial numbers of undergraduates with meaningful research experiences. The GEAR curriculum delivers concept-driven lecture material and provides hands-on training in the context of an active research project from the instructor's lab. Because GEAR is structured as a class, participating students benefit from intensive, supervised research training that involves a built-in network of peer support and abundant contact with faculty mentors. The class format also ensures a relatively standardized and consistent research experience. Furthermore, meaningful progress toward a research objective can be achieved more readily with GEAR than with the traditional one student - one mentor model of undergraduate research because sporadic mistakes by individuals in the class are overshadowed by the successes of the group as a whole. Three separate GEAR classes involving three distinct research projects have been offered to date. In this paper, we provide an overview of the GEAR format and review some of the recurring themes for GEAR instruction. We propose GEAR can serve as a template to expand student opportunities for life science research without sacrificing the quality of the mentored research experience. PMID:24898007

  15. Using an Undergraduate Materials Research Project to Foster Multidisciplinary Teaming Skills

    Science.gov (United States)

    Newell, James A.; Cleary, Doug D.

    2004-01-01

    This paper describes the use of undergraduate materials multidisciplinary research projects as a means of addressing the growing industrial demand for graduates experienced in working in multidisciplinary teams. It includes a detailed description of a project in which a multidisciplinary team of chemical engineering and civil engineering students…

  16. Coping self-efficacy of Chinese nursing undergraduates with their research projects.

    Science.gov (United States)

    Zhang, Wei; Li, Kun; Zhang, XiuMin; Chen, Li

    2016-10-01

    Undergraduate nursing education includes both professional knowledge and research skills. With regard to training nursing professionals for future healthcare settings, the ability to conduct research is fundamental for nurses after they graduate from universities. However, how nursing students develop coping self-efficacy and scientific skills as a specific ability during their professional study has received little attention. We studied nursing undergraduates' scientific research ability and its associated factors in the Chinese context and evaluated their self-efficacy for coping with research tasks. A total of 134 nursing undergraduates participated in the study. A purposely designed 22-item questionnaire was used to quantify students' research ability in implementing their research projects and the associated factors. Coping self-efficacy was measured with a modified Chinese version. The mean total self-efficacy score was 50.78±6.604 (M±SD). The majority (63.4%) of the students' coping self-efficacy was at a moderate level. Having "the ability to write a manuscript before conducting research projects" (P=0.006) and "topics determined by instructors after discussion with group members" (P=0.005) were the two predictive factors of good coping self-efficacy in students. Nursing undergraduates' self-efficacy was high enough to cope with their scientific research projects, but the information on procedures needed for project application was not abundant, and new training programs might be needed to meet the needs of nursing undergraduates. We should make full use of the predictors of good coping self-efficacy and promote nursing undergraduates' research ability. Copyright © 2016 Elsevier Ltd. All rights reserved.

  17. Undergraduate Research as a Process for STEM Teaching and Learning Systemic Change: Lessons Learned from the Council on Undergraduate Research NSF CCLI and TUES Projects

    Science.gov (United States)

    Ambos, E. L.; Havholm, K. G.; Malachowski, M.; Osborn, J.; Karukstis, K.

    2013-12-01

    concerted efforts to affect policy, workload, tenure and promotion and resource issues, which are often core factors in any STEM education change process. Several systems are now connecting individual campus-based undergraduate research efforts more effectively, and tying undergraduate research to regional workforce and economic development programs. Many campus teams are moving their department and colleges toward curricular innovations that emphasize scaffolding undergraduate research throughout the undergraduate curriculum. An NSF EAGER/WIDER supplement to the CUR CCLI III award was received in October 2012 and expanded the scope of the project to include deeper study of the changes processes underway at each of the six systems and to tease out the factors that can either promote or retard expansion of undergraduate research as a teaching and learning paradigm. Lessons learned from one of the six systems, the University of Wisconsin, will be highlighted.

  18. Geoscience Education Research Project: Student Benefits and Effective Design of a Course-Based Undergraduate Research Experience

    Science.gov (United States)

    Kortz, Karen M.; van der Hoeven Kraft, Katrien J.

    2016-01-01

    Undergraduate research has been shown to be an effective practice for learning science. While this is a popular discussion topic, there are few full examples in the literature for introductory-level students. This paper describes the Geoscience Education Research Project, an innovative course-based research experience designed for…

  19. Undergraduate Research Involving Deaf and Hard-of-Hearing Students in Interdisciplinary Science Projects

    Directory of Open Access Journals (Sweden)

    Todd Pagano

    2015-05-01

    Full Text Available Scientific undergraduate research in higher education often yields positive outcomes for student and faculty member participants alike, with underrepresented students often showing even more substantial gains (academic, professional, and personal as a result of the experience. Significant success can be realized when involving deaf and hard-of-hearing (d/hh undergraduate students, who are also vastly underrepresented in the sciences, in interdisciplinary research projects. Even d/hh Associate degree level students and those in the first two years of their postsecondary careers can contribute to, and benefit from, the research process when faculty mentors properly plan/design projects. We discuss strategies, including the dissemination/communication of research results, for involving these students in research groups with different communication dynamics and share both findings of our research program and examples of successful chemical and biological research projects that have involved d/hh undergraduate students. We hope to stimulate a renewed interest in encouraging diversity and involving students with disabilities into higher education research experiences globally and across multiple scientific disciplines, thus strengthening the education and career pipeline of these students.

  20. Group-effort Applied Research: Expanding Opportunities for Undergraduate Research through Original, Class-Based Research Projects

    Science.gov (United States)

    Moore, Sean D.; Teter, Ken

    2014-01-01

    Undergraduate research clearly enriches the educational development of participating students, but these experiences are limited by the inherent inefficiency of the standard one student-one mentor model for undergraduate research. Group-effort applied research (GEAR) was developed as a strategy to provide substantial numbers of undergraduates with…

  1. Student and Faculty Outcomes of Undergraduate Science Research Projects by Geographically Dispersed Students

    Directory of Open Access Journals (Sweden)

    Lawton Shaw

    2013-12-01

    Full Text Available Senior undergraduate research projects are important components of most undergraduate science degrees. The delivery of such projects in a distance education format is challenging. Athabasca University (AU science project courses allow distance education students to complete research project courses by working with research supervisors in their local area, coordinated at a distance by AU faculty. This paper presents demographics and course performance for 155 students over five years. Pass rates were similar to other distance education courses. Research students were surveyed by questionnaire, and external supervisors and AU faculty were interviewed, to examine the outcomes of these project courses for each group. Students reported high levels of satisfaction with the course, local supervisors, and faculty coordinators. Students also reported that the experience increased their interest in research, and the probability that they would pursue graduate or additional certification. Local supervisors and faculty affirmed that the purposes of project courses are to introduce the student to research, provide opportunity for students to use their cumulative knowledge, develop cognitive abilities, and independent thinking. The advantages and challenges associated with this course model are discussed.

  2. Undergraduate research projects help promote diversity in the geosciences

    Science.gov (United States)

    Young, De'Etra; Trimboli, Shannon; Toomey, Rick S.; Byl, Thomas D.

    2016-01-01

    A workforce that draws from all segments of society and mirrors the ethnic, racial, and gender diversity of the United States population is important. The geosciences (geology, hydrology, geospatial sciences, environmental sciences) continue to lag far behind other science, technology, engineering and mathematical (STEM) disciplines in recruiting and retaining minorities (Valsco and Valsco, 2010). A report published by the National Science Foundation in 2015, “Women, Minorities, and Persons with Disabilities in Science and Engineering” states that from 2002 to 2012, less than 2% of the geoscience degrees were awarded to African-American students. Data also show that as of 2012, approximately 30% of African-American Ph.D. graduates obtained a bachelor’s degree from a Historic Black College or University (HBCU), indicating that HBCUs are a great source of diverse students for the geosciences. This paper reviews how an informal partnership between Tennessee State University (a HBCU), the U.S. Geological Survey, and Mammoth Cave National Park engaged students in scientific research and increased the number of students pursuing employment or graduate degrees in the geosciences.

  3. Vermont EPSCoR Streams Project: Engaging High School and Undergraduate Students in Watershed Research

    Science.gov (United States)

    Ray, E.; McCabe, D.; Sheldon, S.; Jankowski, K.; Haselton, L.; Luck, M.; van Houten, J.

    2009-12-01

    The Vermont EPSCoR Streams Project engages a diverse group of undergraduates, high school students, and their teachers in hands-on water quality research and exposes them to the process of science. The project aims to (1) recruit students to science careers and (2) create a water quality database comprised of high-quality data collected by undergraduates and high school groups. The project is the training and outreach mechanism of the Complex Systems Modeling for Environmental Problem Solving research program, an NSF-funded program at the University of Vermont (UVM) that provides computational strategies and fresh approaches for understanding how natural and built environments interact. The Streams Project trains participants to collect and analyze data from streams throughout Vermont and at limited sites in Connecticut, New York, and Puerto Rico. Participants contribute their data to an online database and use it to complete individual research projects that focus on the effect of land use and precipitation patterns on selected measures of stream water quality. All undergraduates and some high school groups are paired with a mentor, who is either a graduate student or a faculty member at UVM or other college. Each year, undergraduate students and high school groups are trained to (1) collect water and macroinvertebrate samples from streams, (2) analyze water samples for total phosphorus, bacteria, and total suspended solids in an analytical laboratory, and/or (3) use geographic information systems (GIS) to assess landscape-level data for their watersheds. After training, high school groups collect samples from stream sites on a twice-monthly basis while undergraduates conduct semi-autonomous field and laboratory research. High school groups monitor sites in two watersheds with contrasting land uses. Undergraduate projects are shaped by the interests of students and their mentors. Contribution to a common database provides students with the option to expand the

  4. Researching with undergraduate students

    DEFF Research Database (Denmark)

    Wulf-Andersen, Trine Østergaard; Mogensen, Kevin; Hjort-Madsen, Peder

    2013-01-01

    The article presents a particular case of undergraduate students working on subprojects within the framework of their supervisors' (the authors') research project during Autumn Semester 2012 and Spring Semester 2013. The article's purpose is to show that an institutionalized focus on students...... as "research learners" rather than merely curriculum learners proves productive for both research and teaching. We describe the specific university learning context and the particular organization of undergraduate students' supervision and assistantships. The case builds on and further enhances a well......-established and proven university model of participant-directed, problem-oriented project work. We explore students' and researchers' experiences of being part of the collaboration, focusing on learning potentials and dilemmas associated with the multiple roles of researcher and student that characterized...

  5. "On the job" learning: A bioinformatics course incorporating undergraduates in actual research projects and manuscript submissions.

    Science.gov (United States)

    Smith, Jason T; Harris, Justine C; Lopez, Oscar J; Valverde, Laura; Borchert, Glen M

    2015-01-01

    The sequencing of whole genomes and the analysis of genetic information continues to fundamentally change biological and medical research. Unfortunately, the people best suited to interpret this data (biologically trained researchers) are commonly discouraged by their own perceived computational limitations. To address this, we developed a course to help alleviate this constraint. Remarkably, in addition to equipping our undergraduates with an informatic toolset, we found our course design helped prepare our students for collaborative research careers in unexpected ways. Instead of simply offering a traditional lecture- or laboratory-based course, we chose a guided inquiry method, where an instructor-selected research question is examined by students in a collaborative analysis with students contributing to experimental design, data collection, and manuscript reporting. While students learn the skills needed to conduct bioinformatic research throughout all sections of the course, importantly, students also gain experience in working as a team and develop important communication skills through working with their partner and the class as a whole, and by contributing to an original research article. Remarkably, in its first three semesters, this novel computational genetics course has generated 45 undergraduate authorships across three peer-reviewed articles. More importantly, the students that took this course acquired a positive research experience, newfound informatics technical proficiency, unprecedented familiarity with manuscript preparation, and an earned sense of achievement. Although this course deals with analyses of genetic systems, we suggest the basic concept of integrating actual research projects into a 16-week undergraduate course could be applied to numerous other research-active academic fields. © 2015 The International Union of Biochemistry and Molecular Biology.

  6. Engaging Undergraduates in Social Science Research: The Taking the Pulse of Saskatchewan Project

    Science.gov (United States)

    Berdahl, Loleen

    2014-01-01

    Although student involvement in research and inquiry can advance undergraduate learning, there are limited opportunities for undergraduate students to be directly involved in social science research. Social science faculty members typically work outside of laboratory settings, with the limited research assistance work being completed by graduate…

  7. Research in Undergraduate Instruction: A Biotech Lab Project for Recombinant DNA Protein Expression in Bacteria

    Science.gov (United States)

    Brockman, Mark; Ordman, Alfred B.; Campbell, A. Malcolm

    1996-06-01

    In the sophomore-level Molecular Biology and Biotechnology course at Beloit College, students learn basic methods in molecular biology in the context of pursuing a semester-long original research project. We are exploring how DNA sequence affects expression levels of proteins. A DNA fragment encoding all or part of the guanylate monokinase (gmk) sequence is cloned into pSP73 and expressed in E. coli. A monoclonal antibody is made to gmk. The expression level of gmk is determined by SDS gel elctrophoresis, a Western blot, and an ELISA assay. Over four years, an increase in enrollment in the course from 9 to 34 students, the 85% of majors pursuing advanced degrees, and course evaluations all support the conclusion that involving students in research during undergraduate courses encourages them to pursue careers in science.

  8. Photo Z: A Real Research Project for Undergraduate Non-Majors

    Science.gov (United States)

    Rector, Travis A.; Puckett, A. W.; Hinnah, K. D.

    2009-01-01

    Research-Based Science Education (RBSE) is a method of instruction that models the processes of scientific inquiry and exploration used by scientists to discover new knowledge. It is "research-based" in the sense that students work together on a real astronomical research project. In other words, in order to learn science, students are given the opportunity to actually do science. We present "Photo Z," a new RBSE project wherein students search for distant galaxies using data from the NOAO Deep Wide Field Survey (NDWFS). Students download FITS data files from the NDWFS cutout server. They then complete photometry of galaxies in three bands (Bw, V and I) using Polaris, a custom-made plugin written for ImageJ. The photometric color of each galaxy allows an estimate of its redshift as well as its star-formation history. Many student projects are possible. An example is to search for galaxies clustered around high-redshift quasars. An advantage of this project is that the datasets are readily available online. This project is part of an NSF CCLI grant to develop and test RBSE curricula in an undergraduate course setting. The goals of RBSE are fourfold: (1) To teach that science is a process, not just a body of knowledge; (2) To improve retention of science content by using it in a research project; (3) to improve attitudes towards STEM careers, particularly among first-year students; and (4) to develop task-driven skills, such as critical thinking and teamwork skills, that are useful in any career path. These curricula are currently being developed and tested at the University of Alaska Anchorage, Indiana University Bloomington, and Pima Community College.

  9. Procedural Influence on Internal and External Assessment Scores of Undergraduate Vocational and Technical Education Research Projects in Nigerian Universities

    Science.gov (United States)

    A. C., John; Manabete, S. S.

    2015-01-01

    This study sought to determine the procedural influence on internal and external assessment scores of undergraduate research projects in vocational and technical education programmes in the university under study. A survey research design was used for the conduct of this study. The population consisted of 130 lecturers and 1,847 students in the…

  10. Bibliometric analysis of undergraduate final research projects in Nutrition courses in the state of Rio Grande do Norte, Brazil

    Directory of Open Access Journals (Sweden)

    Taiana Brito MENÊZES

    2016-02-01

    Full Text Available ABSTRACT Objective: To evaluate the profile of academic production of undergraduates in Nutrition courses in the state of Rio Grande do Norte, Brazil. Methods: The bibliometric study was conducted with undergraduate final research projects from five courses in Nutrition in the state of Rio Grande do Norte during 2013 and 2014. The following variables were collected: institution, title of project, number of authors, academic degree of the advisor, study design, area of study interest, type of study, study setting, submission to the ethics committee, and keywords. Pearson's Chi-square test was used to assess the variable area of study interest with a significance level at p≤0.05 and 95% confidence interval. Results: Of the 195 projects analyzed, 79.0% were developed at universities. We found a higher frequency of academic articles (68.2% developed by a single student (65.6%, advised by a professor with a Masters degree (57.9%, with a cross-sectional study design (48.2%, and without submission to the research ethics committee (49.2%. The mean adequacy of keywords was 50.0%. Conclusion: The quantitative approach was the most predominant characteristic of the final research projects and the most frequently researched area of knowledge was public health. The methodological approaches of the research projects were considered weak, which suggests the need to improve the quality of scientific methodology during undergraduate studies, considering the important benefits derive from researches as an active methodology.

  11. Researching Undergraduate Social Science Research

    Science.gov (United States)

    Rand, Jane

    2016-01-01

    The experience(s) of undergraduate research students in the social sciences is under-represented in the literature in comparison to the natural sciences or science, technology, engineering and maths (STEM). The strength of STEM undergraduate research learning environments is understood to be related to an apprenticeship-mode of learning supported…

  12. The ASSURE Summer REU Program: Introducing research to first-generation and underserved undergraduates through space sciences and engineering projects

    Science.gov (United States)

    Barron, Darcy; Peticolas, Laura; Multiverse Team at UC Berkeley's Space Sciences Lab

    2018-01-01

    The Advancing Space Science through Undergraduate Research Experience (ASSURE) summer REU program is an NSF-funded REU site at the Space Sciences Lab at UC Berkeley that first started in summer 2014. The program recruits students from all STEM majors, targeting underserved students including community college students and first-generation college students. The students have little or no research experience and a wide variety of academic backgrounds, but have a shared passion for space sciences and astronomy. We will describe our program's structure and the components we have found successful in preparing and supporting both the students and their research advisors for their summer research projects. This includes an intensive first week of introductory lectures and tutorials at the start of the program, preparing students for working in an academic research environment. The program also employs a multi-tiered mentoring system, with layers of support for the undergraduate student cohort, as well as graduate student and postdoctoral research advisors.

  13. Undergraduate research internships to support exploratory research in transportation engineering : project final report, Sept. 2008.

    Science.gov (United States)

    2008-09-01

    The Case Western Reserve University Department of Civil Engineering is in the process of expanding its teaching and research activities, Transportation Engineering as part of its initiative in the overall area of Infrastructure Performance and Reliab...

  14. The Benefits of Peer-Mentoring in Undergraduate Group Research Projects at The University of Arizona

    Science.gov (United States)

    Hardegree-Ullman, Kevin; McGraw, A. M.; Towner, A. P.; Walker-LaFollette, A.; Robertson, A.; Smith, C.; Turner, J.; Biddle, L. I.; Thompson, R.

    2013-06-01

    According to the American Institute of Physics, the number of graduate students enrolled in astronomy programs in the US has been steadily increasing in the past 15 years. Research experience is one of the key factors graduate admissions committees look for when choosing students. The University of Arizona Astronomy Club is setting a new precedent in research by having students introduce other students to research. This eases the transition to research projects, and allows students to work in a comfortable setting without the sometimes-overwhelming cognitive disconnect between a professor and their students. The University of Arizona's research projects have many benefits to all students involved. It is well established that people learn a subject best when they have to teach it to others. Students leading the projects learn alongside their peers in a peer-mentoring setting. When project leaders move on in their academic career, other project members can easily take the lead. Students learn how to work in teams, practice effective communication skills, and begin the processes of conducting a full research project, which are essential skills for all budding scientists. These research projects also give students hands-on research experience that supplement and greatly expand on concepts taught in the classroom, and make them more attractive to graduate schools and REU programs.

  15. Project-based learning methodology in the area of microbiology applied to undergraduate medical research.

    Science.gov (United States)

    Mateo, Estibaliz; Sevillano, Elena

    2018-07-01

    In the recent years, there has been a decrease in the number of medical professionals dedicated to a research career. There is evidence that students with a research experience during their training acquire knowledge and skills that increase the probability of getting involved in research more successfully. In the Degree of Medicine (University of the Basque Country) the annual core subject 'Research Project' introduces students to research. The aim of this work was to implement a project-based learning methodology, with the students working on microbiology, and to analyse its result along time. Given an initial scenario, the students had to come up with a research idea related to medical microbiology and to carry out a research project, including writing a funding proposal, developing the experimental assays and analyzing and presenting their results to a congress organized by the University. Summative assessment was performed by both students and teachers. A satisfaction survey was carried out to gather the students' opinion. The overall results regarding to the classroom dynamics, learning results and motivation after the implementation were favourable. Students referred a greater interest about research than they had before. They would choose the project based methodology versus the traditional one.

  16. Promoting Learning by Inquiry Among Undergraduates in Soil Sciences: Scaffolding From Project-based Courses to Student-Staff Research Grants by the National Research Agency in Oman

    Science.gov (United States)

    Al-Ismaily, Said; Kacimov, Anvar; Al-Maktoumi, Ali

    2016-04-01

    Three strategies in a soil science undergraduate programme with inquiry-based learning (IBL) principles at Sultan Qaboos University, Oman, are presented. The first strategy scaffolds courses into three phases: with direct instructional guidance, structured IBL, and finally, guided to open IBL. The second strategy involves extra-curricular activities of undergraduates, viz. conducting workshops on soils for pupils in grades 7-9 with their teachers. The third strategy promotes the teaching-research nexus through collaboration between the undergraduates and faculty within a student-supporting, government-funded programme through 1-year long research grants of up to 5,500 US/project. The efficiency of the strategies was evaluated by students' evaluations of courses and instructors and questionnaire-based surveys. Statistics of students' responses in teaching evaluations of IBL courses showed a significantly higher level of satisfaction compared with regular courses taught in the department and college. In surveys of other constituencies of the program, viz. the secondary schools, more than 90% of respondents "agreed" or "strongly agreed" that they had learned new information/secrets about soils. The indicators of success in the third strategy are: winning a highly competitive grant and, moreover, earning an even more competitive annual national award for the best executed research project. The two top graduates of the IBL soil programme progressed into the MSc programme with the university and national scholarships. Key words: inquiry based learning, soil science undergraduate program, scaffold of courses, outreach activities, teaching-research nexus, evaluation of program's efficiency

  17. Incorporation of Cross-Disciplinary Teaching and a Wiki Research Project to Engage Undergraduate Students' to Develop Information Literacy, Critical Thinking, and Communication Skills

    Science.gov (United States)

    Crist, Courtney A.; Duncan, Susan E.; Bianchi, Laurie M.

    2017-01-01

    A Wiki research project was created in the Functional Foods for Health (FST/HNFE 2544) as an instructional tool and assignment for improving undergraduate students' proficiency in evaluating appropriate information sources for rapidly evolving science and research. The project design targeted improving students' information literacy skills…

  18. Introducing a New Concept Inventory on Climate Change to Support Undergraduate Instruction, Teacher Education, Education Research, and Project Evaluation (Invited)

    Science.gov (United States)

    Morrow, C. A.; Monsaas, J.; Katzenberger, J.; Afolabi, C. Y.

    2013-12-01

    The Concept Inventory on Climate Change (CICC) is a new research-based, multiple-choice 'test' that provides a powerful new assessment tool for undergraduate instructors, teacher educators, education researchers, and project evaluators. This presentation will describe the features and the development process of the (CICC). This includes insights about how the development team (co-authors) integrated and augmented their multi-disciplinary expertise. The CICC has been developed in the context of a popular introductory undergraduate weather and climate course at a southeastern research university (N~400-500 per semester). The CICC is not a test for a grade, but is intended to be a useful measure of how well a given teaching and learning experience has succeeded in improving understanding about climate change and related climate concepts. The science content addressed by the CICC is rooted in the national consensus document, 'Climate Literacy: The Essential Principles of Climate Science'. The CICC has been designed to support undergraduate instruction, and may be valuable in comparable contexts that teach about climate change. CICC results can help to inform decisions about the effectiveness of teaching strategies by 1) flagging conceptual issues (PRE-instruction); and 2) detecting conceptual change (POST-instruction). Specific CICC items and their answer choices are informed by the research literature on common misunderstandings about climate and climate change. Each CICC item is rated on a 3-tier scale of the cognitive sophistication the item is calling for, and there is a balance among all three tiers across the full instrument. The CICC development process has involved data-driven changes to successive versions. Data sources have included item statistics from the administration of progressively evolved versions of the CICC in the weather and climate course, group interviews with students, and expert review by climate scientists, educators, and project evaluators

  19. Designing Effective Undergraduate Research Experiences

    Science.gov (United States)

    Severson, S.

    2010-12-01

    I present a model for designing student research internships that is informed by the best practices of the Center for Adaptive Optics (CfAO) Professional Development Program. The dual strands of the CfAO education program include: the preparation of early-career scientists and engineers in effective teaching; and changing the learning experiences of students (e.g., undergraduate interns) through inquiry-based "teaching laboratories." This paper will focus on the carry-over of these ideas into the design of laboratory research internships such as the CfAO Mainland internship program as well as NSF REU (Research Experiences for Undergraduates) and senior-thesis or "capstone" research programs. Key ideas in maximizing student learning outcomes and generating productive research during internships include: defining explicit content, scientific process, and attitudinal goals for the project; assessment of student prior knowledge and experience, then following up with formative assessment throughout the project; setting reasonable goals with timetables and addressing motivation; and giving students ownership of the research by implementing aspects of the inquiry process within the internship.

  20. Teaching and Research at Undergraduate Institutions

    Science.gov (United States)

    Garg, Shila

    2006-03-01

    My own career path has been non-traditional and I ended up at a primarily undergraduate institution by pure accident. However, teaching at a small college has been extremely rewarding to me, since I get to know and interact with my students, have an opportunity to work with them one-on-one and promote their intellectual growth and sense of social responsibility. One of the growing trends at undergraduate institutions in the past decade has been the crucial role of undergraduate research as part of the teaching process and the training of future scientists. There are several liberal arts institutions that expect research-active Faculty who can mentor undergraduate research activities. Often faculty members at these institutions consider their roles as teacher-scholars with no boundary between these two primary activities. A researcher who is in touch with the developments in his/her own field and contributes to new knowledge in the field is likely to be a more exciting teacher in the classroom and share the excitement of discovery with the students. At undergraduate institutions, there is generally very good support available for faculty development projects in both teaching and research. Often, there is a generous research leave program as well. For those who like advising and mentoring undergraduates and a teaching and learning centered paradigm, I will recommend a career at an undergraduate institution. In my presentation, I will talk about how one can prepare for such a career.

  1. Improving Scientific Research Methodology in Undergraduate Medical Students: a case of team based training blended in a research project

    Institute of Scientific and Technical Information of China (English)

    W.Zhang; C.Cambier; Y.Zhang; J.M.Vandeweerd; P.Gustin

    2014-01-01

    An educational intervention targeting medical students and aiming to develop skills useful to the writing of a health science research protocol over a short period of time has been developed in the Shanghai Jiao Tong University School of Medicine. The methodology blending the principles of PBL and TBL is detailed and key issues of this implementation are discussed. Twenty-one students were enrolled in a research master degree and participated to three mandatory 180-minutes sessions. Beyond classical skills useful to solve a problem, this new intervention focused on the transformation of knowledge to create an authentic content, which is a feature of the project-based learning(PBL). The training process was designed according to team-based learning(TBL) procedure except that work sharing between groups and pooling resources and outcomes of each group allowed the construction of one final class original research project in the field of respiratory pharmacology. The combination of both learning methods allowed promoting individual and group accountability necessary to improve self-learning and the quality of the final joint project. The peer reviewing was an essential factor in creating the students’ motivation and improving of team discussion. The grades individually assigned for skills and quality of the project by an external teacher suggested that key objectives of the intervention were reached. In conclusion, the educational intervention described in this paper appears as an appropriate method to develop specific skills necessary to write and discuss a research project within a research team.Further works are necessary to measure the degree of satisfaction of students and improvement of performance.

  2. Developing Effective Undergraduate Research Experience

    Science.gov (United States)

    Evans, Michael; Ilie, Carolina C.

    2011-03-01

    Undergraduate research is a valuable educational tool for students pursuing a degree in physics, but these experiences can become problematic and ineffective if not handled properly. Undergraduate research should be planned as an immersive learning experience in which the student has the opportunity to develop his/her skills in accordance with their interests. Effective undergraduate research experiences are marked by clear, measurable objectives and frequent student-professor collaboration. These objectives should reflect the long and short-term goals of the individual undergraduates, with a heightened focus on developing research skills for future use. 1. Seymour, E., Hunter, A.-B., Laursen, S. L. and DeAntoni, T. (2004), ``Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three-year study''. Science Education, 88: 493--534. 2. Behar-Horenstein, Linda S., Johnson, Melissa L. ``Enticing Students to Enter Into Undergraduate Research: The Instrumentality of an Undergraduate Course.'' Journal of College Science Teaching 39.3 (2010): 62-70.

  3. "On the Job" Learning: A Bioinformatics Course Incorporating Undergraduates in Actual Research Projects and Manuscript Submissions

    Science.gov (United States)

    Smith, Jason T.; Harris, Justine C.; Lopez, Oscar J.; Valverde, Laura; Borchert, Glen M.

    2015-01-01

    The sequencing of whole genomes and the analysis of genetic information continues to fundamentally change biological and medical research. Unfortunately, the people best suited to interpret this data (biologically trained researchers) are commonly discouraged by their own perceived computational limitations. To address this, we developed a course…

  4. Journal of Undergraduate Research, Volume IX, 2009

    Energy Technology Data Exchange (ETDEWEB)

    Stiner, K. S.; Graham, S.; Khan, M.; Dilks, J.; Mayer, D.

    2009-01-01

    Each year more than 600 undergraduate students are awarded paid internships at the Department of Energy’s (DOE) National Laboratories. Th ese interns are paired with research scientists who serve as mentors in authentic research projects. All participants write a research abstract and present at a poster session and/or complete a fulllength research paper. Abstracts and selected papers from our 2007–2008 interns that represent the breadth and depth of undergraduate research performed each year at our National Laboratories are published here in the Journal of Undergraduate Research. The fields in which these students worked included: Biology; Chemistry; Computer Science; Engineering; Environmental Science; General Science; Materials Science; Medical and Health Sciences; Nuclear Science; Physics; Science Policy; and Waste Management.

  5. Undergraduate research: a case study

    NARCIS (Netherlands)

    Koppelman, Hermannus; van Dijk, Elisabeth M.A.G.; van der Hoeven, Gerrit

    This paper describes a one semester research course for undergraduates of computing programs. Students formulate a research proposal, conduct research and write a full paper. They present the results at a one-day student conference. On the one hand we offer the students a lot of structure and

  6. Undergraduate Research Opportunities in OSS

    Science.gov (United States)

    Boldyreff, Cornelia; Capiluppi, Andrea; Knowles, Thomas; Munro, James

    Using Open Source Software (OSS) in undergraduate teaching in universities is now commonplace. Students use OSS applications and systems in their courses on programming, operating systems, DBMS, web development to name but a few. Studying OSS projects from both a product and a process view also forms part of the software engineering curriculum at various universities. Many students have taken part in OSS projects as well as developers.

  7. The Geosciences Division of the Council on Undergraduate Research (GeoCUR): Supporting Faculty that Mentor Undergraduate Researchers

    Science.gov (United States)

    Fox, L. K.; Guertin, L. A.; Manley, P. L.; Fortner, S. K.

    2012-12-01

    Undergraduate research is a proven effective pedagogy that has a number of benefits including: enhancing student learning through mentoring relationships with faculty; increasing retention; increasing enrollment in graduate programs; developing critical thinking, creativity, problem solving and intellectual independence; and, developing an understanding of research methodology. Undergraduate research also has been demonstrated in preparing students for careers. In addition to developing disciplinary and technical expertise, participation in undergraduate research helps students improve communication skills (written, oral, and graphical) and time management. Early involvement in undergraduate research improves retention and, for those engaged at the 2YC level, helps students successfully transfers to 4YC. The Geosciences Division of the Council on Undergraduate Research (GeoCUR) supports faculty in their development of undergraduate research programs at all levels. GeoCUR leads workshops for new and future faculty covering all aspects of undergraduate research including incorporating research into coursework, project design, mentoring students, sustaining programs, and funding sources. GeoCUR members support new faculty by providing a range of services including: peer-review of grant proposals; advice on establishing an undergraduate research program; balancing teaching and research demands; and networking with other geoscientist. GeoCUR has also developed web resources that support faculty and departments in development of undergraduate research programs (http://serc.carleton.edu/NAGTWorkshops/undergraduate_research/index.html). This presentation will describe the services provided by GeoCUR and highlight examples of programs and resources available to geoscientists in all career stages for effective undergraduate research mentoring and development.

  8. Summer Undergraduate Research Program: Environmental studies

    Energy Technology Data Exchange (ETDEWEB)

    McMillan, J. [ed.

    1994-12-31

    The purpose of the summer undergraduate internship program for research in environmental studies is to provide an opportunity for well-qualified students to undertake an original research project as an apprentice to an active research scientist in basic environmental research. The students are offered research topics at the Medical University in the scientific areas of pharmacology and toxicology, epidemiology and risk assessment, environmental microbiology, and marine sciences. Students are also afforded the opportunity to work with faculty at the University of Charleston, SC, on projects with an environmental theme. Ten well-qualified students from colleges and universities throughout the eastern United States were accepted into the program.

  9. Framing the Undergraduate Research Experience: Discovery Involvement in Retailing Undergraduate Education

    Science.gov (United States)

    Sternquist, Brenda; Huddleston, Patricia; Fairhurst, Ann

    2018-01-01

    We provide an overview of ways to involve undergraduate business and retailing students in faculty research projects and discuss advantages of these student-faculty collaborations. We use Kolb's experiential learning cycle to provide a framework for creating an effective and engaging undergraduate research experience and use it to classify types…

  10. How to apply to a summer undergraduate research program

    OpenAIRE

    Jafree, D. J.; Koshy, K.

    2017-01-01

    Want to get more experience in research, but find it difficult as an undergraduate? A summer research project may be the answer and there are many ways to organize this. Various universities around the world offer summer undergraduate research programs. These tend to be very competitive; hundreds, even thousands of students can apply for only a handful of positions. However, with some proactivity and strong planning, diligent undergraduate students can get accepted onto these prestigious prog...

  11. New Project System for Undergraduate Electronic Engineering

    Science.gov (United States)

    Chiu, Dirk M.; Chiu, Shen Y.

    2005-01-01

    A new approach to projects for undergraduate electronic engineering in an Australian university has been applied successfully for over 10 years. This approach has a number of projects running over three year period. Feedback from past graduates and their managers has confirmed that these projects train the students well, giving them the ability…

  12. Providing Real Research Opoportunities to Undergraduates

    Science.gov (United States)

    Ragozzine, Darin

    2016-01-01

    The current approach to undergraduate education focuses on teaching classes which provide the foundational knowledge for more applied experiences such as scientific research. Like most programs, Florida Institute of Technology (Florida Tech or FIT) strongly encourages undergraduate research, but is dominated by content-focused courses (e.g., "Physical Mechanics"). Research-like experiences are generally offered through "lab" classes, but these are almost always reproductions of past experiments: contrived, formulaic, and lacking the "heart" of real (i.e., potentially publishable) scientific research. Real research opportunities 1) provide students with realistic insight into the actual scientific process; 2) excite students far more than end-of-chapter problems; 3) provide context for the importance of learning math, physics, and astrophysics concepts; and 4) allow unique research progress for well-chosen problems. I have provided real research opportunities as an "Exoplanet Lab" component of my Introduction to Space Science (SPS1020) class at Florida Tech, generally taken by first-year majors in our Physics, Astronomy & Astrophysics, Planetary Science, and Astrobiology degree programs. These labs are a hybrid between citizen science (e.g., PlanetHunters) and simultaneously mentoring ~60 undergraduates in similar small research projects. These projects focus on problems that can be understood in the context of the course, but which benefit from "crowdsourcing". Examples include: dividing up the known planetary systems and developing a classification scheme and organizing them into populations (Fall 2013); searching through folded light curves to discover new exoplanets missed by previous pipelines (Fall 2014); and fitting n-body models to all exoplanets with known Transit Timing Variations to estimate planet masses (Fall 2015). The students love the fact that they are doing real potentially publishable research: not many undergraduates can claim to have discovered

  13. Origins of Sinuous and Braided Channels on Ascraeus Mons, Mars - A Keck Geology Consortium Undergraduate Research Project

    Science.gov (United States)

    de Wet, A. P.; Bleacher, J. E.; Garry, W. B.

    2012-01-01

    Water has clearly played an important part in the geological evolution of Mars. There are many features on Mars that were almost certainly formed by fluvial processes -- for example, the channels Kasei Valles and Ares Vallis in the Chryse Planitia area of Mars are almost certainly fluvial features. On the other hand, there are many channel features that are much more difficult to interpret -- and have been variously attributed to volcanic and fluvial processes. Clearly unraveling the details of the role of water on Mars is extremely important, especially in the context of the search of extinct or extant life. In this project we built on our recent work in determining the origin of one channel on the southwest rift apron of Ascraeus Mons. This project, funded by the Keck Geology Consortium and involving 4 undergraduate geology majors took advantage of the recently available datasets to map and analyze similar features on Ascraeus Mons and some other areas of Mars. A clearer understanding of how these particular channel features formed might lead to the development of better criteria to distinguish how other Martian channel features formed. Ultimately this might provide us with a better understanding of the role of volcanic and fluvial processes in the geological evolution of Mars.

  14. Participatory Action Research Experiences for Undergraduates

    Science.gov (United States)

    Sample McMeeking, L. B.; Weinberg, A. E.

    2013-12-01

    Research experiences for undergraduates (REU) have been shown to be effective in improving undergraduate students' personal/professional development, ability to synthesize knowledge, improvement in research skills, professional advancement, and career choice. Adding to the literature on REU programs, a new conceptual model situating REU within a context of participatory action research (PAR) is presented and compared with data from a PAR-based coastal climate research experience that took place in Summer 2012. The purpose of the interdisciplinary Participatory Action Research Experiences for Undergraduates (PAREU) model is to act as an additional year to traditional, lab-based REU where undergraduate science students, social science experts, and community members collaborate to develop research with the goal of enacting change. The benefits to traditional REU's are well established and include increased content knowledge, better research skills, changes in attitudes, and greater career awareness gained by students. Additional positive outcomes are expected from undergraduate researchers (UR) who participate in PAREU, including the ability to better communicate with non-scientists. With highly politicized aspects of science, such as climate change, this becomes especially important for future scientists. Further, they will be able to articulate the relevance of science research to society, which is an important skill, especially given the funding climate where agencies require broader impacts statements. Making science relevant may also benefit URs who wish to apply their science research. Finally, URs will gain social science research skills by apprenticing in a research project that includes science and social science research components, which enables them to participate in future education and outreach. The model also positively impacts community members by elevating their voices within and outside the community, particularly in areas severely underserved

  15. Organization of an undergraduate research group

    International Nuclear Information System (INIS)

    Hill, J.; Noteboom, E.

    1995-01-01

    Traditionally, research groups consist of senior physicists, staff members, and graduate students. The physics department at Creighton University has formed a Relativistic Heavy Ion physics research group consisting primarily of undergraduate students. Although senior staff and graduate students are actively involved, undergraduate research and the education of undergraduates is the focus of the group. The presentation, given by two undergraduate members of the group, will outline progress made in the group's organization, discuss the benefits to the undergraduate group members, and speak to the balance which must be struck between education concerns and research goals

  16. System design projects for undergraduate design education

    Science.gov (United States)

    Batill, S. M.; Pinkelman, J.

    1993-01-01

    Design education has received considerable in the recent past. This paper is intended to address one aspect of undergraduate design education and that is the selection and development of the design project for a capstone design course. Specific goals for a capstone design course are presented and their influence on the project selection are discussed. The evolution of a series of projects based upon the design of remotely piloted aircraft is presented along with students' perspective on the capstone experience.

  17. University of Houston Undergraduate Student Instrumentation Projects

    Science.gov (United States)

    Bering, E. A., III; Talbot, R. W.; Hampton, D. L.; Molders, N.; Millan, R. M.; Halford, A. J.; Dunbar, B.; Morris, G. A.; Prince, J.; Gamblin, R.; Ehteshami, A.; Lehnen, J. N.; Greer, M.; Porat, I.; Alozie, M.; Behrend, C. C.; Bias, C.; Fenton, A.; Gunawan, B.; Harrison, W.; Martinez, A.; Mathur, S.; Medillin, M.; Nguyen, T.; Nguyen, T. V.; Nowling, M.; Perez, D.; Pham, M.; Pina, M.; Thomas, G.; Velasquez, B.; Victor, L.

    2017-12-01

    The Undergraduate Student Instrumentation Project (USIP) is a NASA program to engage undergraduate students in rigorous scientific research, for the purposes of innovation and developing the next generation of professionals for an array of fields. The program is student led and executed from initial ideation to research to the design and deployment of scientific payloads. The University of Houston has been selected twice to participate in the USIP programs. The first program (USIP_UH I) ran from 2013 to 2016. USIP_UH II started in January of 2016, with funding starting at the end of May. USIP_UH I (USIP_UH II) at the University of Houston was (is) composed of eight (seven) research teams developing six (seven), distinct, balloon-based scientific instruments. These instruments will contribute to a broad range of geophysical sciences from Very Low Frequency recording and Total Electron Content to exobiology and ozone profiling. USIP_UH I had 12 successful launches with 9 recoveries from Fairbanks, AK in March 2015, and 4 piggyback flights with BARREL 3 from Esrange, Kiruna, Sweden in August, 2015. USIP_UH II had 8 successful launches with 5 recoveries from Fairbanks, AK in March 2017, 3 piggyback flights with BARREL 4 from Esrange, Kiruna, Sweden in August, 2016, and 1 flight each from CSBF and UH. The great opportunity of this program is capitalizing on the proliferation of electronics miniaturization to create new generations of scientific instruments that are smaller and lighter than ever before. This situation allows experiments to be done more cheaply which ultimately allows many more experiments to be done.

  18. Field Research in the Teaching of Undergraduate Soil Science

    Science.gov (United States)

    Brevik, Eric C.; Senturklu, Songul; Landblom, Douglas

    2015-04-01

    Several studies have demonstrated that undergraduate students benefit from research experiences. Benefits of undergraduate research include 1) personal and intellectual development, 2) more and closer contact with faculty, 3) the use of active learning techniques, 4) creation of high expectations, 5) development of creative and problem-solving skills, 6) greater independence and intrinsic motivation to learn, and 7) exposure to practical skills. The scientific discipline also benefits, as studies have shown that undergraduates who engage in research experiences are more likely to remain science majors and finish their degree program (Lopatto, 2007). Research experiences come as close as possible to allowing undergraduates to experience what it is like to be an academic or research member of their profession working to advance their discipline. Soils form in the field, therefore, field experiences are very important in developing a complete and holistic understanding of soil science. Combining undergraduate research with field experiences can provide extremely beneficial outcomes to the undergraduate student, including increased understanding of and appreciation for detailed descriptions and data analysis as well as an enhanced ability to see how various parts of their undergraduate education come together to understand a complex problem. The experiences of the authors in working with undergraduate students on field-based research projects will be discussed, along with examples of some of the undergraduate research projects that have been undertaken. In addition, student impressions of their research experiences will be presented. Reference Lopatto, D. 2007. Undergraduate research experiences support science career decisions and active learning. CBE -- Life Sciences Education 6:297-306.

  19. Project- versus Lecture-Based Courses: Assessing the Role of Course Structure on Perceived Utility, Anxiety, Academic Performance, and Satisfaction in the Undergraduate Research Methods Course

    Science.gov (United States)

    Rubenking, Bridget; Dodd, Melissa

    2018-01-01

    Previous research suggests that undergraduate research methods students doubt the utility of course content and experience math and research anxiety. Research also suggests involving students in hands-on, applied research activities, although empirical data on the scope and nature of these activities are lacking. This study compared academic…

  20. Bringing Students out of the Classroom and into Research Projects: An Undergraduate Team Research (UTR) Program at the University of Southern California

    Science.gov (United States)

    Cox, I. V.; Quirk, M.; Culbert, K. N.; Whitesides, A. S.; Sun, H.; Black, C. J.; Cao, W.; Zhang, T.; Paterson, S. R.; Memeti, V.; Anderson, J. L.

    2010-12-01

    In 2006, USC Earth Sciences professors Paterson and Anderson created the Undergraduate Team Research (UTR) program, a year-long, multidisciplinary, learner-centered, student research experience. This program is open to all USC undergraduate students, but has also involved a few outstanding undergraduate students from other universities. Since its inception the 47 participants have been a diverse group: 53% women, ~17% minorities, and 43% non-Earth Science majors. To date, 15 abstracts written by UTR participants have been presented at national GSA and AGU meetings and several research papers for publication are in preparation. 12 presentations have been produced at University-sponsored research symposia and culminated in a number of senior theses. The central component of this program is a field-based research experience which involves several weeks of geologic mapping in various locations around the world. During the summer expedition, participants organize themselves into 3-4 person mapping teams consisting of a mix of undergraduate geology majors, non-majors, and mentors (professors and graduate students). At the end of each day, student researchers (with limited mentoring) work together to draft a geologic map while discussing their findings, formulating hypotheses about possible geologic histories, and planning research goals and organizing mapping teams for the next day. Throughout the following academic year, the student researchers continue to work in teams to digitize their geologic map, decide which analyses need to be done, and prepare collected rock samples for various structural, geochemical, and geochronologic studies. Most student researchers agree that they learned more in a few weeks than they often did in an entire semester course. What aspects of the UTR program elicit these high-yield results, even for non-majors that can be applied to other learning environments? We speculate that three critical elements are important: (1) The most notable is

  1. Watershed Watch: Using undergraduate student-driven inquiry-based research projects as a means of engaging undeclared students in the biogeosciences

    Science.gov (United States)

    Rock, B. N.; Hale, S.; Graham, K.; Hayden, L. B.

    2009-12-01

    Watershed Watch (NSF 0525433) engages early undergraduate students from two-year and four-year colleges in student-driven full inquiry-based instruction in the biogeosciences. Program goals for Watershed Watch are to test if inquiry-rich student-driven projects sufficiently engage undeclared students (or noncommittal STEM majors) to declare a STEM major (or remain with their STEM major). The program is a partnership between two four-year campuses - the University of New Hampshire (UNH), and Elizabeth City State University (ECSU, in North Carolina); and two two-year campuses - Great Bay Community College (GBCC, in New Hampshire) and the College of the Albemarle (COA, in North Carolina). The program focuses on two watersheds: the Merrimack Ricer Watershed in New Hampshire and Massachusetts, and the Pasquotank River Watershed in Virginia and North Carolina. Both the terrestrial and aquatic components of both watersheds are evaluated using the student-driven projects. A significant component of this program is an intensive two-week Summer Research Institute (SRI), in which undeclared freshmen and sophomores investigate various aspects of their local watershed. Two Summer Research Institutes have been held on the UNH campus (2006 and 2008) and two on the ECSU campus (2007 and 2009). Students develop their own research questions and study design, collect and analyze data, and produce a scientific oral or poster presentation on the last day of the SRI. The course objectives, curriculum and schedule are presented as a model for dissemination for other institutions and programs seeking to develop inquiry-rich programs or courses designed to attract students into biogeoscience disciplines. Data from self-reported student feedback indicate the most important factors explaining high-levels of student motivation and research excellence in the program are: 1) working with committed, energetic, and enthusiastic faculty mentors, and 2) faculty mentors demonstrating high degrees of

  2. A Survey of Final-year Undergraduate Laboratory Projects in Biochemistry and Related Degrees in Great Britain.

    Science.gov (United States)

    Austin, Caroline A.

    1997-01-01

    Analyzes undergraduate research projects in biochemistry and related subjects at British universities. Discusses the trend toward students doing less research as part of their undergraduate study. Reasons cited for this trend include increased student numbers and costs. (DDR)

  3. Undergraduate Research as Engaged Student Learning

    Science.gov (United States)

    Wolf, Lorraine W.

    2018-01-01

    This chapter discusses the impact of undergraduate research as a form of engaged student learning. It summarizes the gains reported in post-fellowship assessment essays acquired from students participating in the Auburn University Undergraduate Research Fellowship Program. The chapter also discusses the program's efforts to increase opportunities…

  4. Journal of Undergraduate Research, Volume VIII, 2008

    Energy Technology Data Exchange (ETDEWEB)

    Stiner, K. S.; Graham, S.; Khan, M.; Dilks, J.; Mayer, D.

    2008-01-01

    Th e Journal of Undergraduate Research (JUR) provides undergraduate interns the opportunity to publish their scientific innovation and to share their passion for education and research with fellow students and scientists. Fields in which these students worked include: Biology; Chemistry; Computer Science; Engineering; Environmental Science; General Sciences; Materials Sciences; Medical and Health Sciences; Nuclear Sciences; Physics; Science Policy; and Waste Management.

  5. Emphasizing Research (Further) in Undergraduate Technical Communication Curricula: Involving Undergraduate Students with an Academic Journal's Publication and Management

    Science.gov (United States)

    Ford, Julie Dyke; Newmark, Julianne

    2011-01-01

    This article presents follow-up information to a previous publication regarding ways to increase emphasis on research skills in undergraduate Technical Communication curricula. We detail the ways our undergraduate program highlights research by requiring majors to complete senior thesis projects that culminate in submission to an online…

  6. Watershed Watch: The Importance of Mentors in Student-driven Full Inquiry Undergraduate Research Projects as the Foundation for an Introductory Course in Biogeoscience

    Science.gov (United States)

    Rock, B. N.; Hale, S. R.; Graham, K. J.; Hayden, L.; Barber, L.; Perry, C.; Schloss, J.; Sullivan, E.; Yuan, J.; Abebe, E.; Mitchell, L.; Abrams, E.; Gagnon, M.

    2008-12-01

    Watershed Watch (NSF 0525433) engages early undergraduate students from two-year and four-year colleges in student-driven full inquiry-based instruction in the biogeosciences. Program goals for Watershed Watch are to test if inquiry-rich student-driven projects sufficiently engage undeclared students (or noncommittal STEM majors) to declare a STEM major (or remain with their STEM major). A significant component of this program is an intensive two-week Summer course, in which undeclared freshmen research various aspects of a local watershed. Students develop their own research questions and study design, collect and analyze data, and produce a scientific or an oral poster presentation. The course objectives, curriculum and schedule are presented as a model for dissemination for other institutions and programs seeking to develop inquiry-rich courses designed to attract students into biogeoscience disciplines. Data from self-reported student feedback indicated the most important factors explaining high-levels of student motivation and research excellence in the course are 1) working with committed, energetic, and enthusiastic faculty mentors; and 2) faculty mentors demonstrating high degrees of teamwork and coordination.

  7. Students' perspectives of undergraduate research methods ...

    African Journals Online (AJOL)

    Introduction: in this study we used a model of adult learning to explore undergraduate students' views on how to improve the teaching of research methods and biostatistics. Methods: this was a secondary analysis of survey data of 600 undergraduate students from three medical schools in Uganda. The analysis looked at ...

  8. Mentored undergraduate research in the geosciences

    Science.gov (United States)

    Judge, Shelley; Pollock, Meagen; Wiles, Greg; Wilson, Mark

    2012-09-01

    There is little argument about the merits of undergraduate research, but it can seem like a complex, resource-intensive endeavor [e.g., Laursen et al., 2010; Lopatto, 2009; Hunter et al., 2006]. Although mentored undergraduate research can be challenging, the authors of this feature have found that research programs are strengthened when students and faculty collaborate to build new knowledge. Faculty members in the geology department at The College of Wooster have conducted mentored undergraduate research with their students for more than 60 years and have developed a highly effective program that enhances the teaching, scholarship, and research of our faculty and provides life-changing experiences for our students. Other colleges and universities have also implemented successful mentored undergraduate research programs in the geosciences. For instance, the 18 Keck Geology Consortium schools (http://keckgeology.org/), Princeton University, and other institutions have been recognized for their senior capstone experiences by U.S. News & World Report.

  9. International Students on an American Campus: An Undergraduate Research Study.

    Science.gov (United States)

    Matthews, Judith; Quattrocki, Carolyn

    1981-01-01

    Describes a seminar in which undergraduate students in home economics were provided with research training and the opportunity to work together on a research project which included housing, clothing, nutrition, consumer services, child development, and family relations. Students also explored difficulties international students encounter in…

  10. The Undergraduate as Researcher: Selected Studies in Mass Communication.

    Science.gov (United States)

    Felsenthal, Norman A.

    Reporting on a group of class projects undertaken by a series of his college-level "Broadcasting and Society" courses, the author concludes that there is great value in encouraging undergraduates to do their own original research. Among the topics researched by the students are the effect of television on nuns, television news viewing habits of…

  11. Field Research Studying Whales in an Undergraduate Animal Behavior Laboratory

    Science.gov (United States)

    MacLaren, R. David; Schulte, Dianna; Kennedy, Jen

    2012-01-01

    This work describes a new field research laboratory in an undergraduate animal behavior course involving the study of whale behavior, ecology and conservation in partnership with a non-profit research organization--the Blue Ocean Society for Marine Conservation (BOS). The project involves two weeks of training and five weekend trips on whale watch…

  12. Undergraduate medical research: the student perspective.

    LENUS (Irish Health Repository)

    Burgoyne, Louise N

    2010-01-01

    Research training is essential in a modern undergraduate medical curriculum. Our evaluation aimed to (a) gauge students\\' awareness of research activities, (b) compare students\\' perceptions of their transferable and research-specific skills competencies, (c) determine students\\' motivation for research and (d) obtain students\\' personal views on doing research.

  13. The Undergraduate ALFALFA Team: A Model for Involving Undergraduates in Major Legacy Astronomy Research

    Science.gov (United States)

    Troischt, Parker; Koopmann, Rebecca A.; Haynes, Martha P.; Higdon, Sarah; Balonek, Thomas J.; Cannon, John M.; Coble, Kimberly A.; Craig, David; Durbala, Adriana; Finn, Rose; Hoffman, G. Lyle; Kornreich, David A.; Lebron, Mayra E.; Crone-Odekon, Mary; O'Donoghue, Aileen A.; Olowin, Ronald Paul; Pantoja, Carmen; Rosenberg, Jessica L.; Venkatesan, Aparna; Wilcots, Eric M.; Alfalfa Team

    2015-01-01

    The NSF-sponsored Undergraduate ALFALFA (Arecibo Legacy Fast ALFA) Team (UAT) is a consortium of 19 institutions founded to promote undergraduate research and faculty development within the extragalactic ALFALFA HI blind survey project and follow-up programs. The collaborative nature of the UAT allows faculty and students from a wide ​range of public and private colleges and especially those with small astronomy programs to develop scholarly collaborations. Components of the program include an annual undergraduate workshop at Arecibo Observatory, observing runs at Arecibo, computer infrastructure, summer and academic year research projects, and dissemination at national meetings (e.g., Alfvin et al., Martens et al., Sanders et al., this meeting). Through this model, faculty and students are learning how science is accomplished in a large collaboration while contributing to the scientific goals of a major legacy survey. In the 7 years of the program, 23 faculty and more than 220 undergraduate students have participated at a significant level. 40% of them have been women and members of underrepresented groups. Faculty, many of whom were new to the collaboration and had expertise in other fields, contribute their diverse sets of skills to ALFALFA ​related projects via observing, data reduction, collaborative research, and research with students. 142 undergraduate students have attended the annual workshops at Arecibo Observatory, interacting with faculty, graduate students, their peers, and Arecibo staff in lectures, group activities, tours, and observing runs. Team faculty have supervised 131 summer research projects and 94 academic year (e.g., senior thesis) projects. 62 students have traveled to Arecibo Observatory for observing runs and 46 have presented their results at national meetings. 93% of alumni are attending graduate school and/or pursuing a career in STEM. Half of those pursuing graduate degrees in Physics or Astronomy are women. This work has been

  14. Women in STEM: The Effect of Undergraduate Research on Persistence

    Science.gov (United States)

    Wilker, Jodi

    The underrepresentation of women in science, technology, engineering, and math (STEM) careers constitutes a major issue in postsecondary science education. Perseverance of women in STEM is linked to a strong science identity. Experiential learning activities, such as undergraduate research, increase science identity and thus should help keep women in STEM. Most studies on research program development are from 4-year institutions, yet many women start at community colleges. The goal of this study was to fill this gap. Science identity and experiential learning theories provided the framework for this case study at a local institution (LECC). Semistructured interviews determined college science faculty and administrators perceptions of advantages and disadvantages of undergraduate research, the viability of developing a research program, and specific research options feasible for LECC. Transcripted data were analyzed through multiple rounds of coding yielding five themes: faculty perception of undergraduate research, authentic experiences, health technologies/nursing programs, LECC students career focus, and the unique culture at LECC. The most viable type of undergraduate research for LECC is course-based and of short timeframe. The project study advocates the use of citizen science (CS) studies in the classroom as they are relatively short-term and can take the place of lab sessions. The true benefit is that students perform authentic science by contributing to an actual scientific research project. CS projects can effect social change by developing science literate citizens, empowering faculty to create authentic learning experiences, and by sparking interest in science and directing women into STEM careers.

  15. Research Experience for Undergraduates: Understanding the Arctic as a System

    Science.gov (United States)

    Alexeev, V. A.; Walsh, J. E.; Arp, C. D.; Hock, R.; Euskirchen, E. S.; Kaden, U.; Polyakov, I.; Romanovsky, V. E.; Trainor, S.

    2017-12-01

    Today, more than ever, an integrated cross-disciplinary approach is necessary to understand and explain changes in the Arctic and the implications of those changes. Responding to needs in innovative research and education for understanding high-latitude rapid climate change, scientists at the International Arctic research Center of the University of Alaska Fairbanks (UAF) established a new REU (=Research Experience for Undergraduates) NSF-funded site, aiming to attract more undergraduates to arctic sciences. The science focus of this program, building upon the research strengths of UAF, is on understanding the Arctic as a system with emphasis on its physical component. The goals, which were to disseminate new knowledge at the frontiers of polar science and to ignite the enthusiasm of the undergraduates about the Arctic, are pursued by involving undergraduate students in research and educational projects with their mentors using the available diverse on-campus capabilities. IARC hosted the first group of eight students this past summer, focusing on a variety of different disciplines of the Arctic System Science. Students visited research sites around Fairbanks and in remote parts of Alaska (Toolik Lake Field Station, Gulkana glacier, Bonanza Creek, Poker Flats, the CRREL Permafrost Tunnel and others) to see and experience first-hand how the arctic science is done. Each student worked on a research project guided by an experienced instructor. The summer program culminated with a workshop that consisted of reports from the students about their experiences and the results of their projects.

  16. Implementation and assessment of a yeast orphan gene research project: involving undergraduates in authentic research experiences and progressing our understanding of uncharacterized open reading frames.

    Science.gov (United States)

    Bowling, Bethany V; Schultheis, Patrick J; Strome, Erin D

    2016-02-01

    Saccharomyces cerevisiae was the first eukaryotic organism to be sequenced; however, little progress has been made in recent years in furthering our understanding of all open reading frames (ORFs). From October 2012 to May 2015 the number of verified ORFs had only risen from 75.31% to 78%, while the number of uncharacterized ORFs had decreased from 12.8% to 11% (representing > 700 genes still left in this category; http://www.yeastgenome.org/genomesnapshot). Course-based research has been shown to increase student learning while providing experience with real scientific investigation; however, implementation in large, multi-section courses presents many challenges. This study sought to test the feasibility and effectiveness of incorporating authentic research into a core genetics course, with multiple instructors, to increase student learning and progress our understanding of uncharacterized ORFs. We generated a module-based annotation toolkit and utilized easily accessible bioinformatics tools to predict gene function for uncharacterized ORFs within the Saccharomyces Genome Database (SGD). Students were each assigned an uncharacterized ORF, which they annotated using contemporary comparative genomics methodologies, including multiple sequence alignment, conserved domain identification, signal peptide prediction and cellular localization algorithms. Student learning outcomes were measured by quizzes, project reports and presentations, as well as a post-project questionnaire. Our results indicate that the authentic research experience had positive impacts on students' perception of their learning and their confidence to conduct future research. Furthermore, we believe that creation of an online repository and adoption and/or adaptation of this project across multiple researchers and institutions could speed the process of gene function prediction. Copyright © 2015 John Wiley & Sons, Ltd.

  17. Advancing Research on Undergraduate Science Learning

    Science.gov (United States)

    Singer, Susan Rundell

    2013-01-01

    This special issue of "Journal of Research in Science Teaching" reflects conclusions and recommendations in the "Discipline-Based Education Research" (DBER) report and makes a substantial contribution to advancing the field. Research on undergraduate science learning is currently a loose affiliation of related fields. The…

  18. Undergraduates' Experience of Preparedness for Engaging with Sensitive Research Topics Using Qualitative Research

    Science.gov (United States)

    Simpson, Kerri L.; Wilson-Smith, Kevin

    2017-01-01

    This research explored the experience of five undergraduates who engaged with qualitative research as part of their final dissertation project. There have been concerns raised over the emotional safety of researchers carrying out qualitative research, which increases when researchers are inexperienced making this a poignant issues for lectures…

  19. Purification and Characterization of Taq Polymerase: A 9-Week Biochemistry Laboratory Project for Undergraduate Students

    Science.gov (United States)

    Bellin, Robert M.; Bruno, Mary K.; Farrow, Melissa A.

    2010-01-01

    We have developed a 9-week undergraduate laboratory series focused on the purification and characterization of "Thermus aquaticus" DNA polymerase (Taq). Our aim was to provide undergraduate biochemistry students with a full-semester continuing project simulating a research-like experience, while having each week's procedure focus on a single…

  20. EDITORIAL: Student undergraduate laboratory and project work

    Science.gov (United States)

    Schumacher, Dieter

    2007-05-01

    that new experiments which illustrate both fundamental physics and modern technology can be realized even with a small budget. Traditional labwork courses often provide a catalogue of well known experiments. The students must first learn the theoretical background. They then assemble the setup from specified equipment, collect the data and perform the default data processing. However, there is no way to learn to swim without water. In order to achieve a constructivist access to learning, 'project labs' are needed. In a project labwork course a small group of students works as a team on a mini research project. The students have to specify the question of research, develop a suitable experimental setup, conduct the experiment and find a suitable way to evaluate the data. Finally they must present their results e.g. in the framework of a public poster session. Three contributions refer to this approach, however they focus on different aspects: 'Project laboratory for first-year students' by Gorazd Planinšič, 'RealTime Physics: active learning laboratories' by David Sokoloff et al and 'Labs outside labs: miniprojects at a spring camp for future physics teachers' by Leos Dvorák. Is it possible to prepare the students specifically for project labwork? This question is answered by the contribution 'A new labwork course for physics students: devices, methods and research projects' by Knut Neumann and Manuela Welzel. The two main parts of the labwork course cover first experimental devices (e.g. multimeters, oscilloscopes, different sensors, operational amplifiers, step motors, AD/DA-converters). Then subjects such as data processing, consideration of measurement uncertainties, keeping records or using tools like LABVIEW etc are focused on. Another concrete proposal for a new curriculum is provided by James Sharp et al, in 'Computer based learning in an undergraduate physics laboratory: interfacing and instrument control using MATLAB'. One can well imagine that project labs

  1. A Tiered Mentoring Model of Exposing and Engaging Students with Research Throughout the Undergraduate Curriculum

    Science.gov (United States)

    Guerard, J.; Hayes, S. M.

    2015-12-01

    Incorporating research into undergraduate curricula has been linked to improved critical thinking, intellectual independence, and student retention, resulting in a graduating population more ready for the workforce or graduate school. We have designed a three-tier model of undergraduate chemistry courses that enable first-year students with no previous research experience to gain the skills needed to develop, fund and execute independent research projects by the close of their undergraduate studies. First-year students are provided with context through a broadly focused introductory class that exposes them to current faculty research activities, and also gives them direct experience with the research process through peer mentored research teams as they participate in faculty-directed projects. Mid-career undergraduate students receive exposure and support in two formats: illustrative examples from current faculty research are incorporated into lessons in core classes, and courses specially designed to foster research independence. This is done by providing content and process mentoring as students develop independent projects, write proposals, and build relationships with faculty and graduate students in research groups. Advanced undergraduates further develop their research independence performing student-designed projects with faculty collaboration that frequently result in tangible research products. Further, graduate students gain experience in mentoring though formal training, as well as through actively mentoring mid-career undergraduates. This novel, integrated approach enables faculty to directly incorporate their research into all levels of the undergraduate curriculum while fostering undergraduates in developing and executing independent projects and empowering mentoring relationships.

  2. Developing Research Skills across the Undergraduate Curriculum

    Science.gov (United States)

    Gray, Simon; Coates, Lee; Fraser, Ann; Pierce, Pam

    2015-01-01

    This chapter describes consortial efforts within the Great Lakes Colleges Association to share expertise and programming to build research skills throughout the undergraduate curriculum. Strategies to scaffold research skill development are provided from Allegheny College, Kalamazoo College, and The College of Wooster.

  3. Assessing Aspects of Undergraduate Research through Journaling

    Science.gov (United States)

    Mimbs, Debra

    2017-01-01

    It is necessary while mentoring students in undergraduate research to conduct assessments in order to determine how well the research experience is progressing. It may also be necessary to assign a grade to a student's performance at the conclusion of such a venture. Journaling may be used both as a formative assessment tool and as a summative…

  4. An Undergraduate Research Experience on Studying Variable Stars

    Science.gov (United States)

    Amaral, A.; Percy, J. R.

    2016-06-01

    We describe and evaluate a summer undergraduate research project and experience by one of us (AA), under the supervision of the other (JP). The aim of the project was to sample current approaches to analyzing variable star data, and topics related to the study of Mira variable stars and their astrophysical importance. This project was done through the Summer Undergraduate Research Program (SURP) in astronomy at the University of Toronto. SURP allowed undergraduate students to explore and learn about many topics within astronomy and astrophysics, from instrumentation to cosmology. SURP introduced students to key skills which are essential for students hoping to pursue graduate studies in any scientific field. Variable stars proved to be an excellent topic for a research project. For beginners to independent research, it introduces key concepts in research such as critical thinking and problem solving, while illuminating previously learned topics in stellar physics. The focus of this summer project was to compare observations with structural and evolutionary models, including modelling the random walk behavior exhibited in the (O-C) diagrams of most Mira stars. We found that the random walk could be modelled by using random fluctuations of the period. This explanation agreed well with observations.

  5. Portfolio Assessment of an Undergraduate Group Project

    Science.gov (United States)

    Kuisma, Raija

    2007-01-01

    Students in the Physiotherapy Programme carried out a group project in their final year of studies. The objectives of the project were that the students learn and appreciate the process and activities involved in research, acquire deeper understanding of a topic in their professional interest, learn to work as a team, manage their own time,…

  6. Undergraduate Researchers and the Poster Session

    Science.gov (United States)

    Johnson, Gail; Green, Raymond

    2007-01-01

    Undergraduates presented original research in classroom poster sessions open to students, faculty, and friends. We assessed the reaction of the students to the experience and their reported change in their interest in presenting at conferences. Students enjoyed the poster session experience and indicated they preferred this method over other…

  7. Engaging Undergraduates through Interdisciplinary Research in Nanotechnology

    Science.gov (United States)

    Goonewardene, Anura U.; Offutt, Christine; Whitling, Jacqueline; Woodhouse, Donald

    2012-01-01

    To recruit and retain more students in all science disciplines at our small (5,000 student) public university, we implemented an interdisciplinary strategy focusing on nanotechnology and enhanced undergraduate research. Inherently interdisciplinary, the novelty of nanotechnology and its growing career potential appeal to students. To engage…

  8. The Potential to use Publication of Undergraduate Research as a Teaching Tool

    Science.gov (United States)

    Brevik, Eric C.; Lindbo, David L.; Belcher, Christopher

    2015-04-01

    Several studies crossing numerous disciplinary boundaries have demonstrated that undergraduate students benefit from research experiences. These benefits include personal and intellectual development, more and closer contact with faculty, the use of active learning techniques, the creation of high expectations, the development of creative and problem-solving skills, and the development of greater independence and intrinsic motivation to learn. The discipline also gains in that studies show undergraduates who engage in research experiences are more likely to remain science majors and finish their degree program. Research experiences come as close as possible to allowing undergraduates to experience what it is like to be an academic or research member of their profession working to advance their discipline, therefore enhancing their professional socialization into their chosen field. If the goals achieved by undergraduate research include introducing these students to the advancement of their chosen field, it stands to reason the ultimate ending to this experience would be the publication of a peer-reviewed paper. While not all undergraduate projects will end with a product worthy of peer-reviewed publication, some definitely do, and the personal experience of the authors indicates that undergraduate students who achieve publication get great satisfaction and a sense of personal achievement from that publication. While a top-tier international journal probably isn't going to be the ultimate destination for many of these projects, there are several appropriate outlets. The SSSA journal Soil Horizons has published several undergraduate projects in recent years, and good undergraduate projects can often be published in state academy of science journals. Journals focused expressly on publishing undergraduate research include the Journal of Undergraduate Research and Scholarly Excellence, Reinvention, and the American Journal of Undergraduate Research. Case studies of

  9. Using Geowall to Promote Undergraduate Research

    Science.gov (United States)

    Scec EIT Intern Team; Perry, S.; Jordan, T.

    2003-12-01

    The principal use of our Geowall system is to showcase the 3-D visualizations created by SCEC/EITR (Southern California Earthquake Center/Earthquake Information Technology Research) interns. These visualizations, called LA3D, are devised to educate the public, assist researchers, inspire students, and attract new interns. With the design criteria that LA3D code must be object-oriented and open-source, and that all datasets should be in internet-accessible databases, our interns have made interactive visualizations of southern California's earthquakes, faults, landforms, and other topographic features, that allow unlimited additions of new datasets and map objects. The interns built our Geowall system, and made a unique contribution to the Geowall consortium when they devised a simple way to use Java3D to create and send images to Geowall's projectors. The EIT interns are enormously proud of their accomplishments, and for most, working on LA3D has been the high point of their college careers. Their efforts have become central to testbed development of the system level science that SCEC is orchestrating in its Community Modeling Environment. In addition, SCEC's Communication, Education and Outreach Program uses LA3D on Geowall to communicate concepts about earthquakes and earthquake processes. Then, projecting LA3D on Geowall, it becomes easy to impress students from elementary to high school ages with what can be accomplished if they keep learning math and science. Finally, we bring Geowall to undergraduate research symposia and career-day open houses, to project LA3D and attract additional students to our intern program, which to date has united students in computer science, engineering, geoscience, mathematics, communication, pre-law, and cinema. (Note: distribution copies of LA3D will be available in early 2004.) The Southern California Earthquake Center Earthquake Information Technology Intern Team on this project: Adam Bongarzone, Hunter Francoeur, Lindsay

  10. Evaluating the Effectiveness of Collaborative Computer-Intensive Projects in an Undergraduate Psychometrics Course

    Science.gov (United States)

    Barchard, Kimberly A.; Pace, Larry A.

    2010-01-01

    Undergraduate psychometrics classes often use computer-intensive active learning projects. However, little research has examined active learning or computer-intensive projects in psychometrics courses. We describe two computer-intensive collaborative learning projects used to teach the design and evaluation of psychological tests. Course…

  11. Successful Undergraduate Research: Creating Win-Win-Win

    Science.gov (United States)

    Guswa, A. J.; Rhodes, A. L.

    2003-12-01

    Undergraduate involvement in research has the potential to advance science, enhance education, strengthen the research community, and raise general awareness of the importance and impact of scientific understanding. Rather than being competing objectives, these goals are synergistic. Effective research experiences are those that create win-win-win situations: benefits to the student, benefits to the project, and benefits to the scientific community. When structured appropriately, undergraduate research fits into a learner-centered paradigm that puts emphasis on student learning, rather than instructor teaching. Under such a paradigm the student and professor learn together, constructing knowledge by integrating information with critical-thinking and problem-solving skills, and use this knowledge to address issues in real-life contexts. Creating such a learning environment requires that the professor be vested in the outcome of the research, that the student take a meta-cognitive approach to the project and work at a level appropriate to her abilities, and that the student understand how her contribution fits into the project and the larger field. All of these factors lead to greater independence, confidence, and productivity on the part of the student. By providing undergraduates with these experiences, we introduce not only future scientists but also non-scientists to the excitement of discovery and the value of scientific research. Currently, we involve undergraduates in our research on the hydrology and geochemistry of a tropical montane cloud forest in Monteverde, Costa Rica. At the start of each student's involvement, we provide her with the big picture: our project goals, the relevant social issues, and the importance of watershed research. Each student then articulates her own educational and project objectives. Together, we choose tasks that match her skills and interests with our scholarly work. Specific activities range from literature review to

  12. Demand for Interdisciplinary Laboratories for Physiology Research by Undergraduate Students in Biosciences and Biomedical Engineering

    Science.gov (United States)

    Clase, Kari L.; Hein, Patrick W.; Pelaez, Nancy J.

    2008-01-01

    Physiology as a discipline is uniquely positioned to engage undergraduate students in interdisciplinary research in response to the 2006-2011 National Science Foundation Strategic Plan call for innovative transformational research, which emphasizes multidisciplinary projects. To prepare undergraduates for careers that cross disciplinary…

  13. Interdisciplinary Biomathematics: Engaging Undergraduates in Research on the Fringe of Mathematical Biology

    Science.gov (United States)

    Fowler, Kathleen; Luttman, Aaron; Mondal, Sumona

    2013-01-01

    The US National Science Foundation's (NSF's) Undergraduate Biology and Mathematics (UBM) program significantly increased undergraduate research in the biomathematical sciences. We discuss three UBM-funded student research projects at Clarkson University that lie at the intersection of not just mathematics and biology, but also other fields. The…

  14. Undergraduate Medical Education Research in Malaysia: Time for a Change.

    Science.gov (United States)

    Salam, Abdus; Hamzah, Jemaima Che; Chin, Tan Geok; Siraj, Harlina Halizah; Idrus, Ruszymah; Mohamad, Nabishah; Raymond, Azman Ali

    2015-01-01

    Special Study Module (SSM) is a mandatory research module implemented in Universiti Kebangsaan Malaysia (UKM). The objective of this paper is to provide a brief overview on the student research activities and to find out the outcome measures in terms of publication. It was a retrospective study done on SSM research projects at UKM. The SSM research is conducted from beginning of year-4 until 1(st) seven weeks of year-5. In year-4, students are assigned to a faculty-supervisor in small groups and spend every Thursday afternoon to plan and carry the research. Whole first seven weeks of year-5, students are placed with their supervisor continuously to collect data, do analysis, write report and present in the scientific conference. Outcomes of 5-years SSM research-projects starting from 2008/2009 to 2012/2013 academic session were analyzed. Total 257 projects were completed and presented in annual scientific meetings from which 57 (22.2%) articles were published in peer reviewed journals. Mandatory undergraduate student research project brings an opportunity to develop students' capacity building from conception to final report writing and thereby narrowing the gap between education and practice. Medical schools should implement research module to bring changes in research and publication culture of undergraduate medical education.

  15. Undergraduate Medical Education Research in Malaysia: Time for a Change

    Science.gov (United States)

    Salam, Abdus; Hamzah, Jemaima Che; Chin, Tan Geok; Siraj, Harlina Halizah; Idrus, Ruszymah; Mohamad, Nabishah; Raymond, Azman Ali

    2015-01-01

    Objective: Special Study Module (SSM) is a mandatory research module implemented in Universiti Kebangsaan Malaysia (UKM). The objective of this paper is to provide a brief overview on the student research activities and to find out the outcome measures in terms of publication. Methods: It was a retrospective study done on SSM research projects at UKM. The SSM research is conducted from beginning of year-4 until 1st seven weeks of year-5. In year-4, students are assigned to a faculty-supervisor in small groups and spend every Thursday afternoon to plan and carry the research. Whole first seven weeks of year-5, students are placed with their supervisor continuously to collect data, do analysis, write report and present in the scientific conference. Outcomes of 5-years SSM research-projects starting from 2008/2009 to 2012/2013 academic session were analyzed. Results: Total 257 projects were completed and presented in annual scientific meetings from which 57 (22.2%) articles were published in peer reviewed journals. Conclusion: Mandatory undergraduate student research project brings an opportunity to develop students’ capacity building from conception to final report writing and thereby narrowing the gap between education and practice. Medical schools should implement research module to bring changes in research and publication culture of undergraduate medical education. PMID:26150832

  16. Undergraduate Research Program Between SCU and SOFIA

    Science.gov (United States)

    Kulas, Kristin Rose; Andersson, B.-G.

    2018-06-01

    We present results on an undergraduate research program run in collaboration between Santa Clara University (SCU), a predominately undergraduate liberal arts college and the SOFIA Science Center/USRA. We have started a synergistic program between SCU and SOFIA (located at NASA Ames) where the students are able to be fully immersed in astronomical research; from helping to write telescope observing proposal; to observing at a world-class telescope; to reducing and analyzing the data that they acquired and ultimately to presenting/publishing their findings. A recently awarded NSF collaborative grant will allow us to execute and expand this program over the next several years. In this poster we present some of our students research and their success after the program. In addition, we discuss how a small university can actively collaborate with a large government-funded program like SOFIA, funded by NASA.

  17. An Evaluation of Research Ethics in Undergraduate Health Science Research Methodology Programs at a South African University.

    Science.gov (United States)

    Coetzee, Tanya; Hoffmann, Willem A; de Roubaix, Malcolm

    2015-10-01

    The amended research ethics policy at a South African University required the ethics review of undergraduate research projects, prompting the need to explore the content and teaching approach of research ethics education in health science undergraduate programs. Two qualitative data collection strategies were used: document analysis (syllabi and study guides) and semi-structured interviews with research methodology coordinators. Five main themes emerged: (a) timing of research ethics courses, (b) research ethics course content, (c) sub-optimal use of creative classroom activities to facilitate research ethics lectures, (d) understanding the need for undergraduate project research ethics review, and (e) research ethics capacity training for research methodology lecturers and undergraduate project supervisors. © The Author(s) 2015.

  18. A Survey of Campus Coordinators of Undergraduate Research Programs

    Science.gov (United States)

    Hensley, Merinda Kaye; Shreeves, Sarah L.; Davis-Kahl, Stephanie

    2015-01-01

    Interest in supporting undergraduate research programs continues to grow within academic librarianship. This article presents how undergraduate research program coordinators perceive and value library support of their programs. Undergraduate research coordinators from a variety of institutions were surveyed on which elements of libraries and…

  19. What Research Says about Effective Teaching for Promoting Achievement and Positive Attitudes in Students. An Instructional Module Prepared for Undergraduate Teacher Education in the RAFT Project.

    Science.gov (United States)

    Handley, Herbert M., Ed.

    This module, developed by the Research Applications for Teaching (RAFT) project, was written to introduce the preservice teacher to the research base for effective teaching. Particular attention was given to the characteristics of teachers and teaching found in research literature to be associated with achievement and the development of positive…

  20. Undergraduate courses with an integral research year

    International Nuclear Information System (INIS)

    Clough, A S; Regan, P H

    2003-01-01

    We present the details of the four year MPhys undergraduate degree provided by the University of Surrey. Integral to this course is a full year spent on a research placement, which in most cases takes place external to the university at a North American or European research centre. This paper outlines the basic rationale underlying the course and, by including a number of research student profiles, we discuss the triple benefits of this course for the students, the University of Surrey and the host institutions where the students spend their research year

  1. The Articulation of Formative Research and Classrooms Projects in the Language and Culture Class in an Undergraduate English Teaching Program (Articulación de Prácticas de Investigación Formativa con los Proyectos de Aula de las Clases de Lengua y Cultura Anglófona en un Programa de Licenciatura en Lengua Extranjera)

    Science.gov (United States)

    Marroquín, Paula Ramírez

    2015-01-01

    This article shows the results of a research project which searched to answer how to articulate formative research with classroom projects in an undergraduate English teaching program. To accomplish the purpose of this paper, the document will focus on the two specific objectives of this qualitative research: document revision, and knowing about…

  2. The Role of High School Research Experiences in Shaping Students' Research Self-Efficacy and Preparation for Undergraduate Research Participation

    Science.gov (United States)

    Swan, Amy K.; Inkelas, Karen Kurotsuchi; Jones, Jill N.; Pretlow, Joshua; Keller, Tierney F.

    2018-01-01

    The effects of undergraduate research participation are well documented, but less is known about students' pathways into undergraduate research participation. This mixed-methods study explored the role of an International Baccalaureate research project in students' development of research self-efficacy in high school, and how this development…

  3. Binomial Coefficients Modulo a Prime--A Visualization Approach to Undergraduate Research

    Science.gov (United States)

    Bardzell, Michael; Poimenidou, Eirini

    2011-01-01

    In this article we present, as a case study, results of undergraduate research involving binomial coefficients modulo a prime "p." We will discuss how undergraduates were involved in the project, even with a minimal mathematical background beforehand. There are two main avenues of exploration described to discover these binomial…

  4. Research Ethics with Undergraduates in Summer Research Training Programs

    Science.gov (United States)

    Cheung, I.; Yalcin, K.

    2016-02-01

    Many undergraduate research training programs incorporate research ethics into their programs and some are required. Engaging students in conversations around challenging topics such as conflict of interest, cultural and gender biases, what is science and what is normative science can difficult in newly formed student cohorts. In addition, discussing topics with more distant impacts such as science and policy, intellectual property and authorship, can be difficult for students in their first research experience that have more immediate concerns about plagiarism, data manipulation, and the student/faculty relationship. Oregon State University's Research Experience for Undergraduates (REU) in Ocean Sciences: From Estuaries to the Deep Sea as one model for incorporating a research ethics component into summer undergraduate research training programs. Weaved into the 10-week REU program, undergraduate interns participate in a series of conversations and a faculty mentor panel focused on research ethics. Topics discussed are in a framework for sharing myths, knowledge and personal experiences on issues in research with ethical implications. The series follows guidelines and case studies outlined from the text, On Being A Scientist: Responsible Conduct In Research Committee on Science, Engineering, and Public Policy, National Academy of Sciences.

  5. Merits of Undergraduate and High School Research

    Science.gov (United States)

    Kenney, John

    2016-06-01

    When it comes to sports, everyone gets it; you have to play to really understand, experience, and learn what the game is all about. It would be ludicrous to teach basketball by practicing basketball fundamentals in the gym (layups, free throws, jump shots, dribbling, defense), reading about and attending professional basketball games, but never playing in a game. As important as classes and teaching laboratories may be in science education, there is simply no substitute for active engagement in scientific research to show students what science is all about and, perhaps even more importantly, to inspire and motivate them to become scientists or at least appreciate science. It is a widely held misconception that a student cannot really do meaningful, publishable scientific research until he/she is in graduate school. In actual fact, college undergraduates and even high school students can make original and significant scientific research contributions. Astronomical research, in particular, is very well suited to engage the beginning high school or college undergraduate researcher. The night sky’s inherent accessibility and also its inherent grandeur are natural draws for the curious student’s mind. And much can be learned and discovered using small telescopes. In sports, joining a team is a key aspect of the sports experience. Similarly in science, joining a research team and thereby entering a “community of scientific practice” is fundamental and transformational. As important as working with equipment and acquiring data happen to be in scientific research, this is only the beginning of the research process. Student researchers of all ages—particularly high school students and college undergraduates—have much to gain by giving presentations on their research, writing up their results for publication, and going through the peer review process. But this only works if the student researchers are imbedded within the community of practice.

  6. A community of scientists: cultivating scientific identity among undergraduates within the Berkeley Compass Project

    Science.gov (United States)

    Aceves, Ana V.; Berkeley Compass Project

    2015-01-01

    The Berkeley Compass Project is a self-formed group of graduate and undergraduate students in the physical sciences at UC Berkeley. Our goals are to improve undergraduate physics education, provide opportunities for professional development, and increase retention of students from populations typically underrepresented in the physical sciences. For students who enter as freshmen, the core Compass experience consists of a summer program and several seminar courses. These programs are designed to foster a diverse, collaborative student community in which students engage in authentic research practices and regular self-reflection. Compass encourages undergraduates to develop an identity as a scientist from the beginning of their university experience.

  7. Negotiating Peer Mentoring Roles in Undergraduate Research Lab Settings

    Science.gov (United States)

    Packard, Becky W.; Marciano, Vincenza N.; Payne, Jessica M.; Bledzki, Leszek A.; Woodard, Craig T.

    2014-01-01

    Undergraduate research is viewed as an important catalyst for educational engagement and persistence, with an emphasis on the faculty mentoring relationship. Despite the common practice of having multi-tiered lab teams composed of newer undergraduates and more seasoned undergraduates serving as peer mentors, less is understood about the experience…

  8. Journal of Undergraduate Research, Volume I, 2001

    Energy Technology Data Exchange (ETDEWEB)

    Faletra, P.; Beavis, W.; Franz, K.; Musick, C.; Walbridge, S.E.; Myron, H.

    2001-01-01

    This is our first volume of the Undergraduate Journal. It is an approbation of the impressive research performed by summer interns under the guidance of their dedicated mentors. The full-length publications were chosen from a pool of submissions that were reviewed by many of the excellent scientists at our National Laboratories. Most of these students will pursue careers in science, engineering and technology and, hopefully, some of this talent will remain with our labs. We have also included about 125 abstracts that survived the review process. These were submitted from all of our participating National Laboratories.

  9. Assessing Student Outcomes of Undergraduate Research with URSSA, the Undergraduate Student Self-Assessment Instrument

    Science.gov (United States)

    Laursen, S. L.; Weston, T. J.; Thiry, H.

    2012-12-01

    URSSA is the Undergraduate Research Student Self-Assessment, an online survey instrument for programs and departments to use in assessing the student outcomes of undergraduate research (UR). URSSA focuses on what students learn from their UR experience, rather than whether they liked it. The online questionnaire includes both multiple-choice and open-ended items that focus on students' gains from undergraduate research. These gains include skills, knowledge, deeper understanding of the intellectual and practical work of science, growth in confidence, changes in identity, and career preparation. Other items probe students' participation in important research-related activities that lead to these gains (e.g. giving presentations, having responsibility for a project). These activities, and the gains themselves, are based in research and thus constitute a core set of items. Using these items as a group helps to align a particular program assessment with research-demonstrated outcomes. Optional items may be used to probe particular features that are augment the research experience (e.g. field trips, career seminars, housing arrangements). The URSSA items are based on extensive, interview-based research and evaluation work on undergraduate research by our group and others. This grounding in research means that URSSA measures what we know to be important about the UR experience The items were tested with students, revised and re-tested. Data from a large pilot sample of over 500 students enabled statistical testing of the items' validity and reliability. Optional items about UR program elements were developed in consultation with UR program developers and leaders. The resulting instrument is flexible. Users begin with a set of core items, then customize their survey with optional items to probe students' experiences of specific program elements. The online instrument is free and easy to use, with numeric results available as raw data, summary statistics, cross-tabs, and

  10. Scientific Visualization Tools for Enhancement of Undergraduate Research

    Science.gov (United States)

    Rodriguez, W. J.; Chaudhury, S. R.

    2001-05-01

    Undergraduate research projects that utilize remote sensing satellite instrument data to investigate atmospheric phenomena pose many challenges. A significant challenge is processing large amounts of multi-dimensional data. Remote sensing data initially requires mining; filtering of undesirable spectral, instrumental, or environmental features; and subsequently sorting and reformatting to files for easy and quick access. The data must then be transformed according to the needs of the investigation(s) and displayed for interpretation. These multidimensional datasets require views that can range from two-dimensional plots to multivariable-multidimensional scientific visualizations with animations. Science undergraduate students generally find these data processing tasks daunting. Generally, researchers are required to fully understand the intricacies of the dataset and write computer programs or rely on commercially available software, which may not be trivial to use. In the time that undergraduate researchers have available for their research projects, learning the data formats, programming languages, and/or visualization packages is impractical. When dealing with large multi-dimensional data sets appropriate Scientific Visualization tools are imperative in allowing students to have a meaningful and pleasant research experience, while producing valuable scientific research results. The BEST Lab at Norfolk State University has been creating tools for multivariable-multidimensional analysis of Earth Science data. EzSAGE and SAGE4D have been developed to sort, analyze and visualize SAGE II (Stratospheric Aerosol and Gas Experiment) data with ease. Three- and four-dimensional visualizations in interactive environments can be produced. EzSAGE provides atmospheric slices in three-dimensions where the researcher can change the scales in the three-dimensions, color tables and degree of smoothing interactively to focus on particular phenomena. SAGE4D provides a navigable

  11. Undergraduate Research as a Primary Pathway to STEM Careers: Perspectives from the Council on Undergraduate Research

    Science.gov (United States)

    Manley, P. L.; Ambos, E. L.

    2012-12-01

    Undergraduate research (UR) is one of the most authentic and effective ways to promote student learning, and is a high-impact educational practice that can lead to measurable gains in student retention and graduation rates, as well as career aspirations. In recent years, UR has expanded from intensive summer one-on-one faculty-student mentored experiences to application in a variety of educational settings, including large lower division courses. The Council on Undergraduate Research (CUR), founded in 1978, is a national organization of individual (8000) and institutional members (650) within a divisional structure that includes geosciences, as well as 10 other thematic areas. CUR's main mission is to support and promote high-quality undergraduate student-faculty collaborative research and scholarship that develops learning through research. CUR fulfills this mission through extensive publication offerings, faculty and student-directed professional development events, and outreach and advocacy activities that share successful models and strategies for establishing, institutionalizing, and sustaining undergraduate research programs. Over the last decade, CUR has worked with hundreds of academic institutions, including two-year colleges, to develop practices to build undergraduate research into campus cultures and operations. As documented in CUR publications such as Characteristics of Excellence in Undergraduate Research (COEUR), strategies institutions may adopt to enhance and sustain UR often include: (1) the establishment of a central UR campus office, (2) extensive student and faculty participation in campus-based, as well as regional UR celebration events, (3) development of a consistent practice of assessment of UR's impact on student success, and, (4) establishment of clear policies for recognizing and rewarding faculty engagement in UR, particularly with respect to mentorship and publication with student scholars. Three areas of current focus within the

  12. Strategies for involving undergraduates in mentored research (Invited)

    Science.gov (United States)

    Marin-Spiotta, E.

    2013-12-01

    Early engagement in research can transform the undergraduate experience and has a positive effect on minority student recruitment to graduate school. Multiple strategies used to involve undergraduates in research at a large R1 university are presented. During my first four years as an assistant professor, my lab has hosted 14 undergraduates, 9 of them women and 4 of them Hispanic. Institutional support has been critical for undergraduate student involvement. UW supports a research program for incoming underrepresented students. An advantage of this program is very early research participation, with the opportunity for long-term training. One disadvantage is that many first year students have not yet identified their interests. The Biology major also requires students to complete an independent project, which culminates in a research symposium. Competitive research fellowships and grants are available for students to conduct work under faculty mentorship. We have been successful at keeping students on even when their majors are very different from our research discipline, mainly by providing flexibility and a welcoming lab environment. This mentoring culture is strongly fostered by graduate student interest and involvement with all undergraduates as well as active mentor training. By offering multiple pathways for involvement, we can accommodate students' changing schedules and priorities as well as changing lab needs. Students can volunteer, receive course credit, conduct an independent project or honors thesis, contribute to an existing project, do lab work or write a literature review, work with one mentor or on multiple projects. We often provide employment over the summer and subsequent semesters for continuing students. Some will increase their commitment over time and work more closely with me. Others reduce down to a few hours a week as they gain experience elsewhere. Most students stay multiple semesters and multiple years because they 'enjoy being in the

  13. Undergraduate Research at SETI in Astrobiology

    Science.gov (United States)

    Kress, Monika; Phillips, C.; DeVore, E.; Hubickyj, O.

    2012-05-01

    The SETI Institute and San Jose State University (SJSU) have begun a partnership (URSA: Undergraduate Research at the SETI Institute in Astrobiology) in which undergraduate science and engineering majors from SJSU participate in research at the SETI Institute during the academic year. We are currently in our second year of the three-year NASA-funded grant. The goal of this program is to expose future scientists, engineers and educators to the science of astrobiology and to NASA in general, and by so doing, to prepare them for the transition to their future career in the Silicon Valley or beyond. The URSA students are mentored by a SETI Institute scientist who conducts research at the SETI Institute headquarters or nearby at NASA Ames Research Center. The SETI Institute is a private, nonprofit organization dedicated to scientific research, education and public outreach. Its mission is to explore, understand and explain the origin, nature and prevalence of life in the universe. SJSU is a large urban public university that serves the greater Silicon Valley area in California. Students at SJSU come from diverse ethnic, cultural and socioeconomic backgrounds. Many of them face financial pressures that force them to pursue part-time work. URSA students are paid to work for 10 hours/week during the academic year, and also participate in monthly group meetings where they practice their presentation skills and discuss future plans. We encourage underserved and underrepresented students, including women, minority, and those who are the first in their family to go to college, to apply to the URSA program and provide ongoing mentoring and support as needed. While preparing students for graduate school is not a primary goal, some of our students have gone on to MS or PhD programs or plan to do so. The URSA program is funded by NASA EPOESS.

  14. The NSF Undergraduate ALFALFA Team: Partnering with Arecibo Observatory to Offer Undergraduate and Faculty Extragalactic Radio Astronomy Research Opportunities

    Science.gov (United States)

    Ribaudo, Joseph; Koopmann, Rebecca A.; Haynes, Martha P.; Balonek, Thomas J.; Cannon, John M.; Coble, Kimberly A.; Craig, David W.; Denn, Grant R.; Durbala, Adriana; Finn, Rose; Hallenbeck, Gregory L.; Hoffman, G. Lyle; Lebron, Mayra E.; Miller, Brendan P.; Crone-Odekon, Mary; O'Donoghue, Aileen A.; Olowin, Ronald Paul; Pantoja, Carmen; Pisano, Daniel J.; Rosenberg, Jessica L.; Troischt, Parker; Venkatesan, Aparna; Wilcots, Eric M.; ALFALFA Team

    2017-01-01

    The NSF-sponsored Undergraduate ALFALFA (Arecibo Legacy Fast ALFA) Team (UAT) is a consortium of 20 institutions across the US and Puerto Rico, founded to promote undergraduate research and faculty development within the extragalactic ALFALFA HI blind survey project and follow-up programs. The objective of the UAT is to provide opportunities for its members to develop expertise in the technical aspects of observational radio spectroscopy, its associated data analysis, and the motivating science. Partnering with Arecibo Observatory, the UAT has worked with more than 280 undergraduates and 26 faculty to date, offering 8 workshops onsite at Arecibo (148 undergraduates), observing runs at Arecibo (69 undergraduates), remote observing runs on campus, undergraduate research projects based on Arecibo science (120 academic year and 185 summer projects), and presentation of results at national meetings such as the AAS (at AAS229: Ball et al., Collova et al., Davis et al., Miazzo et al., Ruvolo et al, Singer et al., Cannon et al., Craig et al., Koopmann et al., O'Donoghue et al.). 40% of the students and 45% of the faculty participants have been women and members of underrepresented groups. More than 90% of student alumni are attending graduate school and/or pursuing a career in STEM. 42% of those pursuing graduate degrees in Physics or Astronomy are women.In this presentation, we summarize the UAT program and the current research efforts of UAT members based on Arecibo science, including multiwavelength followup observations of ALFALFA sources, the UAT Collaborative Groups Project, the Survey of HI in Extremely Low-mass Dwarfs (SHIELD), and the Arecibo Pisces-Perseus Supercluster Survey (APPSS). This work has been supported by NSF grants AST-0724918/0902211, AST-075267/0903394, AST-0725380, AST-121105, and AST-1637339.

  15. The impacts and "best practices" of undergraduate - graduate student mentoring relationships in undergraduate research experiences

    Science.gov (United States)

    Campanile, Megan Faurot

    With the growth of undergraduate research in the U.S., over the past two decades, faculty are more often assigning graduate students to mentor undergraduate students than providing the one-on-one mentoring themselves. A critical gap that exists in the literature is how undergraduate -- graduate student mentoring relationships in undergraduate research influences both students' academic and career paths. The research questions that framed this study were: (1) What, if any, changes occur in the academic and career paths of undergraduate and graduate students who participate in undergraduate research experiences? and (2) Are there variables that constitute "best practices" in the mentoring relationships in undergraduate research experiences and, if so, what are they? The study context was the National Science Foundation Research Experiences for Undergraduates program at Illinois Institute of Technology and the 113 undergraduate researchers and 31 graduate student mentors who participated from 2006 -- 2014. Surveys and interviews were administered to collect pre- and post-program data and follow-up data during the 2014 -- 2015 academic year. Descriptive statistics, content analysis method, and constant comparative method were used to analyze the data. Key findings on the undergraduate researchers were their actual earned graduate degree types (Ph.D. 20%, M.D. 20%, M.S. 48%, other 12%) and fields (STEM 57%, medical 35%, other 8%) and the careers they were pursuing or working in. All the graduate student mentors were pursuing or working in the STEM fields (academia 50%, industry 40%, government 10%). More than 75% of both the undergraduate and graduate students reported that their mentoring relationships had a somewhat to extremely influential impact on their academic and career paths. A set of "best practices" of mentoring were developed for both the undergraduate and graduate students and focused on the mentoring experiences related to learning and teaching about

  16. Undergraduate Research and Education at MIT Haystack Observatory

    Science.gov (United States)

    Pratap, P.; Salah, J.

    2000-05-01

    The MIT Haystack Observatory Undergraduate Research Initiative is an NSF- funded program aimed at involving undergraduate students in active radio astronomical research. The project has two major thrusts - students get hands-on experience using a small radio telescope that has been developed at Haystack and which will be provided as a low cost kit early next year. Beta versions of this telescope are being built for a select group of institutions. The second component is a research experience with the Haystack 37-m telescope. Use of the 37-m telescope has ranged from classroom demonstrations to original research projects. The Small Radio Telescope (SRT) project consists of a 2m dish with a 1420 MHz receiver. The antenna has a two axis mount that provides full sky coverage. The telescope is intended to provide students and faculty with an introduction to radio astronomy and instrument calibration. Observations of the sun and the galactic HI line are possible with the current version of this telescope. The 37-m telescope program is aimed at providing students with a research experience that can result in publishable results. The telescope has also been used in providing students with an introduction to the scope of radio astronomical data including continuum and spectral line observations. Classroom demonstrations have also been tested with non-science majors. Extensive supporting materials for the project have been developed on the world wide web. These include a radio astronomy tutorial, hardware and software information about both telescopes and project descriptions. We also provide curriculum suggestions to aid faculty incorporate radio astronomy into their courses.

  17. "Hey, I Can Do This!" The Benefits of Conducting Undergraduate Psychology Research for Young Adult Development

    Science.gov (United States)

    Searight, H. Russell; Ratwik, Susan; Smith, Todd

    2010-01-01

    Many undergraduate programs require students to complete an independent research project in their major field prior to graduation. These projects are typically described as opportunities for integration of coursework and a direct application of the methods of inquiry specific to a particular discipline. Evaluations of curricular projects have…

  18. Rutgers Young Horse Teaching and Research Program: undergraduate student outcomes.

    Science.gov (United States)

    Ralston, Sarah L

    2012-12-01

    Equine teaching and research programs are popular but expensive components of most land grant universities. External funding for equine research, however, is limited and restricts undergraduate research opportunities that enhance student learning. In 1999, a novel undergraduate teaching and research program was initiated at Rutgers University, New Brunswick, NJ. A unique aspect of this program was the use of young horses generally considered "at risk" and in need of rescue but of relatively low value. The media interest in such horses was utilized to advantage to obtain funding for the program. The use of horses from pregnant mare urine (PMU) ranches and Bureau of Land Management (BLM) mustangs held the risks of attracting negative publicity, potential of injury while training previously unhandled young horses, and uncertainty regarding re-sale value; however, none of these concerns were realized. For 12 years the Young Horse Teaching and Research Program received extensive positive press and provided invaluable learning opportunities for students. Over 500 students, at least 80 of which were minorities, participated in not only horse management and training but also research, event planning, public outreach, fund-raising, and website development. Public and industry support provided program sustainability with only basic University infrastructural support despite severe economic downturns. Student research projects generated 25 research abstracts presented at national and international meetings and 14 honors theses. Over 100 students went on to veterinary school or other higher education programs, and more than 100 others pursued equine- or science-related careers. Laudatory popular press articles were published in a wide variety of breed/discipline journals and in local and regional newspapers each year. Taking the risk of using "at risk" horses yielded positive outcomes for all, especially the undergraduate students.

  19. Promoting Diversity in Undergraduate Research in Robotics-Based Seismic

    Science.gov (United States)

    Gifford, C. M.; Arthur, C. L.; Carmichael, B. L.; Webber, G. K.; Agah, A.

    2006-12-01

    The motivation for this research was to investigate forming evenly-spaced grid patterns with a team of mobile robots for future use in seismic imaging in polar environments. A team of robots was incrementally designed and simulated by incorporating sensors and altering each robot's controller. Challenges, design issues, and efficiency were also addressed. This research project incorporated the efforts of two undergraduate REU students from Elizabeth City State University (ECSU) in North Carolina, and the research staff at the Center for Remote Sensing of Ice Sheets (CReSIS) at the University of Kansas. ECSU is a historically black university. Mentoring these two minority students in scientific research, seismic, robotics, and simulation will hopefully encourage them to pursue graduate degrees in science-related or engineering fields. The goals for this 10-week internship during summer 2006 were to educate the students in the fields of seismology, robotics, and virtual prototyping and simulation. Incrementally designing a robot platform for future enhancement and evaluation was central to this research, and involved simulation of several robots working together to change seismic grid shape and spacing. This process gave these undergraduate students experience and knowledge in an actual research project for a real-world application. The two undergraduate students gained valuable research experience and advanced their knowledge of seismic imaging, robotics, sensors, and simulation. They learned that seismic sensors can be used in an array to gather 2D and 3D images of the subsurface. They also learned that robotics can support dangerous or difficult human activities, such as those in a harsh polar environment, by increasing automation, robustness, and precision. Simulating robot designs also gave them experience in programming behaviors for mobile robots. Thus far, one academic paper has resulted from their research. This paper received third place at the 2006

  20. An Evaluation of a Course That Introduces Undergraduate Students to Authentic Aerospace Engineering Research

    Science.gov (United States)

    Mena, Irene B.; Schmitz, Sven; McLaughlin, Dennis

    2015-01-01

    This paper describes the implementation and assessment of an aerospace engineering course in which undergraduate students worked on research projects with graduate research mentors. The course was created using the principles from cooperative learning and project-based learning, and consisted of students working in small groups on a complex,…

  1. Flyover Modeling of Planetary Pits - Undergraduate Student Instrument Project

    Science.gov (United States)

    Bhasin, N.; Whittaker, W.

    2015-12-01

    On the surface of the moon and Mars there are hundreds of skylights, which are collapsed holes that are believed to lead to underground caves. This research uses Vision, Inertial, and LIDAR sensors to build a high resolution model of a skylight as a landing vehicle flies overhead. We design and fabricate a pit modeling instrument to accomplish this task, implement software, and demonstrate sensing and modeling capability on a suborbital reusable launch vehicle flying over a simulated pit. Future missions on other planets and moons will explore pits and caves, led by the technology developed by this research. Sensor software utilizes modern graph-based optimization techniques to build 3D models using camera, LIDAR, and inertial data. The modeling performance was validated with a test flyover of a planetary skylight analog structure on the Masten Xombie sRLV. The trajectory profile closely follows that of autonomous planetary powered descent, including translational and rotational dynamics as well as shock and vibration. A hexagonal structure made of shipping containers provides a terrain feature that serves as an appropriate analog for the rim and upper walls of a cylindrical planetary skylight. The skylight analog floor, walls, and rim are modeled in elevation with a 96% coverage rate at 0.25m2 resolution. The inner skylight walls have 5.9cm2 color image resolution and the rims are 6.7cm2 with measurement precision superior to 1m. The multidisciplinary student team included students of all experience levels, with backgrounds in robotics, physics, computer science, systems, mechanical and electrical engineering. The team was commited to authentic scientific experimentation, and defined specific instrument requirements and measurable experiment objectives to verify successful completion.This work was made possible by the NASA Undergraduate Student Instrument Project Educational Flight Opportunity 2013 program. Additional support was provided by the sponsorship of an

  2. Multimedia Thermofluid Dynamics, an Undergraduate Education Project

    Science.gov (United States)

    Settles, G. S.; Dreibelbis, L. J.; Miller, J. D.; Smith, B. P.

    2002-11-01

    New multimedia materials are being developed for undergraduate instruction in thermofluid dynamics (e.g. convective heat transfer, thermodynamics, and gas dynamics), with strong emphasis on experimental and optical flow visualization. Since textbooks often show only simple line diagrams, our emphasis is on real flow images as in Van Dyke's classic "Album of Fluid Motion." Here, however, digital video clips illustrate the pertinent phenomena in motion, with voice-over explanations and occasional musical accompaniment. Beyond that, no attempt is made to duplicate traditional textbook material, but rather to provide a visual "window" into the laboratory experience. The results will be produced and distributed in DVD form for instructors and students as a visual supplement to the standard textbooks on these topics. The suitability of such materials for national dissemination has already been demonstrated. This approach is believed to be especially important for small and minority universities that sometimes lack laboratory facilities. Several examples will be shown, including transitional flow, hydraulic jumps, nucleate boiling, convective heat transfer, and supersonic flow. (Supported by NSF DUE Grant.)

  3. Undergraduate Research and Academic Archives: Instruction, Learning and Assessment

    Science.gov (United States)

    Krause, Magia G.

    2010-01-01

    Colleges and universities are increasingly investing resources to promote undergraduate research. Undergraduate research can be broadly defined to incorporate scientific inquiry, creative expression, and scholarship with the result of producing original work. Academic archives and special collections can play a vital role in the undergraduate…

  4. Interpreting Undergraduate Research Posters in the Literature Classroom

    Science.gov (United States)

    Manarin, Karen

    2016-01-01

    This essay explores the use of undergraduate research posters in English literature classrooms; at the same time, it argues for a scholarship of teaching and learning responsive to how meaning is constructed in the arts and humanities. Our scholarly practice requires interaction with texts and with each other, yet the undergraduate research paper…

  5. From Mentoring to Collaborating: Fostering Undergraduate Research in History

    Science.gov (United States)

    History Teacher, 2013

    2013-01-01

    The author of this essay argues that historians should join their colleagues in the sciences in creating supportive environments for undergraduate research. Despite the apparent hurdles to overcome, historians can devise effective undergraduate research experiences that mimic those occurring in the chemistry, biology, and psychology labs across…

  6. Course-based undergraduate research experiences in molecular biosciences-patterns, trends, and faculty support.

    Science.gov (United States)

    Wang, Jack T H

    2017-08-15

    Inquiry-driven learning, research internships and course-based undergraduate research experiences all represent mechanisms through which educators can engage undergraduate students in scientific research. In life sciences education, the benefits of undergraduate research have been thoroughly evaluated, but limitations in infrastructure and training can prevent widespread uptake of these practices. It is not clear how faculty members can integrate complex laboratory techniques and equipment into their unique context, while finding the time and resources to implement undergraduate research according to best practice guidelines. This review will go through the trends and patterns in inquiry-based undergraduate life science projects with particular emphasis on molecular biosciences-the research-aligned disciplines of biochemistry, molecular cell biology, microbiology, and genomics and bioinformatics. This will provide instructors with an overview of the model organisms, laboratory techniques and research questions that are adaptable for semester-long projects, and serve as starting guidelines for course-based undergraduate research. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  7. Using Replication Projects in Teaching Research Methods

    Science.gov (United States)

    Standing, Lionel G.; Grenier, Manuel; Lane, Erica A.; Roberts, Meigan S.; Sykes, Sarah J.

    2014-01-01

    It is suggested that replication projects may be valuable in teaching research methods, and also address the current need in psychology for more independent verification of published studies. Their use in an undergraduate methods course is described, involving student teams who performed direct replications of four well-known experiments, yielding…

  8. Collaborative Approaches to Undergraduate Research Training: Information Literacy and Data Management

    Directory of Open Access Journals (Sweden)

    Hailey Mooney

    2014-03-01

    Full Text Available The undergraduate research experience (URE provides an opportunity for students to engage in meaningful work with faculty mentors on research projects. An increasingly important component of scholarly research is the application of research data management best practices, yet this often falls out of the scope of URE programs. This article presents a case study of faculty and librarian collaboration in the integration of a library and research data management curriculum into a social work URE research team. Discussion includes reflections on the content and learning outcomes, benefits of a holistic approach to introducing undergraduate students to research practice, and challenges of scale.

  9. Developing Research Competence in Undergraduate Students through Hands on Learning

    Directory of Open Access Journals (Sweden)

    Zoe E. Davidson

    2015-01-01

    Full Text Available Evidence-based practice is the foundation of nutrition and dietetics. To effectively apply evidence-based practice, health professionals must understand the basis of research. Previous work has identified the lack of involvement of dietitians in research. As part of a curriculum redevelopment in undergraduate nutrition and dietetics courses, research skill teaching was enhanced. This study evaluated the effect of a new, year two level nutrition research methods unit on the perceived research skills of students. The unit consisted of two key components: a student-led class research project and a small group systematic literature review. Prior to commencement and on completion of the course, students completed a modified version of the Research Skills Questionnaire. Results demonstrated that self-perceived competence increased by a small degree in a set of specific research skills as well as in broader skills such as information gathering and handling, information evaluation, ability to work independently, and critical thinking. The new research unit was also evaluated highly on a student satisfaction survey. Despite these positive findings, students indicated that their general feelings towards research or a career in research were unchanged. In summary, this unit enhanced students’ perceived research skills. Further exploration of students’ attitude towards research is warranted.

  10. Biotechnology by Design: An Introductory Level, Project-Based, Synthetic Biology Laboratory Program for Undergraduate Students†

    OpenAIRE

    Beach, Dale L.; Alvarez, Consuelo J.

    2015-01-01

    Synthetic biology offers an ideal opportunity to promote undergraduate laboratory courses with research-style projects, immersing students in an inquiry-based program that enhances the experience of the scientific process. We designed a semester-long, project-based laboratory curriculum using synthetic biology principles to develop a novel sensory device. Students develop subject matter knowledge of molecular genetics and practical skills relevant to molecular biology, recombinant DNA techniq...

  11. Tools for Monitoring Social Media: A Marketing Research Project

    Science.gov (United States)

    Veeck, Ann; Hoger, Beth

    2014-01-01

    Knowledge of how to effectively monitor social media is an increasingly valued marketing research skill. This study tests an approach for adding social media content to an undergraduate marketing research class team project. The revised project maintains the expected objectives and parameters of a traditional research project, while integrating…

  12. Introducing Statistical Research to Undergraduate Mathematical Statistics Students Using the Guitar Hero Video Game Series

    Science.gov (United States)

    Ramler, Ivan P.; Chapman, Jessica L.

    2011-01-01

    In this article we describe a semester-long project, based on the popular video game series Guitar Hero, designed to introduce upper-level undergraduate statistics students to statistical research. Some of the goals of this project are to help students develop statistical thinking that allows them to approach and answer open-ended research…

  13. Mixing Business Communication and Business Statistics with Experiential Learning: Student and Instructor Reflections on Work-Related Undergraduate Business Research Projects

    Science.gov (United States)

    Roach-Duncan, Joy

    2010-01-01

    In recent times experiential learning attempted to assist student development in almost every field. More specifically regarding business studies, instructors have used experiential learning projects in a variety of ways, depending upon the business function. The described learning project progression holds the potential to be useful to…

  14. Research Experiences for Undergraduates in Estuarine and Atmospheric Processes

    Science.gov (United States)

    Aller, J. Y.

    2009-12-01

    Our program in the School of Marine and Atmospheric Sciences at Stony Brook University is unique in emphasizing the interdisciplinary study of coastal ocean and atmospheric processes. We attract a large number of both male and female undergraduate applicants representing diverse ethnic groups from across the country. Many are multi-discipline majors merging geology, biology, chemistry, or physics with engineering, and/or mathematics and welcome the opportunity to combine their academic training to examine environmental problems. Our goal is a program reflective of today’s world and environmental challenges, one that provides a ‘hands-on’ research experience which illustrates the usefulness of scientific research for understanding real-world problems or phenomena, and one in which students are challenged to apply their academic backgrounds to develop intuition about natural systems and processes. Projects this past summer focused on assessing climate change and its effects on coastal environments and processes. Projects addressed the implications of a changing global climate over the next 50 years on hydrologic cycles and coastal environments like barrier islands and beaches, on seasonal weather conditions and extreme events, on aerosols and the Earth’s radiative balance, and on aquatic habitats and biota. Collaborative field and laboratory or computer-based projects involving two or three REU students, graduate students, and several mentors, enable undergraduate students appreciate the importance of teamwork in addressing specific scientific questions or gaining maximum insight into a particular phenomenon or process. We believe that our approach allows students to understand what their role will be as scientists in the next phase of our earth’s evolution.

  15. Engaging undergraduate students in hadron physics research and instrumentation

    Science.gov (United States)

    Horn, Tanja

    2017-09-01

    Nuclear physics research is fundamental to our understanding of the visible universe and at the same time intertwined with our daily life. Nuclear physics studies the origin and structure of the atomic nuclei in terms of their basic constituents, the quarks and gluons. Atoms and molecules would not exist without underlying quark-gluon interactions, which build nearly all the mass of the visible universe from an assembly of massless gluons and nearly-massless quarks. The study of hadron structure with electromagnetic probes through exclusive and semi-inclusive scattering experiments carried out at the 12 GeV Jefferson Laboratory plays an important role in this effort. In particular, planned precision measurements of pion and kaon form factors and longitudinal-transverse separated deep exclusive pion and kaon electroproduction cross sections to the highest momentum transfers achievable play an important role in understanding hadron structure and masses and provide essential constraints for 3D hadron imaging. While a growing fraction of nuclear physics research is carried out at large international laboratories, individual university research groups play critical roles in the success of that research. These include data analysis projects and the development of state-of-the-art instrumentation demanded by increasingly sophisticated experiments. These efforts are empowered by the creativity of university faculty, staff, postdocs, and provide students with unique hands-on experience. As an example, an aerogel Cherenkov detector enabling strangeness physics research in Hall C at Jefferson Lab was constructed at the Catholic University of America with the help of 16 undergraduate and high school students. The ''Conference Experience for Undergraduates'' (CEU) provides a venue for these students who have conducted research in nuclear physics. This presentation will present the experiences of one of the participants in the first years of the CEU, her current research program

  16. Peer Mentoring for Undergraduates in a Research-Focused Diversity Initiative

    Science.gov (United States)

    Keller, Thomas E.; Logan, Kay; Lindwall, Jennifer; Beals, Caitlyn

    2017-01-01

    To provide multi-dimensional support for undergraduates from traditionally underrepresented backgrounds who aspire to careers in research, the BUILD EXITO project, part of a major NIH-funded diversity initiative, matches each scholar with three mentors: peer mentor (advanced student), career mentor (faculty adviser), and research mentor (research…

  17. Implementation and Assessment of Undergraduate Experiences in SOAP: An Atmospheric Science Research and Education Program

    Science.gov (United States)

    Hopper, Larry J., Jr.; Schumacher, Courtney; Stachnik, Justin P.

    2013-01-01

    The Student Operational Aggie Doppler Radar Project (SOAP) involved 95 undergraduates in a research and education program to better understand the climatology of storms in southeast Texas from 2006-2010. This paper describes the structure, components, and implementation of the 1-credit-hour research course, comparing first-year participants'…

  18. The Lunar Phases Project: A Mental Model-Based Observational Project for Undergraduate Nonscience Majors

    Science.gov (United States)

    Meyer, Angela Osterman; Mon, Manuel J.; Hibbard, Susan T.

    2011-01-01

    We present our Lunar Phases Project, an ongoing effort utilizing students' actual observations within a mental model building framework to improve student understanding of the causes and process of the lunar phases. We implement this project with a sample of undergraduate, nonscience major students enrolled in a midsized public university located…

  19. Undergraduate Research and Economic Development: A Systems Approach in Wisconsin

    Science.gov (United States)

    Van Galen, Dean; Schneider-Rebozo, Lissa; Havholm, Karen; Andrews, Kris

    2015-01-01

    This chapter presents the state of Wisconsin and the University of Wisconsin System as an ongoing case study for best practices in systematic, intentional, statewide programming and initiatives connecting undergraduate research and economic development.

  20. The Undergraduate Teaching Assistant Experience Offers Opportunities Similar to the Undergraduate Research Experience†

    Science.gov (United States)

    Schalk, Kelly A.; McGinnis, J. Randy; Harring, Jeffrey R.; Hendrickson, Amy; Smith, Ann C.

    2009-01-01

    There has been a growing concern in higher education about our failure to produce scientifically trained workers and scientifically literate citizens. Active-learning and research-oriented activities are posited as ways to give students a deeper understanding of science. We report on an undergraduate teaching assistant (UTA) experience and suggest that students who participate as a UTA obtain benefits analogous to those who participate as an undergraduate research assistant (URA). We examined the experiences of 24 undergraduates acting as UTAs in a general microbiology course. Self-reported gains by the UTAs were supported by observational data from undergraduates in the course who were mentored by the UTAs and by the graduate teaching assistants (GTAs) with whom the UTAs worked. Specifically, data from the UTAs’ journals and self-reported Likert scales and rubrics indicated that our teaching assistants developed professional characteristics such as self-confidence and communication and leadership skills, while they acquired knowledge of microbiology content and laboratory skills. Data from the undergraduate Likert scale as well as the pre- and post-GTA rubrics further confirmed our UTA’s data interpretations. These findings are significant because they offer empirical data to support the suggestion that the UTA experience is an effective option for developing skills and knowledge in undergraduates that are essential for careers in science. The UTA experience provides a valuable alternative to the URA experience. PMID:23653688

  1. The Undergraduate Teaching Assistant Experience Offers Opportunities Similar to the Undergraduate Research Experience

    Directory of Open Access Journals (Sweden)

    Kelly A. Schalk

    2009-12-01

    Full Text Available There has been a growing concern in higher education about our failure to produce scientifically trained workers and scientifically literate citizens. Active-learning and research-oriented activities are posited as ways to give students a deeper understanding of science. We report on an undergraduate teaching assistant (UTA experience and suggest that students who participate as a UTA obtain benefits analogous to those who participate as an undergraduate research assistant (URA. We examined the experiences of 24 undergraduates acting as UTAs in a general microbiology course. Self-reported gains by the UTAs were supported by observational data from undergraduates in the course who were mentored by the UTAs and by the graduate teaching assistants (GTAs with whom the UTAs worked. Specifically, data from the UTAs’ journals and self-reported Likert scales and rubrics indicated that our teaching assistants developed professional characteristics such as self-confidence and communication and leadership skills, while they acquired knowledge of microbiology content and laboratory skills. Data from the undergraduate Likert scale as well as the pre- and post-GTA rubrics further confirmed our UTA’s data interpretations. These findings are significant because they offer empirical data to support the suggestion that the UTA experience is an effective option for developing skills and knowledge in undergraduates that are essential for careers in science. The UTA experience provides a valuable alternative to the URA experience.

  2. Doing Publishable Research with Undergraduate Students

    Science.gov (United States)

    Fenn, Aju J.; Johnson, Daniel K. N.; Smith, Mark Griffin; Stimpert, J. L.

    2010-01-01

    Many economics majors write a senior thesis. Although this experience can be the pinnacle of their education, publication is not the common standard for undergraduates. The authors describe four approaches that have allowed students to get their work published: (1) identify a topic, such as competitive balance in sports, and have students work on…

  3. Cultures of Undergraduate Teaching at Research Universities.

    Science.gov (United States)

    Serow, Robert C.; Van Dyk, Pamela B.; McComb, Errin M.; Harrold, Adrian T.

    2002-01-01

    Data from five campuses revealed an explicitly oppositional culture among faculty committed to undergraduate teaching, which questions both the Scholarship of Teaching model and the ethos of competitive achievement. The views echo the longstanding populist tradition within U.S. higher education and represent a potential counterforce to the recent…

  4. Research articles as a didatic tool in undergraduate chemistry teaching

    OpenAIRE

    Massi, Luciana; Santos, Gelson Ribeiro dos; Ferreira, Jerino Queiroz; Queiroz, Salete Linhares

    2009-01-01

    Chemistry teachers increasingly use research articles in their undergraduate courses. This trend arises from current pedagogical emphasis on active learning and scientific process. In this paper, we describe some educational experiences on the use of research articles in chemistry higher education. Additionally, we present our own conclusions on the use of such methodology applied to a scientific communication course offered to undergraduate chemistry students at the University of São Paulo, ...

  5. Introducing Research Methods to Undergraduate Majors Through an On-Campus Observatory with The University of Toledo's Ritter Observatory

    Science.gov (United States)

    Richardson, Noel; Hardegree-Ullman, Kevin; Bjorkman, Jon Eric; Bjorkman, Karen S.; Ritter Observing Team

    2017-01-01

    With a 1-m telescope on the University of Toledo (OH) main campus, we have initiated a grad student-undergraduate partnership to help teach the undergraduates observational methods and introduce them to research through peer mentorship. For the last 3 years, we have trained up to 21 undergraduates (primarily physics/astronomy majors) in a given academic semester, ranging from freshman to seniors. Various projects are currently being conducted by undergraduate students with guidance from graduate student mentors, including constructing three-color images, observations of transiting exoplanets, and determination of binary star orbits from echelle spectra. This academic year we initiated a large group research project to help students learn about the databases, journal repositories, and online observing tools astronomers use for day-to-day research. We discuss early inclusion in observational astronomy and research of these students and the impact it has on departmental retention, undergraduate involvement, and academic success.

  6. Student Research Projects

    Science.gov (United States)

    Yeske, Lanny A.

    1998-01-01

    Numerous FY1998 student research projects were sponsored by the Mississippi State University Center for Air Sea Technology. This technical note describes these projects which include research on: (1) Graphical User Interfaces, (2) Master Environmental Library, (3) Database Management Systems, (4) Naval Interactive Data Analysis System, (5) Relocatable Modeling Environment, (6) Tidal Models, (7) Book Inventories, (8) System Analysis, (9) World Wide Web Development, (10) Virtual Data Warehouse, (11) Enterprise Information Explorer, (12) Equipment Inventories, (13) COADS, and (14) JavaScript Technology.

  7. The Undergraduate Research Resources at the Pisgah Astronomical Research Institute

    Science.gov (United States)

    Cline, J. Donald; Castelaz, Michael W.

    2016-01-01

    Pisgah Astronomical Research Institute (PARI), a former NASA tracking station located in western North Carolina, has been offering programs, campus, and instrument use for undergraduate research and learning experiences since 2000. Over these years, PARI has collaborated with universities and colleges in the Southeastern U.S. Sharing its campus with institutions of higher learning is a priority for PARI as part of its mission to "to providing hands-on educational and research opportunities for a broad cross-section of users in science, technology, engineering and math (STEM) disciplines."PARI is a 200 acre campus for environmental, earth, geological, physical, and astronomical sciences. For example, the PARI 26-m and 4.6-m radio telescopes are excellent for teaching electromagnetic theory, spectroscopy, atomic and molecular emission processes, and general physics and astronomy concepts. The PARI campus has lab and office space, data centers with high speed internet, distance learning capabilities, radio and optical telescopes, earth science sensors, housing and cafeteria.Also, the campus is in an excellent spot for environmental and biological sciences lab and classroom experiences for students. The campus has the capability to put power and Internet access almost anywhere on its 200 acre campus so experiments can be set up in a protected area of a national forest. For example, Earthscope operates a Plate Boundary Observatory sensor on campus to measure plate tectonic motion. And, Clemson University has an instrument measuring winds and temperatures in the Thermsophere. The use of thePARI campus is limited only by the creativity faculty to provide a rich educational environment for their students. An overview of PARI will be presented along with a summary of programs, and a summary of undergraduate research experiences over the past 15 years. Access to PARI and collaboration possibilities will be presented.

  8. Engaging Undergraduate Students in Transiting Exoplanet Research with Small Telescopes

    Science.gov (United States)

    Stephens, Denise C.; Stoker, E.; Gaillard, C.; Ranquist, E.; Lara, P.; Wright, K.

    2013-10-01

    Brigham Young University has a relatively large undergraduate physics program with 300 to 360 physics majors. Each of these students is required to be engaged in a research group and to produce a senior thesis before graduating. For the astronomy professors, this means that each of us is mentoring at least 4-6 undergraduate students at any given time. For the past few years I have been searching for meaningful research projects that make use of our telescope resources and are exciting for both myself and my students. We first started following up Kepler Objects of Interest with our 0.9 meter telescope, but quickly realized that most of the transits we could observe were better analyzed with Kepler data and were false positive objects. So now we have joined a team that is searching for transiting planets, and my students are using our 16" telescope to do ground based follow-up on the hundreds of possible transiting planet candidates produced by this survey. In this presentation I will describe our current telescopes, the observational setup, and how we use our telescopes to search for transiting planets. I'll describe some of the software the students have written. I'll also explain how to use the NASA Exoplanet Archive to gather data on known transiting planets and Kepler Objects of Interests. These databases are useful for determining the observational limits of your small telescopes and teaching your students how to reduce and report data on transiting planets. Once that is in place, you are potentially ready to join existing transiting planet missions by doing ground-based follow-up. I will explain how easy it can be to implement this type of research at any high school, college, or university with a small telescope and CCD camera.

  9. Alive and aware: Undergraduate research as a mechanism for program vitalization

    Science.gov (United States)

    Rohs, C.

    2013-12-01

    Undergraduate research is a vital component of many geoscience programs across the United States. It is especially critical at those institutions that do not have graduate students or graduate programs in the geosciences. This paper presents findings associated with undergraduate research in four specific areas: The success of students that pursue undergraduate research both in the workforce and in graduate studies; the connections that are generated through undergraduate research and publication; the application of undergraduate research data and materials in the classroom; and the development of lasting connections between faculty and students to construct a strong alumni base to support the corresponding programs. Students that complete undergraduate research have the opportunity to develop research proposals, construct budgets, become familiar with equipment or software, write and defend their results. This skill set translates directly to graduate studies; however, it is also extremely valuable for self-marketing when seeking employment as a geoscientist. When transitioning from higher education into the workforce, a network of professional connections facilitates and expedites the process. When completing undergraduate research, students have a direct link to the faculty member that they are working with, and potentially, the network of that faculty member. Even more important, the student begins to build their own professional network as they present their findings and receive feedback on their research. Another area that benefits from undergraduate research is the classroom. A cyclical model is developed where new data and information are brought into the classroom by the faculty member, current students see the impact of undergraduate research and have the desire to participate, and a few of those students elect to participate in a project of their own. It turns into a positive feedback loop that is beneficial for both the students and the faculty members

  10. Integrating Hands-On Undergraduate Research in an Applied Spatial Science Senior Level Capstone Course

    Science.gov (United States)

    Kulhavy, David L.; Unger, Daniel R.; Hung, I-Kuai; Douglass, David

    2015-01-01

    A senior within a spatial science Ecological Planning capstone course designed an undergraduate research project to increase his spatial science expertise and to assess the hands-on instruction methodology employed within the Bachelor of Science in Spatial Science program at Stephen F Austin State University. The height of 30 building features…

  11. RNA Secondary Structure Prediction by Using Discrete Mathematics: An Interdisciplinary Research Experience for Undergraduate Students

    Science.gov (United States)

    Ellington, Roni; Wachira, James; Nkwanta, Asamoah

    2010-01-01

    The focus of this Research Experience for Undergraduates (REU) project was on RNA secondary structure prediction by using a lattice walk approach. The lattice walk approach is a combinatorial and computational biology method used to enumerate possible secondary structures and predict RNA secondary structure from RNA sequences. The method uses…

  12. A practical drug discovery project at the undergraduate level.

    Science.gov (United States)

    Fray, M Jonathan; Macdonald, Simon J F; Baldwin, Ian R; Barton, Nick; Brown, Jack; Campbell, Ian B; Churcher, Ian; Coe, Diane M; Cooper, Anthony W J; Craven, Andrew P; Fisher, Gail; Inglis, Graham G A; Kelly, Henry A; Liddle, John; Maxwell, Aoife C; Patel, Vipulkumar K; Swanson, Stephen; Wellaway, Natalie

    2013-12-01

    In this article, we describe a practical drug discovery project for third-year undergraduates. No previous knowledge of medicinal chemistry is assumed. Initial lecture workshops cover the basic principles; then students, in teams, seek to improve the profile of a weakly potent, insoluble phosphatidylinositide 3-kinase delta (PI3Kδ) inhibitor (1) through compound array design, molecular modelling, screening data analysis and the synthesis of target compounds in the laboratory. The project benefits from significant industrial support, including lectures, student mentoring and consumables. The aim is to make the learning experience as close as possible to real-life industrial situations. In total, 48 target compounds were prepared, the best of which (5b, 5j, 6b and 6ap) improved the potency and aqueous solubility of the lead compound (1) by 100-1000 fold and ≥tenfold, respectively. Copyright © 2013 Elsevier Ltd. All rights reserved.

  13. Developing Early Undergraduate Research at a Two-Year College

    Science.gov (United States)

    Sibbernsen, Kendra

    2013-01-01

    Two-year college (TYC) physics teachers are not often required to provide student research experiences as a part of their contracted duties. However, some TYC physics faculty members are interested in developing research opportunities for their freshman- and sophomore-level students, often called "early undergraduate research" (EUR).…

  14. Research Experience for Undergraduates Program in Multidisciplinary Environmental Science

    Science.gov (United States)

    Wu, M. S.

    2012-12-01

    During summers 2011 and 12 Montclair State University hosted a Research Experience for Undergraduates Program (REU) in transdisciplinary, hands-on, field-oriented research in environmental sciences. Participants were housed at the Montclair State University's field station situated in the middle of 30,000 acres of mature forest, mountain ridges and freshwater streams and lakes within the Kittatinny Mountains of Northwest New Jersey, Program emphases were placed on development of project planning skills, analytical skills, creativity, critical thinking and scientific report preparation. Ten students were recruited in spring with special focus on recruiting students from underrepresented groups and community colleges. Students were matched with their individual research interests including hydrology, erosion and sedimentation, environmental chemistry, and ecology. In addition to research activities, lectures, educational and recreational field trips, and discussion on environmental ethics and social justice played an important part of the program. The ultimate goal of the program is to facilitate participants' professional growth and to stimulate the participants' interests in pursuing Earth Science as the future career of the participants.

  15. Inexpensive Raman Spectrometer for Undergraduate and Graduate Experiments and Research

    Science.gov (United States)

    Mohr, Christian; Spencer, Claire L.; Hippler, Michael

    2010-01-01

    We describe the construction and performance of an inexpensive modular Raman spectrometer that has been assembled in the framework of a fourth-year undergraduate project (costs below $5000). The spectrometer is based on a 4 mW 532 nm green laser pointer and a compact monochromator equipped with glass fiber optical connections, linear detector…

  16. Students' Perceptions of an Applied Research Experience in an Undergraduate Exercise Science Course.

    Science.gov (United States)

    Pearson, Regis C; Crandall, K Jason; Dispennette, Kathryn; Maples, Jill M

    2017-01-01

    Applied research experiences can provide numerous benefits to undergraduate students, however few studies have assessed the perceptions of Exercise Science (EXS) students to an applied research experience. The purpose of this study was two-fold: 1) to describe the rationale and implementation of an applied research experience into an EXS curriculum and 2) to evaluate EXS undergraduate students' perceptions of an applied research experience. An EXS measurement course was chosen for implementation of an applied research experience. The applied research experience required groups of students to design, implement, and evaluate a student-led research project. Fourteen questions were constructed, tailored to EXS undergraduate students, to assess students' perceptions of the experience. Qualitative analysis was used for all applicable data, with repeated trends noted; quantitative data were collapsed to determine frequencies. There was an overall positive student perception of the experience and 85.7% of students agreed an applied research experience should be continued. 84.7% of students perceived the experience as educationally enriching, while 92.8% reported the experience was academically challenging. This experience allowed students to develop comprehensive solutions to problems that arose throughout the semester; while facilitating communication, collaboration, and problem solving. Students believed research experiences were beneficial, but could be time consuming when paired with other responsibilities. Results suggest an applied research experience has the potential to help further the development of EXS undergraduate students. Understanding student perceptions of an applied research experience may prove useful to faculty interested in engaging students in the research process.

  17. Physics in ;Real Life;: Accelerator-based Research with Undergraduates

    Science.gov (United States)

    Klay, J. L.

    All undergraduates in physics and astronomy should have access to significant research experiences. When given the opportunity to tackle challenging open-ended problems outside the classroom, students build their problem-solving skills in ways that better prepare them for the workplace or future research in graduate school. Accelerator-based research on fundamental nuclear and particle physics can provide a myriad of opportunities for undergraduate involvement in hardware and software development as well as ;big data; analysis. The collaborative nature of large experiments exposes students to scientists of every culture and helps them begin to build their professional network even before they graduate. This paper presents an overview of my experiences - the good, the bad, and the ugly - engaging undergraduates in particle and nuclear physics research at the CERN Large Hadron Collider and the Los Alamos Neutron Science Center.

  18. The Summer Undergraduate Research Internship Program at the Pisgah Astronomical Research Institute

    Science.gov (United States)

    Cline, J. Donald; Castelaz, M.; Whitworth, C.; Clavier, D.; Owen, L.; Barker, T.

    2012-01-01

    Pisgah Astronomical Research Institute (PARI) offers summer undergraduate research internships. PARI has received support for the internships from the NC Space Grant Consortium, NSF awards for public science education, private donations, private foundations, and through a collaboration with the Pisgah Astronomical Research and Education Center of the University of North Carolina - Asheville. The internship program began in 2001 with 4 students. This year 7 funded students participated in 2011. Mentors for the interns include PARI's Science, Education, and Information Technology Directors and visiting faculty who are members of the PARI Research Affiliate Faculty program. Students work with mentors on radio and optical astronomy research, electrical engineering for robotic control of instruments, software development for instrument control and software for citizen science projects, and science education by developing curricula and multimedia and teaching high school students in summer programs at PARI. At the end of the summer interns write a paper about their research which is published in the PARI Summer Student Proceedings. Several of the students have presented their results at AAS Meetings. We will present a summary of specific research conducted by the students with their mentors, the logistics for hosting the PARI undergraduate internship program, and plans for growth based on the impact of an NSF supported renovation to the Research Building on the PARI campus.

  19. Undergraduate students' development of social, cultural, and human capital in a networked research experience

    Science.gov (United States)

    Thompson, Jennifer Jo; Conaway, Evan; Dolan, Erin L.

    2016-12-01

    Recent calls for reform in undergraduate biology education have emphasized integrating research experiences into the learning experiences of all undergraduates. Contemporary science research increasingly demands collaboration across disciplines and institutions to investigate complex research questions, providing new contexts and models for involving undergraduates in research. In this study, we examined the experiences of undergraduates participating in a multi-institution and interdisciplinary biology research network. Unlike the traditional apprenticeship model of research, in which a student participates in research under the guidance of a single faculty member, students participating in networked research have the opportunity to develop relationships with additional faculty and students working in other areas of the project, at their own and at other institutions. We examined how students in this network develop social ties and to what extent a networked research experience affords opportunities for students to develop social, cultural, and human capital. Most studies of undergraduate involvement in science research have focused on documenting student outcomes rather than elucidating how students gain access to research experiences or how elements of research participation lead to desired student outcomes. By taking a qualitative approach framed by capital theories, we have identified ways that undergraduates utilize and further develop various forms of capital important for success in science research. In our study of the first 16 months of a biology research network, we found that undergraduates drew upon a combination of human, cultural, and social capital to gain access to the network. Within their immediate research groups, students built multidimensional social ties with faculty, peers, and others, yielding social capital that can be drawn upon for information, resources, and support. They reported developing cultural capital in the form of learning to

  20. Displaying a Poster, Unifying a Campus: Undergraduate Research Day at Penn State Wilkes-Barre

    Directory of Open Access Journals (Sweden)

    Jennie Levine Knies

    2015-11-01

    Full Text Available This article describes the first official Undergraduate Research Day at Penn State Wilkes-Barre, a small campus with approximately 550 undergraduate students and 8 four-year degree programs. In 2015, an informal planning committee, consisting of two librarians and two faculty members, embarked on a project to turn what had been an informal course assignment into a campus-wide research event.  By remaining flexible, engaged, and open to collaboration, the committee made Undergraduate Research Day in April 2015 a success, and plans are underway to hold this event in subsequent years.  The event energized and motivated students, faculty, and staff on campus and paved the way toward a unified organizational identity on campus.

  1. Project Kaleidoscope: Advancing What Works in Undergraduate STEM Education

    Science.gov (United States)

    Elrod, S.

    2011-12-01

    In 1989, Project Kaleidoscope (PKAL) published its first report, What Works: Building Natural Science Communities, on reforming undergraduate STEM (science, technology, engineering and mathematics) education. Since then, PKAL has grown into a national organization comprised of a diverse group of over 6500 STEM educators who are committed to advancing "what works." The PKAL mission is to be a national leader in catalyzing the efforts of people, institutions, organizations and networks to move from analysis to action in significantly improving undergraduate student learning and achievement in STEM (science, technology, engineering and mathematics). Specifically, PKAL's strategic goals are to: 1) Promote the development and wider use of evidence-based teaching, learning and assessment approaches, 2) Build individual and organizational capacity to lead change in STEM education, and 3) Engage the broader community of external stakeholders - professional and disciplinary societies, business and industry groups, accreditation organizations, educational associations, governmental agencies, philanthropic organizations - in achieving our mission. PKAL achieves these goals by serving as the nexus of an interconnected and multidisciplinary web of people, ideas, strategies, evidence and resources focused on systemic change in undergraduate STEM education. PKAL also provides resources on critical issues, such as teaching using pedagogies of engagement, and engages interested faculty, campuses and professional societies in national projects and programs focused on cutting edge issues in STEM education. One of these projects - Mobilizing Disciplinary Societies for a Sustainable Future - is engaging eleven disciplinary societies, including the National Association of Geoscience Teachers, in defining specific resources, faculty development programs and goals focused on promoting undergraduate STEM courses that: 1) provide more knowledge about real-world issues; 2) connect these real

  2. Undergraduate degree projects in the Swedish dental schools: a documentary analysis.

    Science.gov (United States)

    Franzén, C; Brown, G

    2013-05-01

    Undergraduate degree projects have currently been introduced into courses in the four Swedish dental schools. The rationale for research projects is that they enable students to develop research expertise skills and to show their ability to apply and develop knowledge relevant to professional practice. This paper reports a qualitative analysis of the curriculum documents and handbooks including the criteria used to assess the students' research reports. The aim was to investigate commonalities and differences in the design of degree projects between the four Swedish dental schools and to explore any inconsistencies within the documents. The documentary analysis was based on the constant comparison method. Four overarching themes emerged from the analysis: (i) developing scientific expertise, (ii) developing professional expertise, (iii) following rules and (iv) fostering creativity. The documents from the four dental schools revealed similar views on the purposes of the projects and provided similar assessment criteria. The students were requested to formulate an odontological problem, apply a relevant scientific method, analyse texts and empirical data, express critical reflections and write a short thesis. The students were free to choose topics. There were differences between the dental schools on the emphasis placed on practical uses of the projects and theoretical background of the projects. Two of the schools insisted on rigid rules of completing and writing the project yet paradoxically emphasised creativity. There were wide variations in the required length of the project report. The report may prove useful to dental schools in other countries who are about to design undergraduate research projects. © 2013 John Wiley & Sons A/S. Published by Blackwell Publishing Ltd.

  3. Untypical Undergraduate Research: Player Motion Analysis in Sports

    Science.gov (United States)

    Loerke, Dinah

    There is significant concern about the degree of attrition in STEM disciplines from the start of K-12 through to the end of higher education, and the analysis of the `leaky pipeline' from the various institutions has identified a critical decline - which may be as high as 60 percent - between the fraction of students who identify as having an interest in a science or engineering major at the start of college/university, and the fraction of students who ultimately graduate with a STEM degree. It has been shown that this decline is even more dramatic for women and underrepresented minorities (Blickenstaff 2005, Metcalf 2010). One intervention which has been proven to be effective for retention of potential STEM students is early research experience, particularly if it facilitates the students' integration into a STEM learning community (Graham et al. 2013, Toven-Lindsey et al. 2015). In other words, to retain students in STEM majors, we would like to encourage them to `think of themselves as scientists', and simultaneously promote supportive peer networks. The University of Denver (DU) already has a strong undergraduate research program. However, while the current program provides valuable training for many students, it likely comes too late to be effective for student retention in STEM, because it primarily serves older students who have already finished the basic coursework in their discipline; within physics, we know that the introductory physics courses already serve as gatekeeper courses that cause many gifted but `non-typical' students to lose interest in pursuing a STEM major (Tobias 1990). To address this issue, my lab is developing a small research spinoff program in which we apply spatiotemporal motion analysis to the motion trajectories of players in sports, using video recordings of DU Pioneer hockey games. This project aims to fulfill a dual purpose: The research is framed in a way that we think is attractive and accessible for beginning students who

  4. 2012 Summer Research Experiences for Undergraduates at Pisgah Astronomical Research Institute

    Science.gov (United States)

    Castelaz, Michael W.; Cline, J. D.; Whitworth, C.; Clavier, D.; Owen, L.

    2013-01-01

    Pisgah Astronomical Research Institute (PARI) offers research experiences for undergraduates (REU). PARI receives support for the internships from the NC Space Grant Consortium, NSF awards, private donations, and industry partner funding. The PARI REU program began in 2001 with 4 students and has averaged 6 students per year over the past 11 years. This year PARI hosted 8 funded REU students. Mentors for the interns include PARI’s Science, Education, and Information Technology staff and visiting faculty who are members of the PARI Research Faculty Affiliate program. Students work with mentors on radio and optical astronomy research, electrical engineering for robotic control of instruments, software development for instrument control and software for citizen science projects, and science education by developing curricula and multimedia and teaching high school students in summer programs at PARI. At the end of the summer interns write a paper about their research which is published in the annually published PARI Summer Student Proceedings. Several of the students have presented their results at AAS Meetings. We will present a summary of specific research conducted by the students with their mentors and the logistics for hosting the PARI undergraduate internship program.

  5. Course-Based Undergraduate Research Experiences Can Make Scientific Research More Inclusive

    Science.gov (United States)

    Bangera, Gita; Brownell, Sara E.

    2014-01-01

    Current approaches to improving diversity in scientific research focus on graduating more science, technology, engineering, and mathematics (STEM) majors, but graduation with a STEM undergraduate degree alone is not sufficient for entry into graduate school. Undergraduate independent research experiences are becoming more or less a prerequisite…

  6. Collaboration and Community Building in Summer Undergraduate Research Programs in the School of Earth Sciences at Stanford University

    Science.gov (United States)

    Nevle, R. J.; Watson Nelson, T.; Harris, J. M.; Klemperer, S. L.

    2012-12-01

    In 2012, the School of Earth Sciences (SES) at Stanford University sponsored two summer undergraduate research programs. Here we describe these programs and efforts to build a cohesive research cohort among the programs' diverse participants. The two programs, the Stanford School of Earth Sciences Undergraduate Research (SESUR) Program and Stanford School of Earth Sciences Summer Undergraduate Research in Geoscience and Engineering (SURGE) Program, serve different undergraduate populations and have somewhat different objectives, but both provide students with opportunities to work on strongly mentored yet individualized research projects. In addition to research, enrichment activities co-sponsored by both programs support the development of community within the combined SES summer undergraduate research cohort. Over the course of 6 to 9 months, the SESUR Program engages Stanford undergraduates, primarily rising sophomores and juniors, with opportunities to deeply explore Earth sciences research while learning about diverse areas of inquiry within SES. Now in its eleventh year, the SESUR experience incorporates the breadth of the scientific endeavor: finding an advisor, proposal writing, obtaining funding, conducting research, and presenting results. Goals of the SESUR program include (1) providing a challenging and rewarding research experience for undergraduates who wish to explore the Earth sciences; (2) fostering interdisciplinary study in the Earth sciences among the undergraduate population; and (3) encouraging students to major or minor in the Earth sciences and/or to complete advanced undergraduate research in one of the departments or programs within SES. The SURGE Program, now in its second year, draws high performing students, primarily rising juniors and seniors, from 14 colleges and universities nationwide, including Stanford. Seventy percent of SURGE students are from racial/ethnic backgrounds underrepresented in STEM fields, and approximately one

  7. Undergraduate Research at Two-Year Community Colleges

    Science.gov (United States)

    Schuster, Matthew

    2018-01-01

    There is a growing movement in academia that focuses on increased efforts at undergraduate research. Historically, this movement has been driven by faculty in the science, technology, engineering, and mathematics (STEM) fields and has only recently become a focus for social sciences in general and political science in particular. For students to…

  8. PRIME: An Integrated and Sustainable Undergraduate International Research Program

    Science.gov (United States)

    Arzberger, Peter; Wienhausen, Gabriele; Abramson, David; Galvin, Jim; Date, Susumu; Lin, Fang-Pang; Nan, Kai; Shimojo, Shinji

    2010-01-01

    Recently we have seen an increase in the calls for universities and the education community to re-think undergraduate education and create opportunities that prepare students as effective global professionals. The key motivator is the need to build a research and industrial workforce that works collaboratively across cultures and disciplines to…

  9. Fostering Sustained Learning among Undergraduate Students: Emerging Research and Opportunities

    Science.gov (United States)

    Chemosit, Caroline; Rugutt, John; Rugutt, Joseph K.

    2017-01-01

    Keeping students engaged and receptive to learning can, at times, be a challenge. However, by the implementation of new methods and pedagogies, instructors can strengthen the drive to learn among their students. "Fostering Sustained Learning Among Undergraduate Students: Emerging Research and Opportunities" is an essential publication…

  10. The Importance of Search as Intertextual Practice for Undergraduate Research

    Science.gov (United States)

    Bodemer, Brett B.

    2012-01-01

    By first reassessing the role of search in the literacy event of the lower division undergraduate paper, this article argues that searching is not a lower-order mental activity but a concurrent, integral component of the research-writing process. This conclusion has large implications for information literacy instructional design, and several…

  11. To promote the engineering innovative abilities of undergraduates by taking projects as the guidance and competitions as the promotion

    Science.gov (United States)

    Xu, Yishen; Wu, Di; Chen, Daqing; Gu, Jihua; Gao, Lei

    2017-08-01

    According to the inherent requirements of education for talents' knowledge, quality and comprehensive ability and the major training goals of optoelectronics information science and engineering, in order to enhance the undergraduates' comprehensive practical ability and consciousness of innovation, we carried out the reforms of teaching method and teaching mode, which took the training programs of innovation and entrepreneurship for undergraduates, extracurricular academic research fund, "Chun-Tsung Scholar" program or research projects of their tutors as the guidance, and took the all levels of relevant discipline competitions as the promotion. And the training mainline of engineering innovation talents as "undergraduate's tutorial system ->innovative training program or tutor's research project ->academic competition ->graduation projects (thesis)" was constructed stage by stage by combining the undergraduates' graduation projects and their participated academic competition into one for improving the quality of the graduation projects (thesis). The practical results of the last several years illuminate that the proposed training model can effectively stimulate the students' awareness of autonomous learning, enhance their comprehensive ability of analyzing and solving problems and improve their ability of engineering practice and innovation as well as their teamwork spirit.

  12. Lessons in collaboration and effective field research from the Appalachian Headwaters Research Experience for Undergraduates Program

    Science.gov (United States)

    Jones, A. L.; Fox, J.; Wilder, M. S.

    2009-12-01

    In the summer of 2009, the authors launched year one of a three-year National Science Foundation-funded Research Experience for Undergraduates entitled "Carbon Storage and Headwater Health in the Appalachian Headwaters." Eight undergraduates selected from a nationally competitive field of more than 60 applicants participated in the ten-week field- and laboratory-based program along with three middle- and high-school teachers. Each student developed and completed an independent research project related to coal mining’s impact on soil organic carbon and sediment transport processes. Specifically, they used isotope ratio mass spectrometry to measure the carbon and nitrogen stable isotopic signature of soils and sediments in the Appalachian headwater landscapes and first order streams of Kentucky's southeastern coalfields. Among the program's innovative features was its fundamentally collaborative nature--which was represented in several ways. First, the background of the three program leaders was very different: an environmental planner with an academic background in land use planning and administration (Jones); a civil engineer trained in biogeochemistry and watershed modeling (Fox); and an environmental educator experienced in both formal and nonformal educator training and certification (Wilder). The program was also a collaboration between a Carnegie 1 research-oriented institution and an undergraduate/ teaching -focused regional comprehensive university. Finally, the participants themselves represented a diversity of disciplines and institutional backgrounds--including biology, geology, chemistry, environmental science and civil engineering. The Research Experience for Teachers component was another innovative program element. The teachers participated in all field and laboratory research activities during the first six weeks, then developed a unit of study for their own classrooms to be implemented during the current school year. In addition to the six

  13. Basic research projects

    International Nuclear Information System (INIS)

    1979-04-01

    The research programs under the cognizance of the Office of Energy Research (OER) are directed toward discovery of natural laws and new knowledge, and to improved understanding of the physical and biological sciences as related to the development, use, and control of energy. The ultimate goal is to develop a scientific underlay for the overall DOE effort and the fundamental principles of natural phenomena so that these phenomena may be understood, and new principles, formulated. The DOE-OER outlay activities include three major programs: High Energy Physics, Nuclear Physics, and Basic Energy Sciences. Taken together, these programs represent some 30 percent of the Nation's Federal support of basic research in the energy sciences. The research activities of OER involve more than 6,000 scientists and engineers working in some 17 major Federal Research Centers and at more than 135 different universities and industrial firms throughout the United States. Contract holders in the areas of high-energy physics, nuclear physics, materials sciences, nuclear science, chemical sciences, engineering, mathematics geosciences, advanced energy projects, and biological energy research are listed. Funding trends for recent years are outlined

  14. Medical Research Volunteer Program (MRVP): innovative program promoting undergraduate research in the medical field.

    Science.gov (United States)

    Dagher, Michael M; Atieh, Jessica A; Soubra, Marwa K; Khoury, Samia J; Tamim, Hani; Kaafarani, Bilal R

    2016-06-06

    Most educational institutions lack a structured system that provides undergraduate students with research exposure in the medical field. The objective of this paper is to describe the structure of the Medical Research Volunteer Program (MRVP) which was established at the American University of Beirut, Lebanon, as well as to assess the success of the program. The MRVP is a program that targets undergraduate students interested in becoming involved in the medical research field early on in their academic career. It provides students with an active experience and the opportunity to learn from and support physicians, clinical researchers, basic science researchers and other health professionals. Through this program, students are assigned to researchers and become part of a research team where they observe and aid on a volunteer basis. This paper presents the MRVP's four major pillars: the students, the faculty members, the MRVP committee, and the online portal. Moreover, details of the MRVP process are provided. The success of the program was assessed by carrying out analyses using information gathered from the MRVP participants (both students and faculty). Satisfaction with the program was assessed using a set of questions rated on a Likert scale, ranging from 1 (lowest satisfaction) to 5 (highest satisfaction). A total of 211 students applied to the program with a total of 164 matches being completed. Since the beginning of the program, three students have each co-authored a publication in peer-reviewed journals with their respective faculty members. The majority of the students rated the program positively. Of the total number of students who completed the program period, 35.1 % rated the effectiveness of the program with a 5, 54.8 % rated 4, and 8.6 % rated 3. A small number of students gave lower ratings of 2 and 1 (1.1 % and 0.4 %, respectively). The MRVP is a program that provides undergraduate students with the opportunity to learn about research firsthand

  15. Journal of Undergraduate Research, Volume VI, 2006

    Energy Technology Data Exchange (ETDEWEB)

    Faletra, P.; Schuetz, A.; Cherkerzian, D.; Clark, T.

    2006-01-01

    Students who conducted research at DOE National Laboratories during 2005 were invited to include their research abstracts, and for a select few, their completed research papers in this Journal. This Journal is direct evidence of students collaborating with their mentors. Fields in which these students worked include: Biology; Chemistry; Computer Science; Engineering; Environmental Science; General Sciences; Materials Sciences; Medical and Health Sciences; Nuclear Sciences; Physics; and Science Policy.

  16. Valuing Professional Development Components for Emerging Undergraduate Researchers

    Science.gov (United States)

    Cheung, I.

    2015-12-01

    In 2004 the Hatfield Marine Science Center (HMSC) at Oregon State University (OSU) established a Research Experience for Undergraduates (REU) program to engage undergraduate students in hands-on research training in the marine sciences. The program offers students the opportunity to conduct research focused on biological and ecological topics, chemical and physical oceanography, marine geology, and atmospheric science. In partnership with state and federal government agencies, this ten-week summer program has grown to include 20+ students annually. Participants obtain a background in the academic discipline, professional development training, and research experience to make informed decisions about careers and advanced degrees in marine and earth system sciences. Professional development components of the program are designed to support students in their research experience, explore career goals and develop skills necessary to becoming a successful young marine scientist. These components generally include seminars, discussions, workshops, lab tours, and standards of conduct. These componentscontribute to achieving the following professional development objectives for the overall success of new emerging undergraduate researchers: Forming a fellowship of undergraduate students pursuing marine research Stimulating student interest and understanding of marine research science Learning about research opportunities at Oregon State University "Cross-Training" - broadening the hands-on research experience Exploring and learning about marine science careers and pathways Developing science communication and presentation skills Cultivating a sense of belonging in the sciences Exposure to federal and state agencies in marine and estuarine science Academic and career planning Retention of talented students in the marine science Standards of conduct in science Details of this program's components, objectives and best practices will be discussed.

  17. Promoting Research in an Undergraduate Shakespeare Course

    Science.gov (United States)

    Fike, Matthew A.

    2011-01-01

    This essay concerns the methods I use in my 300-level Shakespeare course at Winthrop University to foster research worthy of frequent conference presentation and occasional publication. In short, my approach is to provide suitable topics and to require multiple stages in the composition and research process. The results, I have discovered, are…

  18. Catalogue of research projects

    International Nuclear Information System (INIS)

    Skarp, K.

    1993-01-01

    The Centre for Materials Science serves as an umbrella for organizations involved in materials research at the two Universities and at certain branch institutes in the Gothenburg region. The general goal of the Centre is to promote materials research among the member organizations and to provide a link to industry and to the society at large. Members of the Centre work on most aspects of modern materials research, ranging from single-atom manipulation and theoretical simulations to biomaterials and production engineering. In order to give a presentation of the members and their research, the Centre produces an inventory of materials research projects approximately every four years. The 1993 issue is somewhat more extensive than previous editions, detailing e.g. also scientific equipment and listing work published during the past four years. The register covers the following main headings: General materials and surface science; Materials chemistry; Polymers and fibres; Biomaterials; Clusters and fine particles; Electronic and opto-electronic materials; Superconductors and nanometer structures; Ceramics; Metals; Building materials; Production and materials processing

  19. Methods for Retention of Undergraduate Students in Field-Based Research

    Science.gov (United States)

    Lehnen, J. N.

    2017-12-01

    Undergraduate students often participate in research by following the vision, creativity, and procedures established by their principal investigators. Students at the undergraduate level rarely get a chance to direct the course of their own research and have little experience creatively solving advanced problems and establishing project objectives. This lack of independence and ingenuity results in students missing out on some of the most key aspects of research. For the last two years, the Undergraduate Student Instrument Project (USIP) at the University of Houston has encouraged students to become more independent scientists by completing a research project from start to finish with minimal reliance on faculty mentors. As part of USIP, students were responsible for proposing scientific questions about the upper stratosphere, designing instruments to answer those questions, and launching their experiments into the atmosphere of Fairbanks, Alaska. Everything from formulation of experiment ideas to actual launching of the balloon borne payloads was planned by and performed by students; members of the team even established a student leadership system, handled monetary responsibilities, and coordinated with NASA representatives to complete design review requirements. This session will discuss the pros and cons of student-led research by drawing on USIP as an example, focusing specifically on how the experience impacted student engagement and retention in the program. This session will also discuss how to encourage students to disseminate their knowledge through conferences, collaborations, and educational outreach initiatives by again using USIP students as an example.

  20. Measuring Networking as an Outcome Variable in Undergraduate Research Experiences.

    Science.gov (United States)

    Hanauer, David I; Hatfull, Graham

    2015-01-01

    The aim of this paper is to propose, present, and validate a simple survey instrument to measure student conversational networking. The tool consists of five items that cover personal and professional social networks, and its basic principle is the self-reporting of degrees of conversation, with a range of specific discussion partners. The networking instrument was validated in three studies. The basic psychometric characteristics of the scales were established by conducting a factor analysis and evaluating internal consistency using Cronbach's alpha. The second study used a known-groups comparison and involved comparing outcomes for networking scales between two different undergraduate laboratory courses (one involving a specific effort to enhance networking). The final study looked at potential relationships between specific networking items and the established psychosocial variable of project ownership through a series of binary logistic regressions. Overall, the data from the three studies indicate that the networking scales have high internal consistency (α = 0.88), consist of a unitary dimension, can significantly differentiate between research experiences with low and high networking designs, and are related to project ownership scales. The ramifications of the networking instrument for student retention, the enhancement of public scientific literacy, and the differentiation of laboratory courses are discussed. © 2015 D. I. Hanauer and G. Hatfull. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  1. Undergraduate Biocuration: Developing Tomorrow's Researchers While Mining Today's Data.

    Science.gov (United States)

    Mitchell, Cassie S; Cates, Ashlyn; Kim, Renaid B; Hollinger, Sabrina K

    2015-01-01

    Biocuration is a time-intensive process that involves extraction, transcription, and organization of biological or clinical data from disjointed data sets into a user-friendly database. Curated data is subsequently used primarily for text mining or informatics analysis (bioinformatics, neuroinformatics, health informatics, etc.) and secondarily as a researcher resource. Biocuration is traditionally considered a Ph.D. level task, but a massive shortage of curators to consolidate the ever-mounting biomedical "big data" opens the possibility of utilizing biocuration as a means to mine today's data while teaching students skill sets they can utilize in any career. By developing a biocuration assembly line of simplified and compartmentalized tasks, we have enabled biocuration to be effectively performed by a hierarchy of undergraduate students. We summarize the necessary physical resources, process for establishing a data path, biocuration workflow, and undergraduate hierarchy of curation, technical, information technology (IT), quality control and managerial positions. We detail the undergraduate application and training processes and give detailed job descriptions for each position on the assembly line. We present case studies of neuropathology curation performed entirely by undergraduates, namely the construction of experimental databases of Amyotrophic Lateral Sclerosis (ALS) transgenic mouse models and clinical data from ALS patient records. Our results reveal undergraduate biocuration is scalable for a group of 8-50+ with relatively minimal required resources. Moreover, with average accuracy rates greater than 98.8%, undergraduate biocurators are equivalently accurate to their professional counterparts. Initial training to be completely proficient at the entry-level takes about five weeks with a minimal student time commitment of four hours/week.

  2. The SUPER Program: A Research-based Undergraduate Experience

    Science.gov (United States)

    Ernakovich, J. G.; Boone, R. B.; Boot, C. M.; Denef, K.; Lavallee, J. M.; Moore, J. C.; Wallenstein, M. D.

    2014-12-01

    Producing undergraduates capable of broad, independent thinking is one of the grand challenges in science education. Experience-based learning, specifically hands-on research, is one mechanism for increasing students' ability to think critically. With this in mind, we created a two-semester long research program called SUPER (Skills for Undergraduate Participation in Ecological Research) aimed at teaching students to think like scientists and enhancing the student research experience through instruction and active-learning about the scientific method. Our aim was for students to gain knowledge, skills, and experience, and to conduct their own research. In the first semester, we hosted active-learning workshops on "Forming Hypotheses", "Experimental Design", "Collecting and Managing Data", "Analysis of Data", "Communicating to a Scientific Audience", "Reading Literature Effectively", and "Ethical Approaches". Each lesson was taught by different scientists from one of many ecological disciplines so that students were exposed to the variation in approach that scientists have. In the second semester, students paired with a scientific mentor and began doing research. To ensure the continued growth of the undergraduate researcher, we continued the active-learning workshops and the students attended meetings with their mentors. Thus, the students gained technical and cognitive skills in parallel, enabling them to understand both "the how" and "the why" of what they were doing in their research. The program culminated with a research poster session presented by the students. The interest in the program has grown beyond our expectations, and we have now run the program successfully for two years. Many of the students have gone on to campus research jobs, internships and graduate school, and have attributed part of their success in obtaining their positions to their experience with the SUPER program. Although common in other sciences, undergraduate research experiences are

  3. Multilevel approach to mentoring in the Research Experiences for Undergraduates programs

    Science.gov (United States)

    Bonine, K. E.; Dontsova, K.; Pavao-Zuckerman, M.; Paavo, B.; Hogan, D.; Oberg, E.; Gay, J.

    2015-12-01

    This presentation focuses on different types of mentoring for students participating in Research Experiences for Undergraduates programs with examples, including some new approaches, from The Environmental and Earth Systems Research Experiences for Undergraduates Program at Biosphere 2. While traditional faculty mentors play essential role in students' development as researchers and professionals, other formal and informal mentoring can be important component of the REU program and student experiences. Students receive mentoring from program directors, coordinators, and on site undergraduate advisors. While working on their research projects, REU students receive essential support and mentoring from undergraduate and graduate students and postdoctoral scientists in the research groups of their primary mentors. Cohort living and group activities give multiple opportunities for peer mentoring where each student brings their own strengths and experiences to the group. Biosphere 2 REU program puts strong emphasis on teaching students to effectively communicate their research to public. In order to help REUs learn needed skills the outreach personnel at Biosphere 2 mentor and advise students both in groups and individually, in lecture format and by personal example, on best outreach approaches in general and on individual outreach projects students develop. To further enhance and strengthen outreach mentoring we used a novel approach of blending cohort of REU students with the Cal Poly STAR (STEM Teacher And Researcher) Program fellows, future K-12 STEM teachers who are gaining research experience at Biosphere 2. STAR fellows live together with the REU students and participate with them in professional development activities, as well as perform research side by side. Educational background and experiences gives these students a different view and better preparation and tools to effectively communicate and adapt science to lay audiences, a challenge commonly facing

  4. Undergraduate Research in Quantum Information Science

    Science.gov (United States)

    Lyons, David W.

    2017-01-01

    Quantum Information Science (QIS) is an interdisciplinary field involving mathematics, computer science, and physics. Appealing aspects include an abundance of accessible open problems, active interest and support from government and industry, and an energetic, open, and collaborative international research culture. We describe our student-faculty…

  5. What Undergraduates Misunderstand about Stem Cell Research

    Science.gov (United States)

    Halverson, Kristy Lynn; Freyermuth, Sharyn K.; Siegel, Marcelle A.; Clark, Catharine G.

    2010-01-01

    As biotechnology-related scientific advances, such as stem cell research (SCR), are increasingly permeating the popular media, it has become ever more important to understand students' ideas about this issue. Very few studies have investigated learners' ideas about biotechnology. Our study was designed to understand the types of alternative…

  6. Undergraduate Research in Physics as an Educational Tool

    Science.gov (United States)

    Hakim, Toufic M.; Garg, Shila

    2001-03-01

    The National Science Foundation's 1996 report "Shaping the Future: New Expectations for Undergraduate Education in Science, Mathematics, Engineering and Technology" urged that in order to improve SME&T education, decisive action must be taken so that "all students have access to excellent undergraduate education in science .... and all students learn these subjects by direct experience with the methods and processes of inquiry." Research-related educational activities that integrate education and research have been shown to be valuable in improving the quality of education and enhancing the number of majors in physics departments. Student researchers develop a motivation to continue in science and engineering through an appreciation of how science is done and the excitement of doing frontier research. We will address some of the challenges of integrating research into the physics undergraduate curriculum effectively. The departmental and institutional policies and infrastructure required to help prepare students for this endeavor will be discussed as well as sources of support and the establishment of appropriate evaluation procedures.

  7. The Barrett Foundation: Undergraduate Research Program for Environmental Engineers and Scientists

    Science.gov (United States)

    Rizzo, D. M.; Paul, M.; Farmer, C.; Larson, P.; Matt, J.; Sentoff, K.; Vazquez-Spickers, I.; Pearce, A. R.

    2007-12-01

    A new program sponsored by The Barrett Foundation in the University of Vermont College of Engineering and Mathematical Sciences (UVM) supports undergraduate students in Environmental Engineering, Earth and Environmental Sciences to pursue independent summer research projects. The Barrett Foundation, a non-profit organization started by a UVM Engineering alum, provided a grant to support undergraduate research. Students must work with at least two different faculty advisors to develop project ideas, then independently prepare a research proposal and submit it to a faculty panel for review. The program was structured as a scholarship to foster a competitive application process. In the last three years, fourteen students have participated in the program. The 2007 Barrett Scholars projects include: - Using bacteria to change the chemistry of subsurface media to encourage calcite precipitation for soil stability and pollutant sequestration - Assessing structural weaknesses in a historic post and beam barn using accelerometers and wireless data collection equipment - Using image processing filters to 1) evaluate leaf wetness, a leading indicator of disease in crops and 2) assess the movement of contaminants through building materials. - Investigating the impact of increased water temperature on cold-water fish species in two Vermont streams. - Studying the impacts of light duty vehicle tailpipe emissions on air quality This program supports applied and interdisciplinary environmental research and introduces students to real- world engineering problems. In addition, faculty from different research focuses are presented the opportunity to establish new collaborations around campus through the interdisciplinary projects. To date, there is a successful publication record from the projects involving the Barrett scholars, including students as authors. One of the objectives of this program was to provide prestigious, competitive awards to outstanding undergraduate engineers

  8. USC Undergraduate Team Research, Geological Field Experience and Outdoor Education in the Tuolumne Batholith and Kings Canyon, High Sierra Nevada

    Science.gov (United States)

    Culbert, K. N.; Anderson, J. L.; Cao, W.; Chang, J.; Ehret, P.; Enriquez, M.; Gross, M. B.; Gelbach, L. B.; Hardy, J.; Paterson, S. R.; Ianno, A.; Iannone, M.; Memeti, V.; Morris, M.; Lodewyk, J.; Davis, J.; Stanley, R.; van Guilder, E.; Whitesides, A. S.; Zhang, T.

    2009-12-01

    Within four years, USC’s College of Letters, Arts and Sciences and Earth Science department have successfully launched the revolutionary undergraduate team research (UTR) program “Geologic Wonders of Yosemite at Two Miles High”. A diverse group of professors, graduate students and undergraduates spent two weeks mapping the Boyden Cave in Kings Canyon National Park, the Iron Mountain pendants south of Yosemite, the Western Metamorphic belt along the Merced River, and the Tuolumne Batholith (TB) in June and August 2009. During their experience in the field, the undergraduates learned geologic field techniques from their peers, professors, and experienced graduate students and developed ideas that will form the basis of the independent and group research projects. Apart from teaching undergraduates about the geology of the TB and Kings Canyon, the two weeks in the field were also rigorous exercise in critical thinking and communication. Every day spent in the field required complete cooperation between mentors and undergraduates in order to successfully gather and interpret the day’s data. Undergraduates were to execute the next day’s schedule and divide mapping duties among themselves. The two-week field experience was also the ideal setting in which to learn about the environmental impacts of their work and the actions of others. The UTR groups quickly adapted to the demanding conditions of the High Sierra—snow, grizzly bears, tourists, and all. For many of the undergraduates, the two weeks spent in the field was their first experience with field geology. The vast differences in geological experience among the undergraduates proved to be advantageous to the ‘team-teaching’ focus of the program: more experienced undergraduates were able to assist less experienced undergraduates while cementing their own previously gained knowledge about geology. Over the rest of the academic year, undergraduates will learn about the research process and scientific

  9. A Collaborative Disability Studies-based Undergraduate Art Project at Two Universities

    Directory of Open Access Journals (Sweden)

    John Derby

    2015-05-01

    Full Text Available In this manuscript, we discuss research findings from a collaborative visual arts curricular unit on ableism, which we implemented in non-Disability Studies undergraduate courses at two universities during the 2012-2013 academic year. Our project builds on previous research in which we (Derby, 2015, in press; Karr & Weida, 2013 began adding Disability Studies arts pedagogy to our undergraduate coursework. For this project, we developed a shared unit, which we implemented in a general freshman seminar course, an introductory art teaching methods course, and an upper level art education course on applied technology. Utilizing a pedagogy of transformation, we engaged students with shared resources, including lectures, readings, and videos on Disability Studies and ableism; the project culminated with each student producing and exhibiting both an artwork and an artist's statement. After reviewing the literature and describing the project and research methods, we provide a nuanced discussion of the data, especially the artwork. The data indicate that our students, who were previously unexposed to ableism, conceptualized ableism at least on an elementary level, with many students demonstrating advanced conceptualization of ableism in one or more of three categories. Our findings suggest that integrating Disability Studies into non-Disability Studies curricula on a small scale can be useful, but that results are limited by the complexities of disability. The success of the project indicates that incorporating Disability Studies into standard curricula through a pedagogy of transformation can reach typical college students who are unfamiliar with Disability Studies concepts.

  10. Educational Aspects of Undergraduate Research on Smartphone Application Development

    Directory of Open Access Journals (Sweden)

    Joseph Gibson

    2013-12-01

    Full Text Available Smartphones have become commonplace in today's society. There seems to be a mobile application for every conceivable use, expect one. Smartphones have been conspicuously absent in higher education. This research examines the use of mobile applications (apps in the higher education setting. In addition, it evaluates the potential for including smartphone application development in undergraduate computer science curriculum. This paper will present a variety of smartphone apps that were developed by undergraduate researchers for use for use by students and faculty in a university environment, and apps developed to enhance the educational experience in the classroom. We also study the efficacy of the inclusion of smartphone app development in the computer science curriculum and modes for its inclusion.

  11. [Environmental Hazards Assessment Program annual report, June 1992--June 1993]. Summer undergraduate research program: Environmental studies

    Energy Technology Data Exchange (ETDEWEB)

    McMillan, J. [ed.

    1993-12-01

    The purpose of the summer undergraduate internship program for research in environmental studies is to provide an opportunity for well-qualified students to undertake an original research project as an apprentice to an active research scientist in basic environmental research. Ten students from throughout the midwestern and eastern areas of the country were accepted into the program. These students selected projects in the areas of marine sciences, biostatistics and epidemiology, and toxicology. The research experience for all these students and their mentors was very positive. The seminars were well attended and the students showed their interest in the presentations and environmental sciences as a whole by presenting the speakers with thoughtful and intuitive questions. This report contains the research project written presentations prepared by the student interns.

  12. Preparation and participation of undergraduate students to inform culturally sensitive research.

    Science.gov (United States)

    Wells, Jo Nell; Cagle, Carolyn Spence

    2009-07-01

    Most student work as research assistants occurs at the graduate level of nursing education, and little is known about the role of undergraduate students as research assistants (RAs) in major research projects. Based on our desire to study Mexican American (MA) cancer caregivers, we needed bilingual and bicultural RAs to serve as data collectors with women who spoke Spanish and possessed cultural beliefs that influenced their caregiving. Following successful recruitment, orientation, and mentoring based on Bandura's social learning theory [Bandura, A., 2001. Social learning theory: an agentic perspective. Annual Review of Psychology 52, 1-26] and accepted teaching-learning principles, RAs engaged in various behaviors that facilitated study outcomes. Faculty researchers, RAs, and study participants benefitted greatly from the undergraduate student involvement in this project. This article describes successful student inclusion approaches, ongoing faculty-RA interactions, and lessons learned from the research team experience. Guidelines discussed support the potential for making the undergraduate RA role a useful and unique learning experience.

  13. The Role of Student-Advisor Interactions in Apprenticing Undergraduate Researchers into a Scientific Community of Practice

    Science.gov (United States)

    Thiry, Heather; Laursen, Sandra L.

    2011-12-01

    Among science educators, current interest in undergraduate research (UR) is influenced both by the traditional role of the research apprenticeship in scientists' preparation and by concerns about replacing the current scientific workforce. Recent research has begun to demonstrate the range of personal, professional, and intellectual benefits for STEM students from participating in UR, yet the processes by which student-advisor interactions contribute to these benefits are little understood. We employ situated learning theory (Lave and Wenger, Situated learning: legitimate peripheral participation, Cambridge University Press, Cambridge in 1991) to examine the role of student-advisor interactions in apprenticing undergraduate researchers, particularly in terms of acculturating students to the norms, values, and professional practice of science. This qualitative study examines interviews with a diverse sample of 73 undergraduate research students from two research-extensive institutions. From these interviews, we articulate a continuum of practices that research mentors employed in three domains to support undergraduate scientists-in-training: professional socialization, intellectual support, and personal/emotional support. The needs of novice students differed from those of experienced students in each of these areas. Novice students needed clear expectations, guidelines, and orientation to their specific research project, while experienced students needed broader socialization in adopting the traits, habits, and temperament of scientific researchers. Underrepresented minority students, and to a lesser extent, women, gained confidence from their interactions with their research mentors and broadened their future career and educational possibilities. Undergraduate research at research-extensive universities exemplifies a cycle of scientific learning and practice where undergraduate researchers are mentored by graduate students and postdoctoral researchers, who are

  14. How Do We Play the Genre Game in Preparing Students at the Advanced Undergraduate Level for Research Writing?

    Science.gov (United States)

    Paxton, Moragh

    2011-01-01

    The study described in this article sets out to understand the barriers and affordances to successful completion of the short research thesis required in many advanced undergraduate courses or Honours programmes. In the study, the genre features of students' research projects and the criteria used to assess them were analysed and both students and…

  15. Integrating Research-Informed Teaching within an Undergraduate Level 4 (Year 1) Diagnostic Radiography Curriculum: A Pilot Study

    Science.gov (United States)

    Higgins, Robert; Hogg, Peter; Robinson, Leslie

    2013-01-01

    This article discusses the piloting and evaluation of the Research-informed Teaching experience (RiTe) project. The aim of RiTe was to link teaching and learning with research within an undergraduate diagnostic radiography curriculum. A preliminary pilot study of RiTe was undertaken with a group of level 4 (year 1) volunteer BSc (Hons) diagnostic…

  16. RNA secondary structure prediction by using discrete mathematics: an interdisciplinary research experience for undergraduate students.

    Science.gov (United States)

    Ellington, Roni; Wachira, James; Nkwanta, Asamoah

    2010-01-01

    The focus of this Research Experience for Undergraduates (REU) project was on RNA secondary structure prediction by using a lattice walk approach. The lattice walk approach is a combinatorial and computational biology method used to enumerate possible secondary structures and predict RNA secondary structure from RNA sequences. The method uses discrete mathematical techniques and identifies specified base pairs as parameters. The goal of the REU was to introduce upper-level undergraduate students to the principles and challenges of interdisciplinary research in molecular biology and discrete mathematics. At the beginning of the project, students from the biology and mathematics departments of a mid-sized university received instruction on the role of secondary structure in the function of eukaryotic RNAs and RNA viruses, RNA related to combinatorics, and the National Center for Biotechnology Information resources. The student research projects focused on RNA secondary structure prediction on a regulatory region of the yellow fever virus RNA genome and on an untranslated region of an mRNA of a gene associated with the neurological disorder epilepsy. At the end of the project, the REU students gave poster and oral presentations, and they submitted written final project reports to the program director. The outcome of the REU was that the students gained transferable knowledge and skills in bioinformatics and an awareness of the applications of discrete mathematics to biological research problems.

  17. RNA Secondary Structure Prediction by Using Discrete Mathematics: An Interdisciplinary Research Experience for Undergraduate Students

    Science.gov (United States)

    Ellington, Roni; Wachira, James

    2010-01-01

    The focus of this Research Experience for Undergraduates (REU) project was on RNA secondary structure prediction by using a lattice walk approach. The lattice walk approach is a combinatorial and computational biology method used to enumerate possible secondary structures and predict RNA secondary structure from RNA sequences. The method uses discrete mathematical techniques and identifies specified base pairs as parameters. The goal of the REU was to introduce upper-level undergraduate students to the principles and challenges of interdisciplinary research in molecular biology and discrete mathematics. At the beginning of the project, students from the biology and mathematics departments of a mid-sized university received instruction on the role of secondary structure in the function of eukaryotic RNAs and RNA viruses, RNA related to combinatorics, and the National Center for Biotechnology Information resources. The student research projects focused on RNA secondary structure prediction on a regulatory region of the yellow fever virus RNA genome and on an untranslated region of an mRNA of a gene associated with the neurological disorder epilepsy. At the end of the project, the REU students gave poster and oral presentations, and they submitted written final project reports to the program director. The outcome of the REU was that the students gained transferable knowledge and skills in bioinformatics and an awareness of the applications of discrete mathematics to biological research problems. PMID:20810968

  18. National register of research projects

    Energy Technology Data Exchange (ETDEWEB)

    1985-03-01

    This Register is intended to serve as a source of information on research which is being conducted in all fields (both natural and human sciences) in the Republic of South Africa. New research projects commenced during 1983 or 1984, and significantly changed research projects, as well as project that were completed or terminated during this period, on which information was received by the compilers before December 1984, are included, with the exception of confidential projects.

  19. Integrating undergraduate research into the electro-optics and laser engineering technology program at Indiana University of Pennsylvania

    Science.gov (United States)

    Zhou, Andrew F.

    2014-07-01

    Bringing research into an undergraduate curriculum is a proven and powerful practice with many educational benefits to students and the professional rewards to faculty mentors. In recent years, undergraduate research has gained national prominence as an effective problem-based learning strategy. Developing and sustaining a vibrant undergraduate research program of high quality and productivity is an outstanding example of the problem-based learning. To foster student understanding of the content learned in the classroom and nurture enduring problem-solving and critical-thinking abilities, we have created a collaborative learning environment by building research into the Electro-Optics curriculum for the first- and second-year students. The teaching methodology is described and examples of the research projects are given. Such a research-integrated curriculum effectively enhances student learning and critical thinking skills, and strengthens the research culture for the first- and second-year students.

  20. Undergraduate Research or Research-Based Courses: Which Is Most Beneficial for Science Students?

    Science.gov (United States)

    Olivares-Donoso, Ruby; González, Carlos

    2017-06-01

    Over the last 25 years, both research literature and practice-oriented reports have claimed the need for improving the quality of undergraduate science education through linking research and teaching. Two manners of doing this are reported: undergraduate research and research-based courses. Although there are studies reporting benefits of participating in these experiences, few synthesize their findings. In this article, we present a literature review aimed at synthesizing and comparing results of the impact of participating in these research experiences to establish which approach is most beneficial for students to develop as scientists. Twenty studies on student participation in undergraduate research and research-based courses were reviewed. Results show that both types of experiences have positive effects on students. These results have implications for both practice and research. Regarding practice, we propose ideas for designing and implementing experiences that combine both types of experiences. Concerning research, we identify some methodological limitations that should be addressed in further studies.

  1. Providing Undergraduate Research Opportunities Through the World Rivers Observatory Collaborative Network

    Science.gov (United States)

    Gillies, S. L.; Marsh, S. J.; Janmaat, A.; Peucker-Ehrenbrink, B.; Voss, B.; Holmes, R. M.

    2013-12-01

    Successful research collaboration exists between the University of the Fraser Valley (UFV), a primarily undergraduate-serving university located on the Fraser River in British Columbia, and the World Rivers Observatory that is coordinated through the Woods Hole Oceanographic Institution (WHOI) and the Woods Hole Research Center (WHRC). The World Rivers Observatory coordinates time-series sampling of 15 large rivers, with particular focus on the large Arctic rivers, the Ganges-Brahmaputra, Congo, Fraser, Yangtze (Changjiang), Amazon, and Mackenzie River systems. The success of this international observatory critically depends on the participation of local collaborators, such as UFV, that are necessary in order to collect temporally resolved data from these rivers. Several faculty members and undergraduate students from the Biology and Geography Departments of UFV received on-site training from the lead-PIs of the Global Rivers Observatory. To share information and ensure good quality control of sampling methods, WHOI and WHRC hosted two international workshops at Woods Hole for collaborators. For the past four years, faculty and students from UFV have been collecting a variety of bi-monthly water samples from the Fraser River for the World Rivers Observatory. UFV undergraduate students who become involved learn proper sampling techniques and are given the opportunity to design and conduct their own research. Students have collected, analyzed and presented data from this project at regional, national, and international scientific meetings. UFV undergraduate students have also been hosted by WHOI and WHRC as guest students to work on independent research projects. While at WHOI and WHRC, students are able to conduct research using state-of-the-art specialized research facilities not available at UFV.

  2. Projects Using a Computer Algebra System in First-Year Undergraduate Mathematics

    Science.gov (United States)

    Rosenzweig, Martin

    2007-01-01

    This paper illustrates the use of computer-based projects in two one-semester first-year undergraduate mathematics classes. Developed over a period of years, the approach is one in which the classes are organised into work-groups, with computer-based projects being undertaken periodically to illustrate the class material. These projects are…

  3. Dream Team--The Case of an Undergraduate Surgical Talent Development Project

    Science.gov (United States)

    Jensen, Rune Dall; Ljungmann, Ken; Christensen, Mette Krogh; Møldrup, Ulla; Grøndal, Anne Krogh; Mogensen, Mads Filtenborg; Seyer-Hansen, Mikkel

    2016-01-01

    To be successful, a surgeon must master a variety of skills. To meet the high demand for surgical expertise, an extracurricular undergraduate project was launched. The extracurricular project consists of hands-on laparoscopic training and a mentorship programme. The project aims to find the best surgical talents among fourth-year medical students.…

  4. The Value of Collaborative Research before Independent Research in Undergraduate Music Education

    Science.gov (United States)

    Harney, Kristin

    2017-01-01

    Increasing evidence points to the importance of undergraduate research in teacher education programs. Before undertaking independent research, it is essential that music education students gain exposure to a range of research skills and develop basic research competencies. In this study, I explored the influence of a semester-long collaborative…

  5. Improving Undergraduate Research Experiences With An Intentional Mentoring Program: Lessons Learned Through Assessment of Keck Geology Consortium Programs

    Science.gov (United States)

    Wirth, K. R.; Garver, J. I.; Greer, L.; Pollock, M.; Varga, R. J.; Davidson, C. M.; Frey, H. M.; Hubbard, D. K.; Peck, W. H.; Wobus, R. A.

    2015-12-01

    The Keck Geology Consortium, with support from the National Science Foundation (REU Program) and ExxonMobil, is a collaborative effort by 18 colleges to improve geoscience education through high-quality research experiences. Since its inception in 1987 more than 1350 undergraduate students and 145 faculty have been involved in 189 yearlong research projects. This non-traditional REU model offers exceptional opportunities for students to address research questions at a deep level, to learn and utilize sophisticated analytical methods, and to engage in authentic collaborative research that culminates in an undergraduate research symposium and published abstracts volume. The large numbers of student and faculty participants in Keck projects also affords a unique opportunity to study the impacts of program design on undergraduate research experiences in the geosciences. Students who participate in Keck projects generally report significant gains in personal and professional dimensions, as well as in clarification of educational and career goals. Survey data from student participants, project directors, and campus advisors identify mentoring as one of the most critical and challenging elements of successful undergraduate research experiences. Additional challenges arise from the distributed nature of Keck projects (i.e., participants, project directors, advisors, and other collaborators are at different institutions) and across the span of yearlong projects. In an endeavor to improve student learning about the nature and process of science, and to make mentoring practices more intentional, the Consortium has developed workshops and materials to support both project directors and campus research advisors (e.g., best practices for mentoring, teaching ethical professional conduct, benchmarks for progress, activities to support students during research process). The Consortium continues to evolve its practices to better support students from underrepresented groups.

  6. The "art" of science communication in undergraduate research training

    Science.gov (United States)

    Fatemi, F. R.; Stockwell, J.; Pinheiro, V.; White, B.

    2016-12-01

    Student creation of well-designed and engaging visuals in science communication can enhance their deep learning while streamlining the transmission of information to their audience. However, undergraduate research training does not frequently emphasize the design aspect of science communication. We devised and implemented a new curricular component to the Lake Champlain NSF Research Experiences for Undergraduates (REU) program in Vermont. We took a holistic approach to communication training, with a targeted module in "art and science". Components to the module included: 1) an introduction to environmental themes in fine art, 2) a photography assignment in research documentation, 3) an overview of elements of design (e.g., color, typography, hierarchy), 4) a graphic design workshop using tools in Powerpoint, and 5) an introduction to scientific illustration. As part of the REU program, students were asked to document their work through photographs, and develop an infographic or scientific illustration complementary to their research. The "art and science" training culminated with a display and critique of their visual work. We report on student responses to the "art and science" training from exit interviews and survey questions. Based on our program, we identify a set of tools that mentors can use to enhance their student's ability to engage with a broad audience.

  7. Sensitizing Undergraduates to Potential Inaccuracies in Projective Test Interpretation.

    Science.gov (United States)

    Barret, Robert L.; Wachowiak, Dale G.

    This paper describes a methodology developed to provide undergraduate students with direct experience in the process of impressionistic test interpretation. In the experiential exercise, students were shown Thematic Apperception Test cards and then read the responses given by an anonymous client. A discussion of the process by which the students…

  8. One more thing: Faculty response to increased emphasis on project teams in undergraduate engineering education

    Science.gov (United States)

    Hunter, Jane

    Tenured and tenure-track faculty members at institutions of higher education, especially those at Research I institutions, are being asked to do more than ever before. With rapidly changing technology, significant decreases in public funding, the shift toward privately funded research, and the ever increasing expectations of students for an education that adequately prepares them for professional careers, engineering faculty are particularly challenged by the escalating demands on their time. In 1996, the primary accreditation organization for engineering programs (ABET) adopted new criteria that required, among other things, engineering programs to teach students to function on multidisciplinary teams and to communicate effectively. In response, most engineering programs utilize project teams as a strategy for teaching these skills. The purpose of this qualitative study of tenured and tenure track engineering faculty at a Research I institution in the southwestern United States was to explore the variety of ways in which the engineering faculty responded to the demands placed upon them as a result of the increased emphasis on project teams in undergraduate engineering education. Social role theory and organizational climate theory guided the study. Some faculty viewed project teams as an opportunity for students to learn important professional skills and to benefit from collaborative learning but many questioned the importance and feasibility of teaching teamwork skills and had concerns about taking time away from other essential fundamental material such as mathematics, basic sciences and engineering sciences. Although the administration of the College of Engineering articulated strong support for the use of project teams in undergraduate education, the prevailing climate did little to promote significant efforts related to effective utilization of project teams. Too often, faculty were unwilling to commit sufficient time or effort to make project teamwork a

  9. The History Research Project

    Science.gov (United States)

    Estes, Matt; Brady, Ann

    2005-01-01

    Matt Estes, a social studies teacher, mentions the main instructional goals for his students like understanding the importance of proper citation and attribution presenting the Machiavelli project that deals with the skills he wants his students to develop and the course material that must be covered. In addition, Ann Brady, a library media…

  10. The Apprentice Researcher: Using Undergraduate Researchers' Personal Essays to Shape Instruction and Services

    Science.gov (United States)

    Bonnet, Jennifer L.; Cordell, Sigrid Anderson; Cordell, Jeffrey; Duque, Gabriel J.; MacKintosh, Pamela J.; Peters, Amanda

    2013-01-01

    Little is known about the intellectual journey of advanced undergraduates engaged in the research process. Moreover, few studies of this population of library users include students' personal essays as a point of analysis in their scholarly pursuits. To gain insights into the research trajectory of apprentice researchers at the University of…

  11. Undergraduate Research: Three Institutions' Success Stories. Research Corporation Annual Report, 1999.

    Science.gov (United States)

    Research Corp., Tucson, AZ.

    This annual report describes the 1999 activities of Research Corporation, a foundation that supports research programs at colleges and universities in the United States and Canada. It focuses on three primarily undergraduate institutions, two private and one public, that are active producers of published research and students going into the…

  12. A Survey on Faculty Perspectives on the Transition to a Biochemistry Course-Based Undergraduate Research Experience Laboratory

    Science.gov (United States)

    Craig, Paul A.

    2017-01-01

    It will always remain a goal of an undergraduate biochemistry laboratory course to engage students hands-on in a wide range of biochemistry laboratory experiences. In 2006, our research group initiated a project for "in silico" prediction of enzyme function based only on the 3D coordinates of the more than 3800 proteins "of unknown…

  13. The 21st Century Digital Student: Google Books as a Tool in Promoting Undergraduate Research in the Humanities

    Science.gov (United States)

    Karpenko, Lara; Dietz, Lauri

    2013-01-01

    In this article, we contend that publically available, mass digitization projects, such as Google Books, present faculty, regardless of their specific institutional context, with an exciting opportunity to promote meaningful undergraduate research in the humanities. By providing a classroom case study and by proposing an institutional model, we…

  14. Astrobites: The Online Astronomy Research Digest for Undergraduates

    Science.gov (United States)

    Faesi, Christopher; Astrobites Collaboration

    2013-06-01

    Astrobites (http://astrobites.org) is an innovative science education initiative developed by graduate students in astrophysics for an undergraduate audience. Our goal is to help undergraduates make the transition from the classroom to careers in research by introducing them to the astronomical literature in a pedagogical, approachable, and comprehensible way. Every day we select one new journal article posted to the astrophysics preprint server (http://arXiv.org/astro-ph) and prepare a brief summary describing methods and results, explaining jargon, and providing context. We also write regular blog posts containing career advice, such as tips for applying for graduate school, how to install astronomical software, or demystifying the publishing process. The articles are written by a team of about 30 graduate students in astrophysics from throughout the US and Europe. Since its founding in 2010, Astrobites has grown dramatically, now reaching more than 1000 daily readers in over 100 countries worldwide. Our audience includes not only undergraduates, but also interested non-scientists, educators, and professional researchers. More broadly, Astrobites is interested in fostering the development of vital communication skills that are crucial to a successful science career, yet not formally taught in most astronomy PhD programs. In addition to providing our graduate student authors with valuable opportunities to practice these skills through writing and editing articles, we organize events such as the upcoming workshop Communicating Science 2013, at which graduate students in all science fields from around the country will learn from and interact with panelists who are experts in science communication.

  15. Experimental Plasma Research project summaries

    International Nuclear Information System (INIS)

    1980-09-01

    This report contains descriptions of the activities supported by the Experimental Plasma Research Branch of APP. The individual project summaries were prepared by the principal investigators and include objectives and milestones for each project. The projects are arranged in six research categories: Plasma Properties; Plasma Heating; Plasma Diagnostics; Atomic, Molecular and Nuclear Physics; Advanced Superconducting Materials; and the Fusion Plasma Research Facility (FPRF). Each category is introduced with a statement of objectives and recent progress and followed by descriptions of individual projects. An overall budget summary is provided at the beginning of the report

  16. Experimental plasma research project summaries

    International Nuclear Information System (INIS)

    1978-08-01

    This report contans descriptions of the activities supported by the Experimental Plasma Research Branch of APP. The individual project summaries were prepared by the principal investigators and include objectives and milestones for each project. The projects are arranged in six research categories: Plasma Properties; Plasma Heating; Plasma Measurements and Instrumentation; Atomic, Molecular and Nuclear Physics; Advanced Superconducting Materials; and the Fusion Plasma Research Facility (FPRF). Each category is introduced with a statement of objectives and recent progress and followed by descriptions of individual projects. An overall budget summary is provided at the beginning of the report

  17. Experimental Plasma Research project summaries

    Energy Technology Data Exchange (ETDEWEB)

    None

    1980-09-01

    This report contains descriptions of the activities supported by the Experimental Plasma Research Branch of APP. The individual project summaries were prepared by the principal investigators and include objectives and milestones for each project. The projects are arranged in six research categories: Plasma Properties; Plasma Heating; Plasma Diagnostics; Atomic, Molecular and Nuclear Physics; Advanced Superconducting Materials; and the Fusion Plasma Research Facility (FPRF). Each category is introduced with a statement of objectives and recent progress and followed by descriptions of individual projects. An overall budget summary is provided at the beginning of the report.

  18. A New Project-Based Lab for Undergraduate Environmental and Analytical Chemistry

    Science.gov (United States)

    Adami, Gianpiero

    2006-01-01

    A new project-based lab was developed for third year undergraduate chemistry students based on real world applications. The experience suggests that the total analytical procedure (TAP) project offers a stimulating alternative for delivering science skills and developing a greater interest for analytical chemistry and environmental sciences and…

  19. Campus Eco Tours: An Integrative & Interactive Field Project for Undergraduate Biology Students

    Science.gov (United States)

    Boes, Katie E.

    2013-01-01

    Outdoor areas within or near college campuses offer an opportunity for biology students to observe the natural world and apply concepts from class. Here, I describe an engaging and integrative project where undergraduate non-major biology students work in teams to develop and present professional "eco tours." This project takes place over multiple…

  20. Designing and Implementing a Unique Website Design Project in an Undergraduate Course

    Science.gov (United States)

    Kontos, George

    2016-01-01

    The following paper describes a distinctive collaborative service-learning project done in an undergraduate class on web design. In this project, students in a web design class contacted local community non-profit organizations to create websites (collections of web pages) to benefit these organizations. The two phases of creating a website,…

  1. Development and Evaluation of an Undergraduate Multidisciplinary Project Activity in Engineering and Design

    Science.gov (United States)

    Smith, David R.; Cole, Joanne

    2012-01-01

    The School of Engineering and Design Multidisciplinary Project (MDP) at Brunel University is a one week long project based activity involving first year undergraduate students from across the School subject areas of Electronic and Computer Engineering, Mechanical Engineering, Civil Engineering and Design. This paper describes the main aims of the…

  2. Revisiting the Need for Critical Research in Undergraduate Colombian English Language Teaching

    Directory of Open Access Journals (Sweden)

    Carlo Granados-Beltrán

    2018-01-01

    Full Text Available This article shares a reflection based on the relations found between the partial findings of two on-going projects in a BA program in bilingual education. The first study is named Critical Interculturality in Initial Language Teacher Education Programs whose partial data were obtained through interviews with four expert professors of Licensure programs across Colombia. The second project is Estado del Arte de los Trabajos de Grado 2009 - 2016, which involved an inventory of the theses done by students as graduation requirements for the BA program. Based on these data, the article urges a re-assessment of criticality in research at the undergraduate level by problematizing the hegemonization of action research, the instrumentalization of language and research, and the subalternity for those being researched.

  3. Leveraging Online Learning Resources to Teach Core Research Skills to Undergraduates at a Diverse Research University.

    Science.gov (United States)

    McFARLIN, Brian K; Breslin, Whitney L; Carpenter, Katie C; Strohacker, Kelley; Weintraub, Randi J

    2010-01-01

    Today's students have unique learning needs and lack knowledge of core research skills. In this program report, we describe an online approach that we developed to teach core research skills to freshman and sophomore undergraduates. Specifically, we used two undergraduate kinesiology (KIN) courses designed to target students throughout campus (KIN1304: Public Health Issues in Physical Activity and Obesity) and specifically kinesiology majors (KIN1252: Foundations of Kinesiology). Our program was developed and validated at the 2 nd largest ethnically diverse research university in the United States, thus we believe that it would be effective in a variety of student populations.

  4. A program for undergraduate research into the mechanisms of sensory coding and memory decay

    Energy Technology Data Exchange (ETDEWEB)

    Calin-Jageman, R J

    2010-09-28

    This is the final technical report for this DOE project, entitltled "A program for undergraduate research into the mechanisms of sensory coding and memory decay". The report summarizes progress on the three research aims: 1) to identify phyisological and genetic correlates of long-term habituation, 2) to understand mechanisms of olfactory coding, and 3) to foster a world-class undergraduate neuroscience program. Progress on the first aim has enabled comparison of learning-regulated transcripts across closely related learning paradigms and species, and results suggest that only a small core of transcripts serve truly general roles in long-term memory. Progress on the second aim has enabled testing of several mutant phenotypes for olfactory behaviors, and results show that responses are not fully consistent with the combinitoral coding hypothesis. Finally, 14 undergraduate students participated in this research, the neuroscience program attracted extramural funding, and we completed a successful summer program to enhance transitions for community-college students into 4-year colleges to persue STEM fields.

  5. Short-term outcomes of a program developed to inculcate research essentials in undergraduate medical students

    Directory of Open Access Journals (Sweden)

    V Devi

    2015-01-01

    Full Text Available Background: Participation in research during undergraduate studies may increase students′ interest in research and inculcate research essentials in them. Aims: The purpose of this study was to evaluate the effectiveness of the mentored student project (MSP program. Settings and Design: In the MSP program, students in groups (n = 3 to 5 undertook a research project, wrote a scholarly report, and presented the work as a poster presentation with the help of a faculty mentor. To begin with, the logic model of the program was developed to identify short-term outcomes of the program on students, mentors, and the institution. A quasi-experimental design was used to measure the outcomes. Materials and Methods: A mixed method evaluation was done using a newly-developed questionnaire to assess the impact of the MSP on students′ attitude, a multiple-choice question (MCQs test to find out the impact on students′ knowledge and grading of students′ project reports and posters along with a survey to check the impact on skills. Students′ satisfaction regarding the program and mentors′ perceptions were collected using questionnaires. Evidence for validity was collected for all the instruments used for the evaluation. Statistical Analysis: Non-parametric tests were used to analyze data. Based on the scores, project reports and posters were graded into A (>70% marks, B (60-69% marks, and C (<59% marks categories. The number of MSPs that resulted in publications, conference presentation and departmental collaborations were taken as impact on the institution. Results: Students′ response rate was 91.5%. The students′ attitudes regarding research changed positively (P = 0.036 and score in the MCQ test improved (P < 0.001 after undertaking MSP. Majority of project reports and posters were of grade A category. The majority of the items related to skills gained and satisfaction had a median score of 4. The MSPs resulted in inter-departmental and inter

  6. International Field Research with Undergraduate Students: Investigating Active Tectonics of the Nicoya Peninsula, Costa Rica

    Science.gov (United States)

    Marshall, J. S.; Gardner, T. W.; Protti, M.

    2005-12-01

    Over the past eight years, 18 undergraduate students from 12 U.S. and Costa Rican universities and colleges have participated in field research projects investigating coastal tectonics on the Nicoya Peninsula, Costa Rica. These projects have been organized around two different models: 1) a month-long "field camp" with 10 students and 5 project faculty (Keck Geology Consortium Project, 1998), and 2) several two-week field projects with 1-3 students and one faculty advisor (Cal Poly Pomona University and Trinity University). Under the direction of the authors, each of these projects has been carefully designed to provide a new piece to a larger research puzzle. The Nicoya Peninsula lies along Costa Rica's northern Pacific coast inboard of the Middle America Trench where the Cocos and Caribbean plates converge at 10 cm/yr. In 1950, the peninsula was shaken by a ~M 7.7 subduction earthquake that produced widespread damage and 0.5-1.0 m of coseismic coastal uplift. With a large slip deficit since 1950, the Nicoya Peninsula is viewed as a high-potential seismic gap. Field study of uplifted Quaternary marine terraces along the Nicoya coastline provides undergraduate students with a unique opportunity to examine rapid forearc deformation related to large subduction earthquakes. The field research conducted by each of these students provides the basis for a senior thesis at their home institution. In most cases, the students have focused their individual work on separate, but adjacent field areas. Collectively, each of these projects has generated significant data that contribute toward of an ongoing investigation of fore arc tectonics and subduction cycle earthquakes along the Costa Rican Pacific margin.

  7. An entrepreneurial training model to enhance undergraduate training in biomedical research.

    Science.gov (United States)

    Kamangar, Farin; Silver, Gillian; Hohmann, Christine; Hughes-Darden, Cleo; Turner-Musa, Jocelyn; Haines, Robert Trent; Jackson, Avis; Aguila, Nelson; Sheikhattari, Payam

    2017-01-01

    Undergraduate students who are interested in biomedical research typically work on a faculty member's research project, conduct one distinct task (e.g., running gels), and, step by step, enhance their skills. This "apprenticeship" model has been helpful in training many distinguished scientists over the years, but it has several potential drawbacks. For example, the students have limited autonomy, and may not understand the big picture, which may result in students giving up on their goals for a research career. Also, the model is costly and may greatly depend on a single mentor. The NIH Building Infrastructure Leading to Diversity (BUILD) Initiative has been established to fund innovative undergraduate research training programs and support institutional and faculty development of the recipient university. The training model at Morgan State University (MSU), namely " A S tudent- C entered En trepreneurship D evelopment training model" (ASCEND), is one of the 10 NIH BUILD-funded programs, and offers a novel, experimental "entrepreneurial" training approach. In the ASCEND training model, the students take the lead. They own the research, understand the big picture, and experience the entire scope of the research process, which we hypothesize will lead to a greater sense of self-efficacy and research competency, as well as an enhanced sense of science identity. They are also immersed in environments with substantial peer support, where they can exchange research ideas and share experiences. This is important for underrepresented minority students who might have fewer role models and less peer support in conducting research. In this article, we describe the MSU ASCEND entrepreneurial training model's components, rationale, and history, and how it may enhance undergraduate training in biomedical research that may be of benefit to other institutions. We also discuss evaluation methods, possible sustainability solutions, and programmatic challenges that can affect all

  8. A Workbook for Scaffolding Mentored Undergraduate Research Experiences in the Social and Behavioral Sciences

    Science.gov (United States)

    Colbert-White, Erin; Simpson, Elizabeth

    2017-01-01

    Research mentors strive to ensure that undergraduates gain research skills and develop professionally during mentored research experiences in the sciences. We created the SURE (Specialized Undergraduate Research Experience) Workbook, a freely-available, interactive guide to scaffold student learning during this process. The Workbook: (1)…

  9. GT-SUPREEM: the Georgia Tech summer undergraduate packaging research and engineering experience for minorities

    Science.gov (United States)

    May, Gary S.

    1996-07-01

    The Georgia Tech SUmmer Undergraduate Packaging Research and Engineering Experience for Minorities (GT-SUPREEM) is an eight-week summer program designed to attract qualified minority students to pursue graduate degrees in packaging- related disciplines. The program is conducted under the auspices of the Georgia Tech Engineering Research Center in Low-Cost Electronic Packaging, which is sponsored by the National Science Foundation. In this program, nine junior and senior level undergraduate students are selected on a nationwide basis and paired with a faculty advisor to undertake research projects in the Packaging Research CEnter. The students are housed on campus and provided with a $DLR3,000 stipend and a travel allowance. At the conclusion of the program, the students present both oral and written project summaries. It is anticipated that this experience will motivate these students to become applicants for graduate study in ensuring years. This paper will provide an overview of the GT-SUPREEM program, including student research activities, success stories, lessons learned, and overall program outlook.

  10. Research Planning and Evaluation Project

    International Nuclear Information System (INIS)

    Song, Seunghyun; Kim, Doyang; Ryu, Byunghoon; Lim, Chaeyoung; Song, Leeyoung; Lee, Youngchul; Han, Changsun; Kim, Hackchoon

    2011-12-01

    - To activate R and D through a systematic and impartial evaluation by using information on efficient distribution of research resource, setting project priorities, and measuring achievement against goals produced after research on planning and evaluation system for the government-funded project for KAERI was conducted. - Nuclear R and D project is the representative national R and D project which has been implemented in Korea. For the sustainable development of nuclear energy which supplies about 40% of total electricity generation and the enhancement of it innovative ability in the future, a systematic and efficient strategy in the planning stage is required

  11. Fostering Undergraduate Research Experiences in Management Information Systems through the "Research Group" Framework

    Science.gov (United States)

    Bartkus, Ken; Mills, Robert; Olsen, David

    2010-01-01

    The purpose of this paper is to propose an innovative approach to engaged learning. Founded on the principles of a scholarly think-tank and administered along the lines of a consulting organization, the proposed "Research Group" framework is designed to facilitate effective and efficient undergraduate research experiences in Management…

  12. Attitudes of Saudi Arabian Undergraduate Medical Students towards Health Research

    Directory of Open Access Journals (Sweden)

    Sara M. Al-Hilali

    2016-02-01

    Full Text Available Objectives: This study aimed to evaluate attitudes, perceptions and perceived barriers towards health research among Saudi Arabian undergraduate medical students. Methods: This cross-sectional study took place between August and October 2014 and included 520 students from five medical schools across Saudi Arabia. An anonymous online survey with 21 close-ended questions was designed to assess students’ attitudes towards research, contribution to research-related activities, awareness of the importance of research, perception of available resources/opportunities for research, appreciation of medical students’ research contributions and perceived barriers to research. Responses were scored on a 5-point Likert scale. Results: A total of 401 students participated in the study (response rate: 77.1%. Of these, 278 (69.3% were female. A positive attitude towards research was reported by 43.9% of the students. No statistically significant differences were observed between genders with regards to attitudes towards and available resources for research (P = 0.500 and 0.200, respectively. Clinical students had a significantly more positive attitude towards research compared to preclinical students (P = 0.007. Only 26.4% of the respondents believed that they had adequate resources/opportunities for research. According to the students, perceived barriers to undertaking research included time constraints (n = 200; 49.9%, lack of research mentors (n = 95; 23.7%, lack of formal research methodology training (n = 170; 42.4% and difficulties in conducting literature searches (n = 145; 36.2%. Conclusion: Less than half of the surveyed Saudi Arabian medical students had a positive attitude towards health research. Medical education policies should aim to counteract the barriers identified in this study.

  13. Low cost 3D-printing used in an undergraduate project: an integrating sphere for measurement of photoluminescence quantum yield

    International Nuclear Information System (INIS)

    Tomes, John J; Finlayson, Chris E

    2016-01-01

    We report upon the exploitation of the latest 3D printing technologies to provide low-cost instrumentation solutions, for use in an undergraduate level final-year project. The project addresses prescient research issues in optoelectronics, which would otherwise be inaccessible to such undergraduate student projects. The experimental use of an integrating sphere in conjunction with a desktop spectrometer presents opportunities to use easily handled, low cost materials as a means to illustrate many areas of physics such as spectroscopy, lasers, optics, simple circuits, black body radiation and data gathering. Presented here is a 3rd year undergraduate physics project which developed a low cost (£25) method to manufacture an experimentally accurate integrating sphere by 3D printing. Details are given of both a homemade internal reflectance coating formulated from readily available materials, and a robust instrument calibration method using a tungsten bulb. The instrument is demonstrated to give accurate and reproducible experimental measurements of luminescence quantum yield of various semiconducting fluorophores, in excellent agreement with literature values. (paper)

  14. Low cost 3D-printing used in an undergraduate project: an integrating sphere for measurement of photoluminescence quantum yield

    Science.gov (United States)

    Tomes, John J.; Finlayson, Chris E.

    2016-09-01

    We report upon the exploitation of the latest 3D printing technologies to provide low-cost instrumentation solutions, for use in an undergraduate level final-year project. The project addresses prescient research issues in optoelectronics, which would otherwise be inaccessible to such undergraduate student projects. The experimental use of an integrating sphere in conjunction with a desktop spectrometer presents opportunities to use easily handled, low cost materials as a means to illustrate many areas of physics such as spectroscopy, lasers, optics, simple circuits, black body radiation and data gathering. Presented here is a 3rd year undergraduate physics project which developed a low cost (£25) method to manufacture an experimentally accurate integrating sphere by 3D printing. Details are given of both a homemade internal reflectance coating formulated from readily available materials, and a robust instrument calibration method using a tungsten bulb. The instrument is demonstrated to give accurate and reproducible experimental measurements of luminescence quantum yield of various semiconducting fluorophores, in excellent agreement with literature values.

  15. IT Tools for Teachers and Scientists, Created by Undergraduate Researchers

    Science.gov (United States)

    Millar, A. Z.; Perry, S.

    2007-12-01

    Interns in the Southern California Earthquake Center/Undergraduate Studies in Earthquake Information Technology (SCEC/UseIT) program conduct computer science research for the benefit of earthquake scientists and have created products in growing use within the SCEC education and research communities. SCEC/UseIT comprises some twenty undergraduates who combine their varied talents and academic backgrounds to achieve a Grand Challenge that is formulated around needs of SCEC scientists and educators and that reflects the value SCEC places on the integration of computer science and the geosciences. In meeting the challenge, students learn to work on multidisciplinary teams and to tackle complex problems with no guaranteed solutions. Meantime, their efforts bring fresh perspectives and insight to the professionals with whom they collaborate, and consistently produces innovative, useful tools for research and education. The 2007 Grand Challenge was to design and prototype serious games to communicate important earthquake science concepts. Interns broke themselves into four game teams, the Educational Game, the Training Game, the Mitigation Game and the Decision-Making Game, and created four diverse games with topics from elementary plate tectonics to earthquake risk mitigation, with intended players ranging from elementary students to city planners. The games were designed to be versatile, to accommodate variation in the knowledge base of the player; and extensible, to accommodate future additions. The games are played on a web browser or from within SCEC-VDO (Virtual Display of Objects). SCEC-VDO, also engineered by UseIT interns, is a 4D, interactive, visualization software that enables integration and exploration of datasets and models such as faults, earthquake hypocenters and ruptures, digital elevation models, satellite imagery, global isochrons, and earthquake prediction schemes. SCEC-VDO enables the user to create animated movies during a session, and is now part

  16. Using Independent Research Projects to Foster Learning in the Comparative Vertebrate Anatomy Laboratory

    Science.gov (United States)

    Ghedotti, Michael J.; Fielitz, Christopher; Leonard, Daniel J.

    2005-01-01

    This paper presents a teaching methodology involving an independent research project component for use in undergraduate Comparative Vertebrate Anatomy laboratory courses. The proposed project introduces cooperative, active learning in a research context to comparative vertebrate anatomy. This project involves pairs or groups of three students…

  17. Undergraduate Research in Geoscience with Students from Two-year Colleges: SAGE 2YC Resources

    Science.gov (United States)

    McDaris, J. R.; Hodder, J.; Macdonald, H.; Baer, E. M.; Blodgett, R. H.

    2014-12-01

    provides resources on effective strategies for developing REU programs for community college students, examples of successful multi-year programs, links to other projects working on undergraduate research in the first two years, and references for further reading. serc.carleton.edu/sage2yc/studentsuccess/ug-research/

  18. The undergraduate research fellows program: a unique model to promote engagement in research.

    Science.gov (United States)

    Vessey, Judith A; DeMarco, Rosanna F

    2008-01-01

    Well-educated nurses with research expertise are needed to advance evidence-based nursing practice. A primary goal of undergraduate nursing curricula is to create meaningful participatory experiences to help students develop a research skill set that articulates with rapid career advancement of gifted, young graduates interested in nursing research and faculty careers. Three research enrichment models-undergraduate honors programs, research assistant work-for-hire programs, and research work/mentorship programs-to be in conjunction with standard research content are reviewed. The development and implementation of one research work/mentorship program, the Boston College undergraduate research fellows program (UGRF), is explicated. This process included surveying previous UGRFs followed by creating a retreat and seminars to address specific research skill sets. The research skill sets included (a) how to develop a research team, (b) accurate data retrieval, (c) ethical considerations, (d) the research process, (e) data management, (f) successful writing of abstracts, and (g) creating effective poster presentations. Outcomes include evidence of involvement in research productivity and valuing of evidenced-based practice through the UGRF mentorship process with faculty partners.

  19. Undergraduate Science Coursework: Teachers' Goal Statements and How Students Experience Research

    Science.gov (United States)

    Van der Rijst, Roeland M.; Visser-Wijnveen, Gerda J.; Verloop, Nico; Van Driel, Jan H.

    2013-01-01

    Understanding the relation between teachers' goal statements and students' experiences about the position of research in undergraduate coursework can give use insight into ways to integrate research and teaching and foster undergraduate research. In this study, we examined to what extent teachers' goal statements agreed with students' experiences…

  20. Undergraduate Student Teachers' Views and Experiences of a Compulsory Course in Research Methods

    Science.gov (United States)

    Lombard, B. J. J.

    2015-01-01

    In comparison to attention given to research methods for education students at postgraduate level, the offering of research methods for education students at undergraduate level is less often considered. Yet, it is agreed that research methods for undergraduate level students is important for shaping student attitudes, learning and achievement in…

  1. The Influence of Materials Science and Engineering Undergraduate Research Experiences on Public Communication Skills

    Science.gov (United States)

    Ing, Marsha; Fung, Wenson W.; Kisailus, David

    2013-01-01

    Communicating research findings with others is a skill essential to the success of future STEM professionals. However, little is known about how this skill can be nurtured through participating in undergraduate research. The purpose of this study is to quantify undergraduate participation in research in a materials science and engineering…

  2. Undergraduate Students' Development of Social, Cultural, and Human Capital in a Networked Research Experience

    Science.gov (United States)

    Thompson, Jennifer Jo; Conaway, Evan; Dolan, Erin L.

    2016-01-01

    Recent calls for reform in undergraduate biology education have emphasized integrating research experiences into the learning experiences of all undergraduates. Contemporary science research increasingly demands collaboration across disciplines and institutions to investigate complex research questions, providing new contexts and models for…

  3. Linking research and education: an undergraduate research apprenticeship focusing on geologic and ecological impacts of the Elwha River Restoration

    Science.gov (United States)

    Ogston, A. S.; Eidam, E.; Webster, K. L.; Hale, R. P.

    2016-02-01

    Experiential learning is becoming well-rooted in undergraduate curriculum as a means of stimulating interest in STEM fields, and of preparing students for future careers in scientific research and communication. To further these goals in coastal sciences, an intensive, research-focused course was developed at the UW Friday Harbor Labs. The course revolved around an active NSF-funded research project concerning the highly publicized Elwha River Restoration project. Between 2008 and 2014, four groups of research "apprentices" spent their academic quarter in residence at a small, coastal marine lab in a learning environment that integrated interdisciplinary lectures, workshops on data analysis and laboratory methods, and the research process from proposal to oceanographic research cruise to publication. This environment helped students gain important skills in fieldwork planning and execution, laboratory and digital data analyses, and manuscript preparation from start to finish—all while elevating their knowledge of integrated earth science topics related to a coastal restoration project. Students developed their own research proposals and pursued their individual interests within the overall research topic, thereby expanding the overall breadth of the NSF-funded research program. The topics of student interest were often beyond the researcher's expertise, which ultimately led to more interdisciplinary findings beyond the quarter-long class. This also provided opportunities for student creativity and leadership, and for collaboration with fellow course participants and with students from many other disciplines in residence at the marine lab. Tracking the outcomes of the diverse student group undertaking this program indicates that these undergraduate (and post-bac) students are generally attending graduate school at a high rate, and launching careers in education, coastal management, and other STEM fields.

  4. The Svalbard REU Program: Undergraduates Pursuing Arctic Climate Change Research on Svalbard, Norway

    Science.gov (United States)

    Roof, S.; Werner, A.

    2007-12-01

    The Svalbard Research Experiences for Undergraduates (REU) program sponsored by the Arctic Natural Sciences Program of the National Science Foundation has been successfully providing international field research experiences since 2004. Each year, 7-9 undergraduate students have participated in 4-5 weeks of glacial geology and climate change fieldwork on Spitsbergen in the Svalbard archipelago in the North Atlantic (76- 80° N lat.). While we continue to learn new and better ways to run our program, we have learned specific management and pedagogical strategies that allow us to streamline our logistics and to provide genuine, meaningful research opportunities to undergraduate students. We select student participants after extensive nationwide advertising and recruiting. Even before applying to the program, students understand that they will be doing meaningful climate change science, will take charge of their own project, and will be expected to continue their research at their home institution. We look for a strong commitment of support from a student's advisor at their home institution before accepting students into our program. We present clear information, including participant responsibilities, potential risks and hazards, application procedures, equipment needed, etc on our program website. The website also provides relevant research papers and data and results from previous years, so potential participants can see how their efforts will contribute to growing body of knowledge. New participants meet with the previous years' participants at a professional meeting (our "REUnion") before they start their field experience. During fieldwork, students are expected to develop research questions and test their own hypotheses while providing and responding to peer feedback. Professional assessment by an independent expert provides us with feedback that helps us improve logistical procedures and shape our educational strategies. The assessment also shows us how

  5. Instructor-Created Activities to Engage Undergraduate Nursing Research Students.

    Science.gov (United States)

    Pierce, Linda L; Reuille, Kristina M

    2018-03-01

    In flipped or blended classrooms, instruction intentionally shifts to a student-centered model for a problem-based learning approach, where class time explores topics in greater depth, creating meaningful learning opportunities. This article describes instructor-created activities focused on research processes linked to evidence-based practice that engage undergraduate nursing research students. In the classroom, these activities include individual and team work to foster critical thinking and stimulate student discussion of topic material. Six activities for small and large student groups are related to quantitative, qualitative, and both research processes, as well as applying research evidence to practice. Positive student outcomes included quantitative success on assignments and robust student topic discussions, along with instructor-noted overall group engagement and interest. Using these activities can result in class time for the construction of meaning, rather than primarily information transmission. Instructors may adopt these activities to involve and stimulate students' critical thinking about research and evidence-based practice. [J Nurs Educ. 2018;57(3):174-177.]. Copyright 2018, SLACK Incorporated.

  6. Undergraduate Student Involvement in International Research - The IRES Program at MAX-lab, Sweden

    Science.gov (United States)

    Briscoe, William; O'Rielly, Grant; Fissum, Kevin

    2014-03-01

    Undergraduate students associated with The George Washington University and UMass Dartmouth have had the opportunity to participate in nuclear physics research as a part of the PIONS@MAXLAB Collaboration performing experiments at MAX-lab at Lund University in Sweden. This project has supported thirteen undergraduate students during 2009 - 2011. The student researchers are involved with all aspects of the experiments performed at the laboratory, from set-up to analysis and presentation at national conferences. These experiments investigate the dynamics responsible for the internal structure of the nucleon through the study of pion photoproduction off the nucleon and high-energy Compton scattering. Along with the US and Swedish project leaders, members of the collaboration (from four different countries) have contributed to the training and mentoring of these students. This program provides students with international research experiences that prepare them to operate successfully in a global environment and encourages them to stay in areas of science, technology, engineering and math (STEM) that are crucial for our modern, technology-dependent society. We will present the history, goals and outcomes in both physics results and student success that have come from this program. This work supported by NSF OISE/IRES award 0553467.

  7. URSSA, the Undergraduate Research Student Self-Assessment: A Tool for Assessing Student Outcomes of Undergraduate Research

    Science.gov (United States)

    Laursen, S. L.; Hunter, A.; Weston, T.; Thiry, H.

    2009-12-01

    Evidence-based thinking is essential both to science and to the development of effective educational programs. Thus assessment of student learning—gathering evidence about the nature and depth of students’ learning gains, and about how they arise—is a centerpiece of any effective undergraduate research (UR) program. Assessment data can be used to monitor progress, to diagnose problems, to strengthen program designs, and to report both good outcomes and strategies to improve them to institutional and financial stakeholders in UR programs. While the positive impact of UR on students’ educational, personal and professional development has long been a matter of faith, only recently have researchers and evaluators developed an empirical basis by which to identify and explain these outcomes. Based on this growing body of evidence, URSSA, the Undergraduate Research Student Self-Assessment, is a survey tool that departments and programs can use to assess student outcomes of UR. URSSA focuses on what students learn from their UR experience, rather than whether they liked it. Both multiple-choice and open-ended items focus on students’ gains from UR, including: (1) skills such as lab work and communication; (2) conceptual knowledge and linkages among ideas in their field and with other fields; (3) deepened understanding of the intellectual and practical work of science; (4) growth in confidence and adoption of the identity of scientist; (5) preparation for a career or graduate school in science; and (6) greater clarity in understanding what career or educational path they might wish to pursue. Other items probe students’ participation in important activities that have been shown to lead to these gains; and a set of optional items can be included to probe specific program features that may supplement UR (e.g. field trips, career seminars, housing arrangements). The poster will describe URSSA's content, development, validation, and use. For more information about

  8. Independent Study: The Culture of Mentored Undergraduate Research at The College of Wooster (Invited)

    Science.gov (United States)

    Pollock, M.; Judge, S.; Wiles, G. C.; Wilson, M. A.

    2013-12-01

    The foundation of a Wooster education is the Independent Study (I.S.) program. Established in 1947, the I.S. program is widely recognized as an exemplary undergraduate research experience (AAC&U; US News and World Report; College that Change Lives by Loren Pope). I.S. requires every Wooster student to complete an original research project. This presentation describes the details of the Wooster I.S. and, based on our experiences, gives strategies for a successful mentored undergraduate research program. Overall, the I.S. process resembles a graduate research project. Students typically begin their work in the spring of their junior year when they review the literature, learn techniques, and write a proposal for their Senior I.S. research. Many students conduct field and lab work over the following summer, although this is not a requirement of the program. In their senior year, students work one-on-one with faculty members and sometimes in small (~4 person) research groups to drive their projects forward with an increasing sense of independence. I.S. culminates in a written thesis and oral defense. Most of our students present their work at national meetings and many projects are published in peer-reviewed journals. The success of the I.S. program is largely the result of two key components: (1) the integration of undergraduate research into the curriculum, and (2) the focus on student mentoring. We have thoughtfully structured our courses so that, as students move toward I.S., they progress from concrete to abstract concepts, and from simple to complex skills. The College also recognizes the value of I.S by assigning it credit; Students earn a full course credit for each semester of I.S. (3 courses total) and there is some credit in the faculty teaching load for I.S. advising. Advisors are really mentors who are invested in their students' academic and scholarly success. As mentors, we emphasize collaboration, provide guidance and support, and hold students

  9. Implementation of a Collaborative Series of Classroom-Based Undergraduate Research Experiences Spanning Chemical Biology, Biochemistry, and Neurobiology

    Science.gov (United States)

    Kowalski, Jennifer R.; Hoops, Geoffrey C.; Johnson, R. Jeremy

    2016-01-01

    Classroom undergraduate research experiences (CUREs) provide students access to the measurable benefits of undergraduate research experiences (UREs). Herein, we describe the implementation and assessment of a novel model for cohesive CUREs focused on central research themes involving faculty research collaboration across departments. Specifically, we implemented three collaborative CUREs spanning chemical biology, biochemistry, and neurobiology that incorporated faculty members’ research interests and revolved around the central theme of visualizing biological processes like Mycobacterium tuberculosis enzyme activity and neural signaling using fluorescent molecules. Each CURE laboratory involved multiple experimental phases and culminated in novel, open-ended, and reiterative student-driven research projects. Course assessments showed CURE participation increased students’ experimental design skills, attitudes and confidence about research, perceived understanding of the scientific process, and interest in science, technology, engineering, and mathematics disciplines. More than 75% of CURE students also engaged in independent scientific research projects, and faculty CURE contributors saw substantial increases in research productivity, including increased undergraduate student involvement and academic outputs. Our collaborative CUREs demonstrate the advantages of multicourse CUREs for achieving increased faculty research productivity and traditional CURE-associated student learning and attitude gains. Our collaborative CURE design represents a novel CURE model for ongoing laboratory reform that benefits both faculty and students. PMID:27810870

  10. Integrating scientific research into undergraduate curriculum: A new direction in dental education

    Directory of Open Access Journals (Sweden)

    Fahad Saleh Al Sweleh

    2016-01-01

    Conclusion: The undergraduate research is a cumulative learning experience which requires the support of the institute and faculty. Establishing a dental student research journal would encourage students to conduct and publish their research.

  11. Undergraduate physiotherapy research training in south africa: the Medunsa experience

    Directory of Open Access Journals (Sweden)

    D. J. Mothabeng

    2002-01-01

    Full Text Available Background and Purpose: Research interest has increased in physiotherapy in the past two decades. During this period, the physiotherapy department at the Medical University of Southern Africa(MEDUNSA started its degree programme. The first undergraduateresearch projects (UGRP were produced in 1985. The purpose of this study was to analyze the UGRPs conducted between 1985 and 1999 in terms of methodological trends (qualitative versus quantitative and subject content.Methods: A retrospective analysis of the 114 UGRPs carried out in the department was conducted. The projects were read and analyzed according to methodology, research context and topic categories. The 15-year period was analyzed in three 5-year phases (1985 - 1989; 1990 - 1994 and 1995 - 1999, using descriptive statistics. Results: There was a gradual increase in the number of UGRPs during the study period in keeping with the increase in student numbers, with the last five years recording the highest number of projects. An interesting finding was a decline in experimental and clinical research, which was lowest in the last five years. Conclusion: The findings are paradoxical, given the need for experimental research to validate current clinical  practice. Non-experimental qualitative research is however important in the view of the national health plan.  A balance between qualitative and quantitative research is therefore important and must be emphasized in student training. Student research projects need to be maximally utilized to improve departmental research output.

  12. A Model for Undergraduate and High School Student Research in Earth and Space Sciences: The New York City Research Initiative

    Science.gov (United States)

    Scalzo, F.; Johnson, L.; Marchese, P.

    2006-05-01

    The New York City Research Initiative (NYCRI) is a research and academic program that involves high school students, undergraduate and graduate students, and high school teachers in research teams that are led by college/university principal investigators of NASA funded projects and/or NASA scientists. The principal investigators are at 12 colleges/universities within a 50-mile radius of New York City (NYC and surrounding counties, Southern Connecticut and Northern New Jersey), as well as the NASA Goddard Institute of Space Studies (GISS). This program has a summer research institute component in Earth Science and Space Science, and an academic year component that includes the formulation and implementation NASA research based learning units in existing STEM courses by high school and college faculty. NYCRI is a revision and expansion of the Institute on Climate and Planets at GISS and is funded by NASA MURED and the Goddard Space Flight Center's Education Office.

  13. National Genome Research Initiative: A New Paradigm For Teaching Research To Undergraduates In South America

    Directory of Open Access Journals (Sweden)

    Rafael Ovalle

    2012-05-01

    Full Text Available Introduction: From 2007 to 2011, the Howard Hughes Medical Institute (HHMI recruited professors across the US to test a new paradigm in undergraduate education: the National Genome Research Initiative (NGRI. Undergraduates were taught to isolate bacteriophages, characterize their findings, and report to the scientific community.Objective: The educational goal of the NGRI program was to expose science undergraduates to an authentic research experience to increase graduation rates. The scientific goal was to isolate mycobacteriophages to be used as therapeutic agents against disease-causing mycobacteria.Materials and Methods: In a one-semester lab course undergraduates are taught to find, grow, and purify bacteriophages. In the second semester, students use bioinformatic software to annotate sequences of their bacteriophages.Results: Ahead of data on student graduation rates, the NGRI program has generated expanded productivity for US undergraduates. Over a four year period, thousands of participants were taught to collect bacteriophages, annotate sequences, and present their findings. Those undergraduates will have isolated 2300+ phages, annotated 250+ sequences, presented hundreds of posters at conferences across the US, and are co-authors on papers published by labs participating in the NGRI program.Discussion: Many professors in the US academic community are convinced that the NGRI program will have lasting impact on the US educational system. Several professors have banded together to form the Phage Galaxy Consortium to continue HHMI’s goal of implementation of the NGRI program at all US colleges.Conclusions: HHMI’s paradigm is ready for distribution to Central and South America.

  14. Impact of Interdisciplinary Undergraduate Research in Mathematics and Biology on the Development of a New Course Integrating Five STEM Disciplines

    OpenAIRE

    Caudill, Lester; Hill, April; Hoke, Kathy; Lipan, Ovidiu

    2010-01-01

    Funded by innovative programs at the National Science Foundation and the Howard Hughes Medical Institute, University of Richmond faculty in biology, chemistry, mathematics, physics, and computer science teamed up to offer first- and second-year students the opportunity to contribute to vibrant, interdisciplinary research projects. The result was not only good science but also good science that motivated and informed course development. Here, we describe four recent undergraduate research proj...

  15. Math Fact Strategies Research Project

    Science.gov (United States)

    Boso, Annie

    2011-01-01

    An action research project was conducted in order to determine effective math fact strategies for first graders. The traditional way of teaching math facts included using timed tests and flashcards, with most students counting on their fingers or a number line. Six new research-based strategies were taught and analyzed to decide which methods…

  16. Experimental plasma research project summaries

    International Nuclear Information System (INIS)

    1982-10-01

    The experimental plasma Research Branch has responsibility for developing a broad range of experimental data and new experimental techniques that are required for operating and interpreting present large-scale confinement experiments, and for designing future deuterium-tritium burining facilities. The Branch pursued these objectives by supporting research in DOE laboratories, other Federal laboratories, other Federal laboratories, universities, and private industry. Initiation and renewal of research projects are primarily through submission of unsolicited proposals by these institutions to DOE. Summaries of these projects are given

  17. A New Model for Transitioning Students from the Undergraduate Teaching Laboratory to the Research Laboratory

    Science.gov (United States)

    Hollenbeck, Jessica J.; Wixson, Emily N.; Geske, Grant D.; Dodge, Matthew W.; Tseng, T. Andrew; Clauss, Allen D.; Blackwell, Helen E.

    2006-01-01

    The transformation of 346 chemistry courses into a training experience that could provide undergraduate students with a skill set essential for a research-based chemistry career is presented. The course has an innovative structure that connects undergraduate students with graduate research labs at the semester midpoint and also includes new,…

  18. The Contribution of Qualitative Research Towards the Issues Affecting Female Undergraduate Engineering Students

    Science.gov (United States)

    Duggan, Louise Maria

    2015-01-01

    This article explores the use of qualitative research methods towards our understanding of the issues affecting female undergraduate engineers. As outlined in this article female engineering students face many challenges during their undergraduate studies. Qualitative research methods provide an opportunity to gain a deeper understanding of the…

  19. Introducing Ethics to Chemistry Students in a "Research Experiences for Undergraduates" (REU) Program

    Science.gov (United States)

    Hanson, Mark J.

    2015-01-01

    A three-day ethics seminar introduced ethics to undergraduate environmental chemistry students in the Research Experiences for Undergraduates (REU) program. The seminar helped students become sensitive to and understand the ethical and values dimensions of their work as researchers. It utilized a variety of resources to supplement lectures and…

  20. Ideas and Approaches for Teaching Undergraduate Research Methods in the Health Sciences

    Science.gov (United States)

    Peachey, Andrew A.; Baller, Stephanie L.

    2015-01-01

    Training in research methodology is becoming more commonly expected within undergraduate curricula designed to prepare students for entry into graduate allied health programs. Little information is currently available about pedagogical strategies to promote undergraduate students' learning of research methods, and less yet is available discussing…

  1. Undergraduate Electronics Projects Based on the Design of an Optical Wireless Audio Transmission System

    Science.gov (United States)

    Oliveira, Luis Bica; Paulino, Nuno; Oliveira, João P.; Santos-Tavares, Rui; Pereira, Nuno; Goes, João

    2017-01-01

    The two projects presented in this paper can be used either as two separate assignments in two different semesters or as a final assignment for undergraduate students of electrical engineering. They have two main objectives: first, to teach basic electronic circuit design concepts and, second, to motivate the students to learn more about analog…

  2. The C-MORE Scholars Program: Engaging minority students in STEM through undergraduate research

    Science.gov (United States)

    Gibson, B. A.; Bruno, B. C.

    2010-12-01

    There have been several studies that show how undergraduate research experiences (REU) have a positive impact on a student’s academic studies and career path, including being a positive influence toward improving the student's lab skills and ability to work independently. Moreover, minority students appear to relate to science, technology, engineering, and mathematics (STEM) concepts better when they are linked with (1) a service learning component, and (2) STEM courses that include a cultural and social aspect that engages the student in a way that does not distract from the student’s technical learning. It is also known that a “place-based” approach that incorporates traditional (indigenous) knowledge can help engage underrepresented minority groups in STEM disciplines and increase science literacy. Based on the methods and best practices used by other minority serving programs and described in the literature, the Center for Microbial Oceanography: Research and Education (C-MORE) has successfully developed an academic-year REU to engage and train the next generation of scientists. The C-MORE Scholars Program provides undergraduate students majoring in an ocean or earth science-related field, especially underrepresented students such as Native Hawaiians and Pacific Islanders, the opportunity to participate in unique and cutting edge hands-on research experiences. The program appoints awardees at one of three levels based on previous research and academic experience, and students can progress through the various tiers as their skills and STEM content knowledge develop. All awardees receive guidance on a research project from a mentor who is a scientist at the university and/or industry. A key component of the program is the inclusion of professional development activities to help the student continue towards post graduation education or prepare for career opportunities after they receive their undergraduate STEM degree.

  3. Biotechnology by Design: An Introductory Level, Project-Based, Synthetic Biology Laboratory Program for Undergraduate Students.

    Science.gov (United States)

    Beach, Dale L; Alvarez, Consuelo J

    2015-12-01

    Synthetic biology offers an ideal opportunity to promote undergraduate laboratory courses with research-style projects, immersing students in an inquiry-based program that enhances the experience of the scientific process. We designed a semester-long, project-based laboratory curriculum using synthetic biology principles to develop a novel sensory device. Students develop subject matter knowledge of molecular genetics and practical skills relevant to molecular biology, recombinant DNA techniques, and information literacy. During the spring semesters of 2014 and 2015, the Synthetic Biology Laboratory Project was delivered to sophomore genetics courses. Using a cloning strategy based on standardized BioBrick genetic "parts," students construct a "reporter plasmid" expressing a reporter gene (GFP) controlled by a hybrid promoter regulated by the lac-repressor protein (lacI). In combination with a "sensor plasmid," the production of the reporter phenotype is inhibited in the presence of a target environmental agent, arabinose. When arabinose is absent, constitutive GFP expression makes cells glow green. But the presence of arabinose activates a second promoter (pBAD) to produce a lac-repressor protein that will inhibit GFP production. Student learning was assessed relative to five learning objectives, using a student survey administered at the beginning (pre-survey) and end (post-survey) of the course, and an additional 15 open-ended questions from five graded Progress Report assignments collected throughout the course. Students demonstrated significant learning gains (p Biology Laboratory Project enhanced their understanding of molecular genetics. The laboratory project is highly adaptable for both introductory and advanced courses.

  4. Do fazer ao compreender ciências: reflexões sobre o aprendizado de alunos de iniciação científica em química From making to understand science: reflexions on students' learning through undergraduate research projects in chemistry

    Directory of Open Access Journals (Sweden)

    Salete Linhares Queiroz

    2004-01-01

    Full Text Available O artigo toma por base investigações realizadas sobre as atividades desenvolvidas por alunas de graduação, enquanto estudantes de iniciação científica, em laboratório de pesquisa na área de química. O principal objetivo do estudo foi investigar o entendimento das alunas no que diz respeito à natureza da ciência, quando submetidas a esse tipo de instrução acadêmica. Os dados obtidos por meio de entrevistas com docentes e estudantes foram analisados segundo estudos em sociologia da ciência realizados por LATOUR e WOOLGAR.The paper is based on a study of the laboratory work of undergraduate chemistry students during the time they were involved in undergraduate research projects. The aim of the study was to gain insight into what students learn about the nature of science from this approach to science instruction. The data were gathered through students' and professors' interviews and were analyzed using LATOUR and WOOLGAR'S concepts of sociology of science.

  5. Undergraduate research involving human subjects should not be granted ethical approval unless it is likely to be of publishable quality.

    Science.gov (United States)

    Gallagher, Cathal T; McDonald, Lisa J; McCormack, Niamh P

    2014-06-01

    Small-scale research projects involving human subjects have been identified as being effective in developing critical appraisal skills in undergraduate students. In deciding whether to grant ethical approval to such projects, university research ethics committees must weigh the benefits of the research against the risk of harm or discomfort to the participants. As the learning objectives associated with student research can be met without the need for human subjects, the benefit associated with training new healthcare professionals cannot, in itself, justify such risks. The outputs of research must be shared with the wider scientific community if it is to influence future practice. Our survey of 19 UK universities indicates that undergraduate dissertations associated with the disciplines of medicine, dentistry and pharmacy are not routinely retained in their library catalogues, thus closing a major avenue to the dissemination of their findings. If such research is unlikely to be published in a peer-reviewed journal, presented at a conference, or otherwise made available to other researchers, then the risks of harm, discomfort or inconvenience to participants are unlikely to be offset by societal benefits. Ethics committees should be satisfied that undergraduate research will be funnelled into further research that is likely to inform clinical practice before granting ethical approval.

  6. 20% Research & Design Science Project

    Science.gov (United States)

    Spear, Beth A.

    2015-04-01

    A project allowing employees to use 15 % of their time on independent projects was established at 3M in the 1950's. The result of this project included products like post it notes and masking tape. Google allows its employees to use 20% of their time on independently pursued projects. The company values creativity and innovation. Employees are allowed to explore projects of interest to them one day out of the week, 20 % of their work week. Products like AdSense, Gmail, Google Transit, Google News, and Google Talk are the result of this 20 % program. My school is implementing the Next Generation Science Standards (NGSS) as part of our regularly scheduled curriculum review. These new standards focus on the process of learning by doing and designing. The NGSS are very hands on and active. The new standards emphasize learning how to define, understand and solve problems in science and technology. In today's society everyone needs to be familiar with science and technology. This project allows students to develop and practice skills to help them be more comfortable and confident with science and technology while exploring something of interest to them. This project includes three major parts: research, design, and presentation. Students will spend approximately 2-4 weeks defining a project proposal and educating themselves by researching a science and technology topic that is of interest to them. In the next phase, 2-4 weeks, students design a product or plan to collect data for something related to their topic. The time spent on research and design will be dependant on the topic students select. Projects should be ambitious enough to encompass about six weeks. Lastly a presentation or demonstration incorporating the research and design of the project is created, peer reviewed and presented to the class. There are some problems anticipated or already experienced with this project. It is difficult for all students to choose a unique topic when you have large class sizes

  7. Simulations, Imaging, and Modeling: A Unique Theme for an Undergraduate Research Program in Biomechanics.

    Science.gov (United States)

    George, Stephanie M; Domire, Zachary J

    2017-07-01

    As the reliance on computational models to inform experiments and evaluate medical devices grows, the demand for students with modeling experience will grow. In this paper, we report on the 3-yr experience of a National Science Foundation (NSF) funded Research Experiences for Undergraduates (REU) based on the theme simulations, imaging, and modeling in biomechanics. While directly applicable to REU sites, our findings also apply to those creating other types of summer undergraduate research programs. The objective of the paper is to examine if a theme of simulations, imaging, and modeling will improve students' understanding of the important topic of modeling, provide an overall positive research experience, and provide an interdisciplinary experience. The structure of the program and the evaluation plan are described. We report on the results from 25 students over three summers from 2014 to 2016. Overall, students reported significant gains in the knowledge of modeling, research process, and graduate school based on self-reported mastery levels and open-ended qualitative responses. This theme provides students with a skill set that is adaptable to other applications illustrating the interdisciplinary nature of modeling in biomechanics. Another advantage is that students may also be able to continue working on their project following the summer experience through network connections. In conclusion, we have described the successful implementation of the theme simulation, imaging, and modeling for an REU site and the overall positive response of the student participants.

  8. Broadening participation in Research Experiences for Undergraduates (REU) programs: an evaluation of the team research model for undergraduate research experiences

    Science.gov (United States)

    Berthelote, A. R.; Geraghty Ward, E. M.; Dalbotten, D. M.

    2014-12-01

    The REU site on sustainable land and water resources has a goal of broadening participation in the geosciences by underrepresented groups and particularly Native American students. We are evaluating modifications to the traditional REU model in order to better support these students. First, we review a team research model for REU students, where students are placed on teams and work together in peer groups supported by a team of mentors. Second, the REU takes place in locations that have high populations of Native American students to remove barriers to participation for non-traditional students. Finally, the teams do research on issues related to local concerns with cultural focus. Traditional REU models (1 faculty to 1 student/on campus) have been shown to be effective in supporting student movement into graduate programs but often fail to attract a diverse group of candidates. In addition, they rely for success on the relationship between faculty and student, which can often be undermined by unrealistic expectations on the part of the student about the mentor relationship, and can be exacerbated by cultural misunderstanding, conflicting discourse, or students' personal or family issues. At this REU site, peer mentorship and support plays a large role. Students work together to select their research question, follow the project to completion and present the results. Students from both native and non-native backgrounds learn about the culture of the partner reservations and work on a project that is of immediate local concern. The REU also teaches students protocols for working on Native American lands that support good relations between reservation and University. Analysis of participant data gathered from surveys and interview over the course of our 3-year program indicates that the team approach is successful. Students noted that collaborating with other teams was rewarding and mentors reported positively about their roles in providing guidance for the student

  9. Undergraduate ESL Students’ Difficulties in Writing the Introduction for Research Reports

    Directory of Open Access Journals (Sweden)

    Mirrah Diyana Binti Maznun

    2017-02-01

    Full Text Available This study was conducted to investigate the difficulties encountered by undergraduate ESL students in writing the introduction section of their project reports. Five introduction sections of bachelor of arts students, majoring in English language, were analyzed and a lecturer was interviewed regarding the areas of the students’ weaknesses. Swales’ create-a-research-space (cars model was used as the analytical framework of the study. The results revealed that students confronted problems in writing their introduction for each move especially for move 2, which consists of counter claiming, indicating research gap, raising questions from previous research and continuing tradition. It was also found that the students had difficulty in writing the background of the study, theoretical framework, and statement of the problem which indicated their unawareness of the appropriate rhetorical structure of the introduction section.

  10. STEERing an IDeA in Undergraduate Research at a Rural Research Intensive University

    Directory of Open Access Journals (Sweden)

    Donald A. Sens

    2017-10-01

    Full Text Available This study documents outcomes, including student career choices, of the North Dakota Institutional Development Award Networks of Biomedical Research Excellence program that provides 10-week, summer undergraduate research experiences at the University of North Dakota School of Medicine and Health Sciences. Program evaluation initiated in 2008 and, to date, 335 students have completed the program. Of the 335, 214 students have successfully completed their bachelor’s degree, 102 are still undergraduates, and 19 either did not complete a bachelor’s degree or were lost to follow-up. The program was able to track 200 of the 214 students for education and career choices following graduation. Of these 200, 76% continued in postgraduate health-related education; 34.0% and 20.5% are enrolled in or have completed MD or PhD programs, respectively. Other postbaccalaureate pursuits included careers in pharmacy, optometry, dentistry, public health, physical therapy, nurse practitioner, and physician’s assistant, accounting for an additional 21.5%. Most students electing to stop formal education at the bachelor’s degree also entered fields related to health care or science, technology, engineering, and mathematics (19.5%, with only a small number of the 200 students tracked going into service or industries which lacked an association with the health-care workforce (4.5%. These student outcomes support the concept that participation in summer undergraduate research boosts efforts to populate the pipeline of future researchers and health professionals. It is also an indication that future researchers and health professionals will be able to communicate the value of research in their professional and social associations. The report also discusses best practices and issues in summer undergraduate research for students originating from rural environments.

  11. Global research engagement by undergraduates and its impact: Laser metal deposition studies in us - South Africa collaboration

    CSIR Research Space (South Africa)

    Kumpaty, S

    2017-11-01

    Full Text Available This paper presents the follow-up work of research conducted by Milwaukee School of Engineering senior undergraduate students in South Africa under the second year of the Research Experiences for Undergraduates grant EEC-1460183 sponsored...

  12. A Social Capital Perspective on the Mentoring of Undergraduate Life Science Researchers: An Empirical Study of Undergraduate-Postgraduate-Faculty Triads

    Science.gov (United States)

    Aikens, Melissa L.; Sadselia, Sona; Watkins, Keiana; Evans, Mara; Eby, Lillian T.; Dolan, Erin L.

    2016-01-01

    Undergraduate researchers at research universities are often mentored by graduate students or postdoctoral researchers (referred to collectively as "postgraduates") and faculty, creating a mentoring triad structure. Triads differ based on whether the undergraduate, postgraduate, and faculty member interact with one another about the…

  13. HOW DO STUDENTS PERCIEVE AND APPRECIATE “FAILURE” DURING UNDERGRADUATE RESEARCH?

    Directory of Open Access Journals (Sweden)

    S. Rowland

    2015-08-01

    Full Text Available Since 2011 we have conducted Authentic Large-scale Undergraduate Research Experiences (ALURES with our Sophomore and Junior biochemistry cohorts - so far over 1000 students have participated.The students in 2011-2014 wrote reflections about their experiences mid-semester and/or at the end of semester. Their writing indicates a growing awareness of the value of failure and struggle, as well as a healthy respect for the power of peer support and interaction.We asked the question “what do our students see as a “failure”, and does their understanding of the value of struggle change as a result of the ALURE experience?In 2015 we are conducting a longitudinal study of our ALURE students as they progress through the semester – the students have completed a series of five semi-structured interviews and the URSSA survey. We are examining their development of research and scientific literacy through the lens of productive failure.Our results indicate that although we feel we are designing productive failure into our undergraduate research experiences, we do not appear to be providing a high enough sense of risk or responsibility. This means that the students do not experience a sense of struggle or project ownership with the authenticity we desire. This is causing us to redesign our ALURE offerings.

  14. Vibration isolation/suppression: research experience for undergraduates in mechatronics and smart structures

    Science.gov (United States)

    Fonda, James; Rao, Vittal S.; Sana, Sridhar

    2001-08-01

    This paper provides an account of a student research project conducted under the sponsoring of the National Science Foundation (NSF) program on Research Experience for Undergraduates (REU) in Mechatronics and Smart Strictures in the summer of 2000. The objective of the research is to design and test a stand-alone controller for a vibration isolation/suppression system. The design specification for the control system is to suppress the vibrations induced by the external disturbances by at least fiver times and hence to achieve vibration isolation. Piezo-electric sensors and actuators are utilized for suppression of unwanted vibrations. Various steps such as modeling of the system, controller design, simulation, closed-loop testing using d- Space rapid prototyping system, and analog control implementation are discussed in the paper. Procedures for data collection, the trade-offs carried out in the design, and analog controller implementation issues are also presented in the paper. The performances of various controllers are compared. The experiences of an undergraduate student are summarized in the conclusion of the paper.

  15. Analysis of final year DVM research projects submitted to the Faculty ...

    African Journals Online (AJOL)

    This study analyzed the intellectual output of the undergraduate final year students. research projects submitted to the Faculty of Veterinary Medicine, Usmanu Danfodiyo University, Sokoto, from 1994 to 2004. The findings of the study show that a total of 194 research projects were produced within the period under study.

  16. Conscientious Consumerism Project in an Undergraduate Quality Management Class

    Science.gov (United States)

    Helms, Marilyn M.

    2014-01-01

    This article describes a "conscientious consumerism" project that involves the student as the consumer to either commend or complain to a company about a recent product or service experience. This activity and presentation helps students develop an understanding of the commendation/complaint management process within organizations while…

  17. The Genomics Education Partnership: Successful Integration of Research into Laboratory Classes at a Diverse Group of Undergraduate Institutions

    Science.gov (United States)

    Shaffer, Christopher D.; Alvarez, Consuelo; Bailey, Cheryl; Barnard, Daron; Bhalla, Satish; Chandrasekaran, Chitra; Chandrasekaran, Vidya; Chung, Hui-Min; Dorer, Douglas R.; Du, Chunguang; Eckdahl, Todd T.; Poet, Jeff L.; Frohlich, Donald; Goodman, Anya L.; Gosser, Yuying; Hauser, Charles; Hoopes, Laura L.M.; Johnson, Diana; Jones, Christopher J.; Kaehler, Marian; Kokan, Nighat; Kopp, Olga R.; Kuleck, Gary A.; McNeil, Gerard; Moss, Robert; Myka, Jennifer L.; Nagengast, Alexis; Morris, Robert; Overvoorde, Paul J.; Shoop, Elizabeth; Parrish, Susan; Reed, Kelynne; Regisford, E. Gloria; Revie, Dennis; Rosenwald, Anne G.; Saville, Ken; Schroeder, Stephanie; Shaw, Mary; Skuse, Gary; Smith, Christopher; Smith, Mary; Spana, Eric P.; Spratt, Mary; Stamm, Joyce; Thompson, Jeff S.; Wawersik, Matthew; Wilson, Barbara A.; Youngblom, Jim; Leung, Wilson; Buhler, Jeremy; Mardis, Elaine R.; Lopatto, David

    2010-01-01

    Genomics is not only essential for students to understand biology but also provides unprecedented opportunities for undergraduate research. The goal of the Genomics Education Partnership (GEP), a collaboration between a growing number of colleges and universities around the country and the Department of Biology and Genome Center of Washington University in St. Louis, is to provide such research opportunities. Using a versatile curriculum that has been adapted to many different class settings, GEP undergraduates undertake projects to bring draft-quality genomic sequence up to high quality and/or participate in the annotation of these sequences. GEP undergraduates have improved more than 2 million bases of draft genomic sequence from several species of Drosophila and have produced hundreds of gene models using evidence-based manual annotation. Students appreciate their ability to make a contribution to ongoing research, and report increased independence and a more active learning approach after participation in GEP projects. They show knowledge gains on pre- and postcourse quizzes about genes and genomes and in bioinformatic analysis. Participating faculty also report professional gains, increased access to genomics-related technology, and an overall positive experience. We have found that using a genomics research project as the core of a laboratory course is rewarding for both faculty and students. PMID:20194808

  18. Race and Research Methods Anxiety in an Undergraduate Sample: The Potential Effects of Self-Perception

    Science.gov (United States)

    Eckberg, Deborah A.

    2015-01-01

    This study explores race as a potential predictor of research methods anxiety among a sample of undergraduates. While differences in academic achievement based on race and ethnicity have been well documented, few studies have examined racial differences in anxiety with regard to specific subject matter in undergraduate curricula. This exploratory…

  19. An undergraduate course to bridge the gap between textbooks and scientific research.

    Science.gov (United States)

    Wiegant, Fred; Scager, Karin; Boonstra, Johannes

    2011-01-01

    This article reports on a one-semester Advanced Cell Biology course that endeavors to bridge the gap between gaining basic textbook knowledge about cell biology and learning to think and work as a researcher. The key elements of this course are 1) learning to work with primary articles in order to get acquainted with the field of choice, to learn scientific reasoning, and to identify gaps in our current knowledge that represent opportunities for further research; 2) formulating a research project with fellow students; 3) gaining thorough knowledge of relevant methodology and technologies used within the field of cell biology; 4) developing cooperation and leadership skills; and 5) presenting and defending research projects before a jury of experts. The course activities were student centered and focused on designing a genuine research program. Our 5-yr experience with this course demonstrates that 1) undergraduate students are capable of delivering high-quality research designs that meet professional standards, and 2) the authenticity of the learning environment in this course strongly engages students to become self-directed and critical thinkers. We hope to provide colleagues with an example of a course that encourages and stimulates students to develop essential research thinking skills.

  20. Realizing Student, Faculty, and Institutional Outcomes at Scale: Institutionalizing Undergraduate Research, Scholarship, and Creative Activity within Systems and Consortia

    Science.gov (United States)

    Malachowski, Mitchell; Osborn, Jeffrey M.; Karukstis, Kerry K.; Ambos, Elizabeth L.

    2015-01-01

    This chapter reviews the evidence for the effectiveness of undergraduate research as a student, faculty, and institutional success pathway, and provides the context for the Council on Undergraduate Research's support for developing and enhancing undergraduate research in systems and consortia. The chapter also provides brief introductions to each…

  1. Desegregating undergraduate mathematics and biology--interdisciplinary instruction with emphasis on ongoing biomedical research.

    Science.gov (United States)

    Robeva, Raina

    2009-01-01

    The remarkable advances in the field of biology in the last decade, specifically in the areas of biochemistry, genetics, genomics, proteomics, and systems biology, have demonstrated how critically important mathematical models and methods are in addressing questions of vital importance for these disciplines. There is little doubt that the need for utilizing and developing mathematical methods for biology research will only grow in the future. The rapidly increasing demand for scientists with appropriate interdisciplinary skills and knowledge, however, is not being reflected in the way undergraduate mathematics and biology courses are structured and taught in most colleges and universities nationwide. While a number of institutions have stepped forward and addressed this need by creating and offering interdisciplinary courses at the juncture of mathematics and biology, there are still many others at which there is little, if any, interdisciplinary interaction between the curricula. This chapter describes an interdisciplinary course and a textbook in mathematical biology developed collaboratively by faculty from Sweet Briar College and the University of Virginia School of Medicine. The course and textbook are designed to provide a bridge between the mathematical and biological sciences at the lower undergraduate level. The course is developed for and is being taught in a liberal arts setting at Sweet Briar College, Virginia, but some of the advanced modules are used in a course at the University of Virginia for advanced undergraduate and beginning graduate students. The individual modules are relatively independent and can be used as stand-alone projects in conventional mathematics and biology courses. Except for the introductory material, the course and textbook topics are based on current biomedical research.

  2. Critical Components of a Successful Undergraduate Research Experience in the Geosciences for Minority Students

    Science.gov (United States)

    Liou-Mark, J.; Blake, R.; Chukuigwe, C.

    2013-12-01

    For the past five years, the New York City College of Technology has administered a successful National Science Foundation (NSF) Research Experience for Undergraduates (REU) program. The program provides rich, substantive, academic and life-transformative STEM educational experiences for students who would otherwise not pursue STEM education altogether or would not pursue STEM education through to the graduate school level. The REU Scholars are provided with an opportunity to conduct intensive satellite and ground-based remote sensing research at the National Oceanic and Atmospheric Administration Cooperative Remote Sensing Science and Technology Center (NOAA-CREST). Candidates for the program are recruited from the City University of New York's twenty-three separate campuses. These students engage in a research experience that spans the summer and the fall and spring semesters. Eighty-four percent (84%) of the program participants are underrepresented minorities in STEM, and they are involved in a plethora of undergraduate research best practice activities that include: training courses in MATLAB programming, Geographic Information Systems, and Remote Sensing; workshops in Research Ethics, Scientific Writing, and Oral and Poster Research Presentations; national, regional, and local conference presentations; graduate school support; and geoscience exposure events at national laboratories, agencies, and research facilities. To enhance their success in the program, the REU Scholars are also provided with a comprehensive series of safety nets that include a multi-tiered mentoring design specifically to address critical issues faced by this diverse population. Since the inception of the REU program in 2008, a total of 61 undergraduate students have finished or are continuing with their research or are pursuing their STEM endeavors. All the REU Scholars conducted individual satellite and ground-based remote sensing research projects that ranged from the study of

  3. An Undergraduate-Built Prototype Altitude Determination System (PADS) for High Altitude Research Balloons.

    Science.gov (United States)

    Verner, E.; Bruhweiler, F. C.; Abot, J.; Casarotto, V.; Dichoso, J.; Doody, E.; Esteves, F.; Morsch Filho, E.; Gonteski, D.; Lamos, M.; Leo, A.; Mulder, N.; Matubara, F.; Schramm, P.; Silva, R.; Quisberth, J.; Uritsky, G.; Kogut, A.; Lowe, L.; Mirel, P.; Lazear, J.

    2014-12-01

    In this project a multi-disciplinary undergraduate team from CUA, comprising majors in Physics, Mechanical Engineering, Electrical Engineering, and Biology, design, build, test, fly, and analyze the data from a prototype attitude determination system (PADS). The goal of the experiment is to determine if an inexpensive attitude determination system could be built for high altitude research balloons using MEMS gyros. PADS is a NASA funded project, built by students with the cooperation of CUA faculty, Verner, Bruhweiler, and Abot, along with the contributed expertise of researchers and engineers at NASA/GSFC, Kogut, Lowe, Mirel, and Lazear. The project was initiated through a course taught in CUA's School of Engineering, which was followed by a devoted effort by students during the summer of 2014. The project is an experiment to use 18 MEMS gyros, similar to those used in many smartphones, to produce an averaged positional error signal that could be compared with the motion of the fixed optical system as recorded through a string of optical images of stellar fields to be stored on a hard drive flown with the experiment. The optical system, camera microprocessor, and hard drive are enclosed in a pressure vessel, which maintains approximately atmospheric pressure throughout the balloon flight. The experiment uses multiple microprocessors to control the camera exposures, record gyro data, and provide thermal control. CUA students also participated in NASA-led design reviews. Four students traveled to NASA's Columbia Scientific Balloon Facility in Palestine, Texas to integrate PADS into a large balloon gondola containing other experiments, before being shipped, then launched in mid-August at Ft. Sumner, New Mexico. The payload is to fly at a float altitude of 40-45,000 m, and the flight last approximately 15 hours. The payload is to return to earth by parachute and the retrieved data are to be analyzed by CUA undergraduates. A description of the instrument is presented

  4. The Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) Project

    Science.gov (United States)

    Beichner, Robert J.

    2011-04-01

    How do you keep a classroom of 100 undergraduates actively learning? Can students practice communication and teamwork skills in a large class? How do you boost the performance of underrepresented groups? The Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) Project has addressed these concerns. Because of their inclusion in a leading introductory physics textbook, project materials are used by more than 1/3 of all science, math, and engineering majors nationwide. The room design and pedagogy have been adopted at more than 100 leading institutions across the country. Physics, chemistry, math, astronomy, biology, engineering, earth sciences, and even literature classes are currently being taught this way. Educational research indicates that students should collaborate on interesting tasks and be deeply involved with the material they are studying. We promote active learning in a redesigned classroom for 100 students or more. (Of course, smaller classes can also benefit.) Class time is spent primarily on "tangibles" and "ponderables"--hands-on activities, simulations, and interesting questions. Nine students sit in three teams at round tables. Instructors circulate and engage in Socratic dialogues. The setting looks like a banquet hall, with lively interactions nearly all the time. Hundreds of hours of classroom video and audio recordings, transcripts of numerous interviews and focus groups, data from conceptual learning assessments (using widely-recognized instruments in a pretest/posttest protocol), and collected portfolios of student work are part of our rigorous assessment effort. Our findings (based on data from over 16,000 students collected over five years as well as replications at adopting sites) can be summarized as the following: 1) Female failure rate is 1/5 of previous levels, even though more is demanded of students. 2) Minority failure rate is 1/4 that seen in traditionally taught courses. 3) At-risk students are more

  5. A Social Capital Perspective on the Mentoring of Undergraduate Life Science Researchers: An Empirical Study of Undergraduate-Postgraduate-Faculty Triads.

    Science.gov (United States)

    Aikens, Melissa L; Sadselia, Sona; Watkins, Keiana; Evans, Mara; Eby, Lillian T; Dolan, Erin L

    2016-01-01

    Undergraduate researchers at research universities are often mentored by graduate students or postdoctoral researchers (referred to collectively as "postgraduates") and faculty, creating a mentoring triad structure. Triads differ based on whether the undergraduate, postgraduate, and faculty member interact with one another about the undergraduate's research. Using a social capital theory framework, we hypothesized that different triad structures provide undergraduates with varying resources (e.g., information, advice, psychosocial support) from the postgraduates and/or faculty, which would affect the undergraduates' research outcomes. To test this, we collected data from a national sample of undergraduate life science researchers about their mentoring triad structure and a range of outcomes associated with research experiences, such as perceived gains in their abilities to think and work like scientists, science identity, and intentions to enroll in a PhD program. Undergraduates mentored by postgraduates alone reported positive outcomes, indicating that postgraduates can be effective mentors. However, undergraduates who interacted directly with faculty realized greater outcomes, suggesting that faculty interaction is important for undergraduates to realize the full benefits of research. The "closed triad," in which undergraduates, postgraduates, and faculty all interact directly, appeared to be uniquely beneficial; these undergraduates reported the highest gains in thinking and working like a scientist. © 2016 M. L. Aikens et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  6. Teaching/Research Project "Wheelmap"

    Science.gov (United States)

    Gollenstede, Andreas

    2018-05-01

    In recent years new didactic concepts and approaches have been developed and evaluated at the universities. The concept for cartography lectures presented in this article is based on the close link of research and teaching/learning. The students are involved in all essential steps of a scientific project taking place during a series of lectures - beginning with the development of the scientific issues, followed by the choice and execution of the research methods and finally the presentation of the achieved outcomes. The specific project introduced here is based on self-experiments in which students took the perspective of wheelchair users entrusted with the task to map places, which are accessible for people with impairments. Among others, the goal set for the students was to develop an appropriate concept for the mobile acquisition of data and to visualise the final results by different methods of cartography.

  7. Applying Agile Principles in Teaching Undergraduate Information Technology Project Management

    Science.gov (United States)

    Budu, Joseph

    2018-01-01

    This article describes how the traditional teaching and learning activities over the years have been challenged to be agile--easily adaptable to changing classroom conditions. Despite this new phenomenon, there is a perceived paucity of agile-in-teaching research. Available studies neither focus on the use of agile principles beyond delivering…

  8. Cultivating the scientific research ability of undergraduate students in teaching of genetics.

    Science.gov (United States)

    Xing, Wan-jin; Morigen, Morigen

    2016-11-20

    The classroom is the main venue for undergraduate teaching. It is worth pondering how to cultivate undergraduate's research ability in classroom teaching. Here we introduce the practices and experiences in teaching reform in genetics for training the research quality of undergraduate students from six aspects: (1) constructing the framework for curriculum framework systematicaly, (2) using the teaching content to reflect research progress, (3) explaining knowledge points with research activities, (4) explaining the scientific principles and experiments with PPT animation, (5) improving English reading ability through bilingual teaching, and (6) testing students' analysing ability through examination. These reforms stimulate undergraduate students' enthusiasm for learning, cultivate their ability to find, analyze and solve scientific problems, and improve their English reading and literature reviewing capacity, which lay a foundation for them to enter the field of scientific research.

  9. Culturally Diverse Undergraduate Researchers' Academic Outcomes and Perceptions of Their Research Mentoring Relationships

    Science.gov (United States)

    Byars-Winston, Angela M.; Branchaw, Janet; Pfund, Christine; Leverett, Patrice; Newton, Joseph

    2015-10-01

    Few studies have empirically investigated the specific factors in mentoring relationships between undergraduate researchers (mentees) and their mentors in the biological and life sciences that account for mentees' positive academic and career outcomes. Using archival evaluation data from more than 400 mentees gathered over a multi-year period (2005-2011) from several undergraduate biology research programs at a large, Midwestern research university, we validated existing evaluation measures of the mentored research experience and the mentor-mentee relationship. We used a subset of data from mentees (77% underrepresented racial/ethnic minorities) to test a hypothesized social cognitive career theory model of associations between mentees' academic outcomes and perceptions of their research mentoring relationships. Results from path analysis indicate that perceived mentor effectiveness indirectly predicted post-baccalaureate outcomes via research self-efficacy beliefs. Findings are discussed with implications for developing new and refining existing tools to measure this impact, programmatic interventions to increase the success of culturally diverse research mentees and future directions for research.

  10. Coordinated research projects (CRP). Coordinated research project (CRP)

    International Nuclear Information System (INIS)

    Takagi, Hidekazu; Koike, Fumihiro; Nakamura, Nobuyuki

    2013-01-01

    In the present paper, the contribution of Japanese scientists in coordinated research projects on thermonuclear fusion. Representative subjects taken in seven projects are the precise computation of theoretical data on electron-molecule collisions in the peripheral plasma, the computation of spectroscopic data of multi-charged tungsten ions, the spectroscopic measurement of multi-charged tungsten ions using an ion trap device, the development of collisional-radiative model for plasmas including hydrogen and helium, the computational and theoretical studies on the behavior of tungsten and beryllium in the plasma-wall interaction, the study on the property of dusts generated in fusion devices. These subjects are those of most important issues in ITER. (author)

  11. Learning to Be a More Effective Research Mentor for Your Trainees: Undergraduates to Post-docs

    Science.gov (United States)

    Hooper, Eric; Mathieu, R.; Pfund, C.; Branchaw, J.; UW-Madison Research Mentor Training Development Team

    2010-01-01

    How do you effectively mentor individuals at different stages of their careers? Can you learn to become a more effective mentor through training? Does one size fit all? Are you ready to address the NSF's new requirement about mentoring post-docs in your next proposal? For many academics, typical answers to these questions include, "I try to make adjustments based on the trainee, but I don't have a specific plan” "Yeah, I'd better start thinking about that” and "There's training?” Scientists often are not trained for their crucial role of mentoring the next generation. The University of Wisconsin-Madison has developed, field tested, and publically released research mentor training materials for several STEM (science, technology, engineering and mathematics) disciplines, including astronomy, to help fill this gap and improve the educational experience and ultimate success of research trainees at several career stages, from high school students to post-doctoral scholars. While initially aimed at the mentoring of undergraduate researchers at research extensive institutions, the topics are broad enough (e.g., expectations, communication, understanding, diversity, ethics, independence) to be applicable to mentoring in a wide range of project-based educational activities. Indeed, these materials have been modified, only modestly, to prepare graduate students and undergraduates to mentor high school students. In this session, we will describe the UW-Madison research mentor training seminar and illustrate how the training can be adapted and implemented. We will introduce an interactive "shopping cart” style website which allows users to obtain the materials and instructions on how to run the program at their institution. Most of the session will be devoted to an interactive implementation of elements of research mentor training using small discussion groups. Participants will experience the training seminar in practice, come face-to-face with some common mentoring

  12. Becoming a More Effective Research Mentor for Your Trainees: Undergraduates to Post-docs

    Science.gov (United States)

    Hooper, Eric J.; Mathieu, R.; Pfund, C.; Branchaw, J.; UW-Madison Research Mentor Training Development Team

    2010-05-01

    How do you effectively mentor individuals at different stages of their careers? Can you learn to become a more effective mentor through training? Does one size fit all? Are you ready to address the NSF's new requirement about mentoring post-docs in your next proposal? For many academics, typical answers to these questions include, "I try to make adjustments based on the trainee, but I don't have a specific plan” "Yeah, I'd better start thinking about that” and "There's training?” Scientists often are not trained for their crucial role of mentoring the next generation. The University of Wisconsin-Madison has developed, field tested, and publicly released research mentor training materials for several STEM (science, technology, engineering and mathematics) disciplines, including astronomy, to help fill this gap and improve the educational experience and ultimate success of research trainees at several career stages, from high school students to post-doctoral scholars. While initially aimed at the mentoring of undergraduate researchers at research extensive institutions, the topics are broad enough (e.g., expectations, communication, understanding, diversity, ethics, independence) to be applicable to mentoring in a wide range of project-based educational activities. Indeed, these materials have been modified, only modestly, to prepare graduate students and undergraduates to mentor high school students. In this session, we will describe the UW-Madison research mentor training seminar and illustrate how the training can be adapted and implemented. We will introduce an interactive "shopping cart” style website which allows users to obtain the materials and instructions on how to run the program at their institution. Most of the session will be devoted to an interactive implementation of elements of research mentor training using small discussion groups. Participants will experience the training seminar in practice, come face-to-face with some common mentoring

  13. Research-Based Learning for Undergraduate Students in Soil and Water Sciences: A Case Study of Hydropedology in an Arid-Zone Environment

    Science.gov (United States)

    Al-Maktoumi, Ali; Al-Ismaily, Said; Kacimov, Anvar

    2016-01-01

    This article reports the efficacy of a research-based learning (RBL) exercise on hydropedology of arid zones, with guided and open research projects (OPR) carried out by teams of undergraduate students in Oman. A range of activities and assessments was used to support student learning during the three-month course. Assessment included monitoring…

  14. The ATLAS project: The effects of a constructionist digital laboratory project on undergraduate laboratory performance.

    Science.gov (United States)

    Shoepe, Todd C; Cavedon, Dana K; Derian, Joseph M; Levy, Celine S; Morales, Amy

    2015-01-01

    Anatomical education is a dynamic field where developments in the implementation of constructive, situated-learning show promise in improving student achievement. The purpose of this study was to examine the effectiveness of an individualized, technology heavy project in promoting student performance in a combined anatomy and physiology laboratory course. Mixed-methods research was used to compare two cohorts of anatomy laboratories separated by the adoption of a new laboratory atlas project, which were defined as preceding (PRE) and following the adoption of the Anatomical Teaching and Learning Assessment Study (ATLAS; POST). The ATLAS project required the creation of a student-generated, photographic atlas via acquisition of specimen images taken with tablet technology and digital microscope cameras throughout the semester. Images were transferred to laptops, digitally labeled and photo edited weekly, and compiled into a digital book using Internet publishing freeware for final project submission. An analysis of covariance confirmed that student final examination scores were improved (P project (PRE, n = 75; POST, n = 90; means ± SE; 74.9 ± 0.9 versus 78.1 ± 0.8, respectively) after controlling for cumulative student grade point average. Analysis of questionnaires collected (n = 68) from the post group suggested students identified with atlas objectives, appreciated the comprehensive value in final examination preparation, and the constructionism involved, but recommended alterations in assignment logistics and the format of the final version. Constructionist, comprehensive term-projects utilizing student-preferred technologies could be used to improve performance toward student learning outcomes. © 2014 American Association of Anatomists.

  15. University of New Mexico Undergraduate Breast Cancer Training Program: Pathway to Research Careers

    National Research Council Canada - National Science Library

    Griffith, Jeffrey

    2004-01-01

    We have established a three-phase training program to motivate talented undergraduate students, especially students from under-represented Southwestern minorIties, to pursue careers in breast cancer research...

  16. University of New Mexico Undergraduate Breast Cancer Training Program: Pathway to Research Careers

    National Research Council Canada - National Science Library

    Griffith, Jeffrey

    2003-01-01

    We have established a three-phase training program to motivate talented undergraduate students, especially students from under-represented southwester minorities, to pursue careers in breast cancer research...

  17. University of New Mexico Undergraduate Breast Cancer Training Program: Pathway to Research Careers

    National Research Council Canada - National Science Library

    Griffith, Jeffrey K

    2005-01-01

    We have established a three-phase training program to motivate talented undergraduate students, especially students from under-represented Southwestern minorities, to pursue careers in breast cancer research...

  18. Research on the Undergraduate Financial Engineering Education in China

    Science.gov (United States)

    Ma, Haiyong; Zhang, Weiwei

    2011-01-01

    The rapid development of modern economy has put forward higher requirements for financial engineering education. This paper analyzes the status and problems in undergraduate financial engineering education in china, such as indistinct training objective, rigid curriculum structure, and superficial teaching methods, etc. and puts forward…

  19. What They Learned: Using Multimedia to Engage Undergraduates in Research

    Science.gov (United States)

    Artello, Kristine

    2014-01-01

    Today's employers seek high levels of creativity, communication, and critical thinking, which are considered essential skills in the workplace. Engaging undergraduate students in critical thinking is especially challenging in introductory courses. The advent of YouTube, inexpensive video cameras, and easy-to-use video editors provides…

  20. Maximizing Undergraduate Success By Combining Research Experiences with Outreach, Peer Mentoring and Professional Development

    Science.gov (United States)

    Bruno, B. C.

    2014-12-01

    The C-MORE Scholars Program provides hands-on, closely mentored research experiences to University of Hawaii (UH) undergraduates during the academic year. Students majoring in the geosciences, especially underrepresented students, from all campuses are encouraged to apply. The academic-year research is complemented by outreach, professional development and summer internships. Combined, these experiences help students develop the skills, confidence and passion that are essential to success in a geoscience career. Research. All students enter the program as trainees, where they learn lab and field research methods, computer skills and science principles. After one year, they are encouraged to reapply as interns, where they work on their own research project. Students who have successfully completed their intern year can reapply as fellows, where they conduct an independent research project such as an honors thesis. Students present their research at a Symposium through posters (trainees) or talks (interns and fellows). Interns and fellows help organize program activities and serve as peer mentors to trainees.Multi-tiered programs that build a pathway toward graduation have been shown to increase student retention and graduation success. Outreach. Undergraduate researchers rarely feel like experts when working with graduate students and faculty. For students to develop their identity as scientists, it is essential that they be given the opportunity to assume the role as expert. Engaging students in outreach is a win-win situation. Students gain valuable skills and confidence in sharing their research with their local community, and the public gets to learn about exciting research happening at UH. Professional Development. Each month, the Scholars meet to develop their professional skills on a particular topic, such as outreach, scientific presentations, interviewing, networking, and preparing application materials for jobs, scholarships and summer REUs. Students are

  1. NanoJapan: international research experience for undergraduates program: fostering U.S.-Japan research collaborations in terahertz science and technology of nanostructures

    Science.gov (United States)

    Phillips, Sarah R.; Matherly, Cheryl A.; Kono, Junichiro

    2014-09-01

    The international nature of science and engineering research demands that students have the skillsets necessary to collaborate internationally. However, limited options exist for science and engineering undergraduates who want to pursue research abroad. The NanoJapan International Research Experience for Undergraduates Program is an innovative response to this need. Developed to foster research and international engagement among young undergraduate students, it is funded by a National Science Foundation Partnerships for International Research and Education (PIRE) grant. Each summer, NanoJapan sends 12 U.S. students to Japan to conduct research internships with world leaders in terahertz (THz) spectroscopy, nanophotonics, and ultrafast optics. The students participate in cutting-edge research projects managed within the framework of the U.S-Japan NSF-PIRE collaboration. One of our focus topics is THz science and technology of nanosystems (or `TeraNano'), which investigates the physics and applications of THz dynamics of carriers and phonons in nanostructures and nanomaterials. In this article, we will introduce the program model, with specific emphasis on designing high-quality international student research experiences. We will specifically address the program curriculum that introduces students to THz research, Japanese language, and intercultural communications, in preparation for work in their labs. Ultimately, the program aims to increase the number of U.S. students who choose to pursue graduate study in this field, while cultivating a generation of globally aware engineers and scientists who are prepared for international research collaboration.

  2. Using Student Learning and Development Outcomes to Evaluate a First-Year Undergraduate Group Video Project

    Science.gov (United States)

    Jensen, Murray; Mattheis, Allison; Johnson, Brady

    2012-01-01

    Students in an interdisciplinary undergraduate introductory course were required to complete a group video project focused on nutrition and healthy eating. A mixed-methods approach to data collection involved observing and rating video footage of group work sessions and individual and focus group interviews. These data were analyzed and used to evaluate the effectiveness of the assignment in light of two student learning outcomes and two student development outcomes at the University of Minnesota. Positive results support the continued inclusion of the project within the course, and recommend the assignment to other programs as a viable means of promoting both content learning and affective behavioral objectives. PMID:22383619

  3. Combining Project-Based Learning and Community-Based Research in a Research Methodology Course: The Lessons Learned

    Science.gov (United States)

    Arantes do Amaral, João Alberto; Lino dos Santos, Rebeca Júlia Rodrigues

    2018-01-01

    In this article, we present our findings regarding the course "Research Methodology," offered to 22 first-year undergraduate students studying Administration at the Federal University of São Paulo, Osasco, Brazil. The course, which combined community-based research and project-based learning, was developed during the second semester of…

  4. Connecting self-efficacy and views about the nature of science in undergraduate research experiences

    Science.gov (United States)

    Quan, Gina M.; Elby, Andrew

    2016-12-01

    Undergraduate research can support students' more central participation in physics. We analyze markers of two coupled shifts in participation: changes in students' views about the nature of science coupled to shifts in self-efficacy toward physics research. Students in the study worked with faculty and graduate student mentors on research projects while also participating in a seminar where they learned about research and reflected on their experiences. In classroom discussions and in clinical interviews, students described gaining more nuanced views about the nature of science, specifically related to who can participate in research and what participation in research looks like. This shift was coupled to gains in self-efficacy toward their ability to contribute to research; they felt like their contributions as novices mattered. We present two case studies of students who experienced coupled shifts in self-efficacy and views about nature-of-science shifts, and a case study of a student for whom we did not see either shift, to illustrate both the existence of the coupling and the different ways it can play out. After making the case that this coupling occurs, we discuss some potential underlying mechanisms. Finally, we use these results to argue for more nuanced interpretations of self-efficacy measurements.

  5. Experimental plasma research project summaries

    International Nuclear Information System (INIS)

    1992-06-01

    This is the latest in a series of Project Summary books going back to 1976 and is the first after a hiatus of several years. They are published to provide a short description of each project supported by the Experimental Plasma Research Branch of the Division of Applied Plasma Physics in the Office of Fusion Energy. The Experimental Plasma Research Branch seeks to provide a broad range of experimental data, physics understanding, and new experimental techniques that contribute to operation, interpretation, and improvement of high temperature plasma as a source of fusion energy. In pursuit of these objectives, the branch supports research at universities, DOE laboratories, other federal laboratories and industry. About 70 percent of the funds expended are spent at universities and a significant function of this program is the training of students in fusion physics. The branch supports small- and medium-scale experimental studies directly related to specific critical plasma issues of the magnetic fusion program. Plasma physics experiments are conducted on transport of particles and energy within plasma and innovative approaches for operating, controlling, and heating plasma are evaluated for application to the larger confinement devices of the magnetic fusion program. New diagnostic approaches to measuring the properties of high temperature plasmas are developed to the point where they can be applied with confidence on the large-scale confinement experiments. Atomic data necessary for impurity control, interpretation of diagnostic data, development of heating devices, and analysis of cooling by impurity ion radiation are obtained. The project summaries are grouped into these three categories of plasma physics, diagnostic development and atomic physics

  6. The Undergraduate Student Instrument Project (USIP) - building the STEM workforce by providing exciting, multi-disciplinary, student-led suborbital flight projects.

    Science.gov (United States)

    Dingwall, B. J.

    2015-12-01

    NASA's Science Mission Directorate (SMD) recognizes that suborbital carriers play a vital role in training our country's future science and technology leaders. SMD created the Undergraduate Student Instrument Project (USIP) to offer students the opportunity to design, build, and fly instruments on NASA's unique suborbital research platforms. This paper explores the projects, the impact, and the lessons learned of USIP. USIP required undergraduate teams to design, build, and fly a scientific instrument in 18 months or less. Students were required to form collaborative multidisciplinary teams to design, develop and build their instrument. Teams quickly learned that success required skills often overlooked in an academic environment. Teams quickly learned to share technical information in a clear and concise manner that could be understood by other disciplines. The aggressive schedule required team members to hold each other accountable for progress while maintaining team unity. Unanticipated problems and technical issues led students to a deeper understanding of the need for schedule and cost reserves. Students exited the program with a far deeper understanding of project management and team dynamics. Through the process of designing and building an instrument that will enable new research transforms students from textbook learners to developers of new knowledge. The initial USIP project funded 10 undergraduate teams that flew a broad range of scientific instruments on scientific balloons, sounding rockets, commercial rockets and aircraft. Students were required to prepare for and conduct the major reviews that are an integral part of systems development. Each project conducted a Preliminary Design Review, Critical Design Review and Mission Readiness review for NASA officials and flight platform providers. By preparing and presenting their designs to technical experts, the students developed a deeper understanding of the technical and programmatic project pieces that

  7. Evaluating the Development of Chemistry Undergraduate Researchers' Scientific Thinking Skills Using Performance-Data: First Findings from the Performance Assessment of Undergraduate Research (PURE) Instrument

    Science.gov (United States)

    Harsh, Joseph; Esteb, John J.; Maltese, Adam V.

    2017-01-01

    National calls in science, technology, engineering, and technology education reform efforts have advanced the wide-scale engagement of students in undergraduate research for the preparation of a workforce and citizenry able to attend to the challenges of the 21st century. Awareness of the potential benefits and costs of these experiences has led…

  8. Research project at Nagoya University

    International Nuclear Information System (INIS)

    Furukawa, M.; Nakai, N.; Nakano, E.

    1981-01-01

    We will have a dedicated facility from General Ionex Corporation at the Radioisotope Center of Nagoya Univeriy in 1981 FY. The building to install the machine was already completed in March 1981. We have held meetings of potential users of the facility and various research proposals have been presented by the participants from many departments of the university. The present research project at Nagoya is mainly devoted to the development of radiocarbon dating by the accelerator mass spectrometry, in which most of the users are interested. There are many archeological and geological samples in Japan which have too little carbon compounds for analysis by conventional radioactivity measurements. Concentrations of 14 C in these samples can be determined by the new technique. Some of the proposals connected with radiocarbon measurements are discussed

  9. Management of research and development project

    International Nuclear Information System (INIS)

    Go, Seok Hwa; Hong Jeong Yu; Hyun, Byeong Hwan

    2010-12-01

    This book introduces summary on management of research and development project, prepare of research and development with investigation and analysis of paper, patent and trend of technology, structure of project, management model, management of project, management of project range, management of project time, management of project cost, management of project goods, management of project manpower, management of communication, management of project risk, management of project supply, management of outcome of R and D, management of apply and enroll of patent and management of technology transfer.

  10. A cyber-linked undergraduate research experience in computational biomolecular structure prediction and design.

    Science.gov (United States)

    Alford, Rebecca F; Leaver-Fay, Andrew; Gonzales, Lynda; Dolan, Erin L; Gray, Jeffrey J

    2017-12-01

    Computational biology is an interdisciplinary field, and many computational biology research projects involve distributed teams of scientists. To accomplish their work, these teams must overcome both disciplinary and geographic barriers. Introducing new training paradigms is one way to facilitate research progress in computational biology. Here, we describe a new undergraduate program in biomolecular structure prediction and design in which students conduct research at labs located at geographically-distributed institutions while remaining connected through an online community. This 10-week summer program begins with one week of training on computational biology methods development, transitions to eight weeks of research, and culminates in one week at the Rosetta annual conference. To date, two cohorts of students have participated, tackling research topics including vaccine design, enzyme design, protein-based materials, glycoprotein modeling, crowd-sourced science, RNA processing, hydrogen bond networks, and amyloid formation. Students in the program report outcomes comparable to students who participate in similar in-person programs. These outcomes include the development of a sense of community and increases in their scientific self-efficacy, scientific identity, and science values, all predictors of continuing in a science research career. Furthermore, the program attracted students from diverse backgrounds, which demonstrates the potential of this approach to broaden the participation of young scientists from backgrounds traditionally underrepresented in computational biology.

  11. A cyber-linked undergraduate research experience in computational biomolecular structure prediction and design.

    Directory of Open Access Journals (Sweden)

    Rebecca F Alford

    2017-12-01

    Full Text Available Computational biology is an interdisciplinary field, and many computational biology research projects involve distributed teams of scientists. To accomplish their work, these teams must overcome both disciplinary and geographic barriers. Introducing new training paradigms is one way to facilitate research progress in computational biology. Here, we describe a new undergraduate program in biomolecular structure prediction and design in which students conduct research at labs located at geographically-distributed institutions while remaining connected through an online community. This 10-week summer program begins with one week of training on computational biology methods development, transitions to eight weeks of research, and culminates in one week at the Rosetta annual conference. To date, two cohorts of students have participated, tackling research topics including vaccine design, enzyme design, protein-based materials, glycoprotein modeling, crowd-sourced science, RNA processing, hydrogen bond networks, and amyloid formation. Students in the program report outcomes comparable to students who participate in similar in-person programs. These outcomes include the development of a sense of community and increases in their scientific self-efficacy, scientific identity, and science values, all predictors of continuing in a science research career. Furthermore, the program attracted students from diverse backgrounds, which demonstrates the potential of this approach to broaden the participation of young scientists from backgrounds traditionally underrepresented in computational biology.

  12. Implementation of a Collaborative Series of Classroom-Based Undergraduate Research Experiences Spanning Chemical Biology, Biochemistry, and Neurobiology.

    Science.gov (United States)

    Kowalski, Jennifer R; Hoops, Geoffrey C; Johnson, R Jeremy

    2016-01-01

    Classroom undergraduate research experiences (CUREs) provide students access to the measurable benefits of undergraduate research experiences (UREs). Herein, we describe the implementation and assessment of a novel model for cohesive CUREs focused on central research themes involving faculty research collaboration across departments. Specifically, we implemented three collaborative CUREs spanning chemical biology, biochemistry, and neurobiology that incorporated faculty members' research interests and revolved around the central theme of visualizing biological processes like Mycobacterium tuberculosis enzyme activity and neural signaling using fluorescent molecules. Each CURE laboratory involved multiple experimental phases and culminated in novel, open-ended, and reiterative student-driven research projects. Course assessments showed CURE participation increased students' experimental design skills, attitudes and confidence about research, perceived understanding of the scientific process, and interest in science, technology, engineering, and mathematics disciplines. More than 75% of CURE students also engaged in independent scientific research projects, and faculty CURE contributors saw substantial increases in research productivity, including increased undergraduate student involvement and academic outputs. Our collaborative CUREs demonstrate the advantages of multicourse CUREs for achieving increased faculty research productivity and traditional CURE-associated student learning and attitude gains. Our collaborative CURE design represents a novel CURE model for ongoing laboratory reform that benefits both faculty and students. © 2016 J. R. Kowalski et al. This article is distributed by The American Society for Cell Biology under license from the author(s). Two months after publication it is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  13. Starting them Early: Incorporating Communication Training into Undergraduate Research Internships

    Science.gov (United States)

    Bartel, B. A.; Morris, A. R.; Charlevoix, D.

    2014-12-01

    In order to truly broaden the impact of our scientific community, effective communication should be taught alongside research skills to developing scientists. In the summer of 2014, we incorporated an informal communications course into the 10th year of UNAVCO's Research Experiences in Solid Earth Science for Students (RESESS), a year-long internship program centered around an 11-week intensive summer research experience. The goals of the newly designed course included giving students the tools they need to make a broader impact with their science, starting now; improving the students' confidence in public speaking and using social media for outreach; and giving students the tools they need to apply for jobs or graduate school. Specifically, the course included teaching of professional communication skills, such as e-mail and phone etiquette, resume and CV tailoring, and interview techniques, and public communications skills, such as crafting and simplifying messages, visual communication for the public, and public speaking. Student interns were encouraged to step back from the details of their research projects to put their work into a big-picture context relevant to the public and to policy makers. The course benefited from input and/or participation from UNAVCO Education and Community Engagement staff, engineering and managerial staff, and graduate student interns outside the RESESS program, and University of Colorado research and communications mentors already involved in RESESS. As the summer program is already packed with research and skill development, one major challenge was fitting in teaching these communications skills amongst many other obligations: a GRE course, a peer-focused scientific communications course, a computing course, and, of course, research. Can we do it all? This presentation will provide an overview of the course planning, articulation of course goals, and execution challenges and successes. We will present our lessons learned from

  14. Teaching Global Change in Local Places: The HERO Research Experiences for Undergraduates Program

    Science.gov (United States)

    Yarnal, Brent; Neff, Rob

    2007-01-01

    The Human-Environment Research Observatory (HERO) Research Experience for Undergraduates (REU) program aimed to develop the next generation of researchers working on place-based human-environment problems. The program followed a cooperative learning model to foster an integrated approach to geographic research and to build collaborative research…

  15. Method to Increase Undergraduate Laboratory Student Confidence in Performing Independent Research

    Directory of Open Access Journals (Sweden)

    Colton E. Kempton

    2017-05-01

    Full Text Available The goal of an undergraduate laboratory course should be not only to introduce the students to biology methodologies and techniques, but also to teach them independent analytical thinking skills and proper experiment design.  This is especially true for advanced biology laboratory courses that undergraduate students typically take as a junior or senior in college.  Many courses achieve the goal of teaching techniques, but fail to approach the larger goal of teaching critical thinking, experimental design, and student independence.  Here we describe a study examining the application of the scaffolding instructional philosophy in which students are taught molecular techniques with decreasing guidance to force the development of analytical thinking skills and prepare undergraduate students for independent laboratory research. This method was applied to our advanced molecular biology laboratory class and resulted in an increase of confidence among the undergraduate students in their abilities to perform independent research.

  16. Ethics education in research involving human beings in undergraduate medicine curriculum in Brazil.

    Science.gov (United States)

    Novaes, Maria Rita Garbi; Guilhem, Dirce; Barragan, Elena; Mennin, Stewart

    2013-12-01

    The Brazilian national curriculum guidelines for undergraduate medicine courses inspired and influenced the groundwork for knowledge acquisition, skills development and the perception of ethical values in the context of professional conduct. The evaluation of ethics education in research involving human beings in undergraduate medicine curriculum in Brazil, both in courses with active learning processes and in those with traditional lecture learning methodologies. Curricula and teaching projects of 175 Brazilian medical schools were analyzed using a retrospective historical and descriptive exploratory cohort study. Thirty one medical schools were excluded from the study because of incomplete information or a refusal to participate. Active research for information from institutional sites and documents was guided by terms based on 69 DeCS/MeSH descriptors. Curriculum information was correlated with educational models of learning such as active learning methodologies, tutorial discussions with integrated curriculum into core modules, and traditional lecture learning methodologies for large classes organized by disciplines and reviewed by occurrence frequency of ethical themes and average hourly load per semester. Ninety-five medical schools used traditional learning methodologies. The ten most frequent ethical themes were: 1--ethics in research (26); 2--ethical procedures and advanced technology (46); 3--ethic-professional conduct (413). Over 80% of schools using active learning methodologies had between 50 and 100 hours of scheduled curriculum time devoted to ethical themes whereas more than 60% of traditional learning methodology schools devoted less than 50 hours in curriculum time to ethical themes. The data indicates that medical schools that employ more active learning methodologies provide more attention and time to ethical themes than schools with traditional discipline-based methodologies. Given the importance of ethical issues in contemporary medical

  17. Australia's replacement research reactor project

    International Nuclear Information System (INIS)

    Harris, K.J.

    1999-01-01

    HIFAR, a 10 MW tank type DIDO Class reactor has operated at the Lucas Heights Science and Technology Centre for 43 years. HIFAR and the 10 kW Argonaut reactor 'Moata' which is in the Care and Maintenance phase of decommissioning are Australia's only nuclear reactors. The initial purpose for HIFAR was for materials testing to support a nuclear power program. Changing community attitude through the 1970's and a Government decision not to proceed with a planned nuclear power reactor resulted in a reduction of materials testing activities and a greater emphasis being placed on neutron beam research and the production of radioisotopes, particularly for medical purposes. HIFAR is not fully capable of satisfying the expected increase in demand for medical radiopharmaceuticals beyond the next 5 years and the radial configuration of the beam tubes severely restricts the scope and efficiency of neutron beam research. In 1997 the Australian Government decided that a replacement research reactor should be built by the Australian Nuclear Science and Technology Organisation at Lucas Heights subject to favourable results of an Environmental Impact Study. The Ei identified no reasons on the grounds of safety, health, hazard or risk to prevent construction on the preferred site and it was decided in May 1999 that there were no environmental reasons why construction of the facility should not proceed. In recent years ANSTO has been reviewing the operation of HIFAR and observing international developments in reactor technology. Limitations in the flexibility and efficiency achievable in operation of a tank type reactor and the higher intrinsic safety sought in fundamental design resulted in an early decision that the replacement reactor must be a pool type having cleaner and higher intensity tangential neutron beams of wider energy range than those available from HIFAR. ANSTO has chosen to use it's own resources supported by specialised external knowledge and experience to identify

  18. Lessons Learned from Client Projects in an Undergraduate Project Management Course

    Science.gov (United States)

    Pollard, Carol E.

    2012-01-01

    This work proposes that a subtle combination of three learning methods offering "just in time" project management knowledge, coupled with hands-on project management experience can be particularly effective in producing project management students with employable skills. Students were required to apply formal project management knowledge to gain…

  19. Team Research at the Biology-Mathematics Interface: Project Management Perspectives

    Science.gov (United States)

    Milton, John G.; Radunskaya, Ami E.; Lee, Arthur H.; de Pillis, Lisette G.; Bartlett, Diana F.

    2010-01-01

    The success of interdisciplinary research teams depends largely upon skills related to team performance. We evaluated student and team performance for undergraduate biology and mathematics students who participated in summer research projects conducted in off-campus laboratories. The student teams were composed of a student with a mathematics…

  20. Analysis of final year DVM research projects submitted to the Faculty ...

    African Journals Online (AJOL)

    Central Research Laboratory

    in the library. The essence of this study is to guide prospective final year students and researchers in the choice of research topics as this will help in saving their time. It will also ... and Undergraduate projects of the same department in 2002. Obajemu (1999) also .... majority of the rural people. The distribution by animal ...

  1. Teaching Research Methodology Using a Project-Based Three Course Sequence Critical Reflections on Practice

    Science.gov (United States)

    Braguglia, Kay H.; Jackson, Kanata A.

    2012-01-01

    This article presents a reflective analysis of teaching research methodology through a three course sequence using a project-based approach. The authors reflect critically on their experiences in teaching research methods courses in an undergraduate business management program. The introduction of a range of specific techniques including student…

  2. [The research project: financing and management].

    Science.gov (United States)

    Schena, F P

    2003-01-01

    Basic and clinical research is accomplished by projects. The design of a project is not only based on the scientific content but also on its financing and management. This article wants to illustrate the correct modalities for project financing and project management in a scientific project.

  3. Predicting Supervisor Capacities to Foster Higher Forms of Learning through Undergraduate Medical Student Research

    Science.gov (United States)

    MacDougall, Margaret

    2014-01-01

    The credibility of short-term undergraduate research as a paradigm for effective learning within Medicine has been recognized. With a view to strengthening this paradigm and enhancing research-teaching linkages, this study explores whether particular types of research supervisor are pre-disposed to providing supportive learning environments.…

  4. How to Strengthen the Connection between Research and Teaching in Undergraduate University Education

    Science.gov (United States)

    Elsen, Mariken (G.MF.); Visser-Wijnveen, Gerda J.; Van Der Rijst, Roeland M.; Van Driel, Jan H.

    2009-01-01

    This paper explores how to strengthen the research-teaching nexus in university education, in particular, how to improve the relation between policy and practice. The focus is on courses and curricula for undergraduate students. From a review of policy documents and research literature, it appeared that the research-teaching nexus can be shaped…

  5. Mixing Research Methods in Health Professional Degrees: Thoughts for Undergraduate Students and Supervisors

    Science.gov (United States)

    Anaf, Sophie; Sheppard, Lorraine A.

    2007-01-01

    This commentary considers some of the challenges of applying mixed methods research in undergraduate research degrees, especially in professions with a clinical health focus. Our experience in physiotherapy academia is used as an example. Mixed methods research is increasingly appreciated in its own right as a "third paradigm," however the success…

  6. Connecting Self-Efficacy and Views about the Nature of Science in Undergraduate Research Experiences

    Science.gov (United States)

    Quan, Gina M.; Elby, Andrew

    2016-01-01

    Undergraduate research can support students' more central participation in physics. We analyze markers of two coupled shifts in participation: changes in students' views about the nature of science coupled to shifts in self-efficacy toward physics research. Students in the study worked with faculty and graduate student mentors on research projects…

  7. Academics' Perceptions of the Challenges and Barriers to Implementing Research-Based Experiences for Undergraduates

    Science.gov (United States)

    Brew, Angela; Mantai, Lilia

    2017-01-01

    How can universities ensure that strategic aims to integrate research and teaching through engaging students in research-based experiences be effectively realised within institutions? This paper reports on the findings of a qualitative study exploring academics' perceptions of the challenges and barriers to implementing undergraduate research.…

  8. Entry Points When Undergraduate Research Mentors Reflect on Their Role: A Qualitative Case Study

    Science.gov (United States)

    Wallin, Patric; Adawi, Tom

    2018-01-01

    Graduate students and postdoctoral researchers are increasingly taking on mentoring roles in undergraduate research (UR). There is, however, a paucity of research focusing on how they conceptualize their mentoring role. In this qualitative interview study, we identified three entry points that mentors reflect on to define their role: (1) What are…

  9. Students' Reflective Essays as Insights into Student Centred-Pedagogies within the Undergraduate Research Methods Curriculum

    Science.gov (United States)

    Hosein, Anesa; Rao, Namrata

    2017-01-01

    In higher education, despite the emphasis on student-centred pedagogical approaches, undergraduate research methods pedagogy remains surprisingly teacher-directed. Consequently, it may lead to research methods students assuming that becoming a researcher involves gathering information rather than it being a continuous developmental process. To…

  10. Modern Process Studies in Kongsfjord, Svalbard: Arctic Geoscience Research Experience for U.S. Undergraduates (Svalbard REU)

    Science.gov (United States)

    Powell, R. D.; Brigham-Grette, J.

    2011-12-01

    The Svalbard REU (Research Experience for Undergraduates) program focuses on understanding how high latitude glaciers, meltwater streams, and sedimentation in lakes and fjords respond to changing climate. Since summer of 2004, six under-graduate students have been selected to participate in the summer field program. Students work on individual projects and in close conjunction with faculty advisors and other student researchers. They formulate their own research questions, develop their project, and complete their field research during a five-week program on Svalbard, Norway. Following the summer program, students complete their projects at their home institution during the following academic year as a senior thesis. A spring symposium brings all participants back together again with their final results. The most recent field season was completed in Kongsfjord (79N) showing that the contemporary studies of tidewater glacier margins provide an unparalleled opportunity for introducing motivated third year undergraduate students to the challenges and rewards of polar geoscientific field research. Rates of rapid change in this high-latitude Arctic environment emphasize the complexity of the Earth System at the interface of the ocean, atmosphere and cryosphere. Given background information in glacial and marine geology, glaciology, hydrology, climatology and fjord oceanography not routinely offered in undergraduate curricula, students develop the science questions to be addressed and establish a field plan for instrumentation and sampling. Working together in small boats in one of the most challenging natural environments, the students expand their leadership skills, learn the value of teamwork and collaborative data sharing while maintaining a strong sense of ownership over their individual science projects. The rigors of studying an actively calving tidewater glacier also builds on their outdoor skills, especially when it is necessary to improvise and become

  11. Development of a Course-Based Undergraduate Research Experience to Introduce Drug-Receptor Concepts

    Directory of Open Access Journals (Sweden)

    Hollie I. Swanson

    2016-01-01

    Full Text Available Course-based research experiences (CUREs are currently of high interest due to their potential for engaging undergraduate students in authentic research and maintaining their interest in science, technology, engineering, and mathematics (STEM majors. As part of a campus-wide initiative called STEMCats , which is a living learning program offered to freshman STEM majors at the University of Kentucky funded by a grant from Howard Hughes Medical Institute, we have developed a CURE for freshmen interested in pursuing health care careers. Our course, entitled “Drug–Drug Interactions in Breast Cancer,” utilized a semester-long, in-class authentic research project and instructor-led discussions to engage students in a full spectrum of research activities, ranging from developing hypotheses and experimental design to generating original data, collaboratively interpreting results and presenting a poster at a campus-wide symposium. Student's feedback indicated a positive impact on scientific understanding and skills, enhanced teamwork and communication skills, as well as high student engagement, motivation, and STEM belonging. STEM belonging is defined as the extent to which a student may view the STEM fields as places where they belong. The results obtained from this pilot study, while preliminary, will be useful for guiding design revisions and generating appropriate objective evaluations of future pharmacological-based CUREs.

  12. Using Zebrafish to Implement a Course-Based Undergraduate Research Experience to Study Teratogenesis in Two Biology Laboratory Courses

    Science.gov (United States)

    Chism, Grady W.; Vaughan, Martin A.; Muralidharan, Pooja; Marrs, Jim A.

    2016-01-01

    Abstract A course-based undergraduate research experience (CURE) spanning three semesters was introduced into freshman and sophomore biology classes, with the hypothesis that participation in a CURE affects skills in research, communication, and collaboration, which may help students persist in science. Student research projects were centered on the hypothesis that nicotine and caffeine exposure during early development affects gastrulation and heart development in zebrafish. First, freshmen generated original data showing distinct effects of embryonic nicotine and caffeine exposure on zebrafish heart development and function. Next, Cell Biology laboratory students continued the CURE studies and identified novel teratogenic effects of nicotine and caffeine during gastrulation. Finally, new freshmen continued the CURE research, examining additional toxicant effects on development. Students designed new protocols, made measurements, presented results, and generated high-quality preliminary data that were studied in successive semesters. By implementing this project, the CURE extended faculty research and provided a scalable model to address national goals to involve more undergraduates in authentic scientific research. In addition, student survey results support the hypothesis that CUREs provide significant gains in student ability to (1) design experiments, (2) analyze data, and (3) make scientific presentations, translating into high student satisfaction and enhanced learning. PMID:26829498

  13. Initiating undergraduate medical students into communities of research practise: what do supervisors recommend?

    Directory of Open Access Journals (Sweden)

    Riley Simon C

    2010-11-01

    Full Text Available Abstract Background Much has been written in the educational literature on the value of communities of practise in enhancing student learning. Here, we take the experience of senior undergraduate medical students involved in short-term research as a member of a team as a paradigm for learning in a community of practise. Based on feedback from experienced supervisors, we offer recommendations for initiating students into the research culture of their team. In so doing, we endeavour to create a bridge between theory and practise through disseminating advice on good supervisory practise, where the supervisor is perceived as an educator responsible for designing the research process to optimize student learning. Methods Using the questionnaire design tool SurveyMonkey and comprehensive lists of contact details of staff who had supervised research projects at the University of Edinburgh during 1995 - 2008, current and previous supervisors were invited to recommend procedures which they had found successful in initiating students into the research culture of a team. Text responses were then coded in the form of derivative recommendations and categorized under general themes and sub-themes. Results Using the chi-square tests of linear trend and association, evidence was found for a positive trend towards more experienced supervisors offering responses (χ2 = 16.833, p 2 = 0.482, p = 0.487, n = 203, respectively. A total of 126 codes were extracted from the text responses of 65 respondents. These codes were simplified to form a complete list of 52 recommendations, which were in turn categorized under seven derivative overarching themes, the most highly represented themes being Connecting the student with others and Cultivating self-efficacy in research competence. Conclusions Through the design of a coding frame for supervisor responses, a wealth of ideas has been captured to make communities of research practise effective mediums for undergraduate

  14. NanTroSEIZE in 3-D: Creating a Virtual Research Experience in Undergraduate Geoscience Courses

    Science.gov (United States)

    Reed, D. L.; Bangs, N. L.; Moore, G. F.; Tobin, H.

    2009-12-01

    Marine research programs, both large and small, have increasingly added a web-based component to facilitate outreach to K-12 and the public, in general. These efforts have included, among other activities, information-rich websites, ship-to-shore communication with scientists during expeditions, blogs at sea, clips on YouTube, and information about daily shipboard activities. Our objective was to leverage a portion of the vast collection of data acquired through the NSF-MARGINS program to create a learning tool with a long lifespan for use in undergraduate geoscience courses. We have developed a web-based virtual expedition, NanTroSEIZE in 3-D, based on a seismic survey associated with the NanTroSEIZE program of NSF-MARGINS and IODP to study the properties of the plate boundary fault system in the upper limit of the seismogenic zone off Japan. The virtual voyage can be used in undergraduate classes at anytime, since it is not directly tied to the finite duration of a specific seagoing project. The website combines text, graphics, audio and video to place learning in an experiential framework as students participate on the expedition and carry out research. Students learn about the scientific background of the program, especially the critical role of international collaboration, and meet the chief scientists before joining the sea-going expedition. Students are presented with the principles of 3-D seismic imaging, data processing and interpretation while mapping and identifying the active faults that were the likely sources of devastating earthquakes and tsunamis in Japan in 1944 and 1948. They also learn about IODP drilling that began in 2007 and will extend through much of the next decade. The website is being tested in undergraduate classes in fall 2009 and will be distributed through the NSF-MARGINS website (http://www.nsf-margins.org/) and the MARGINS Mini-lesson section of the Science Education Resource Center (SERC) (http

  15. The 2013 Summer Undergraduate Research Internship Program at the Pisgah Astronomical Research Institute

    Science.gov (United States)

    Castelaz, Michael W.; Cline, J. D.; Whitworth, C.; Clavier, D.; Barker, T.

    2014-01-01

    Pisgah Astronomical Research Institute (PARI) offers summer undergraduate research internships. PARI has received support for the internships from the EMC Corporation, private donations, private foundations, and through a collaboration with the Pisgah Astronomical Research and Education Center of the University of North Carolina - Asheville. The internship program began in 2001 with 4 students. This year 10 funded students participated. Mentors for the interns include PARI’s Directors of Science, Education, and Information Technology and visiting faculty who are members of the PARI Research Faculty Affiliate program. Students work with mentors on radio and optical astronomy research, electrical engineering for robotic control of instruments, software development for instrument control and and science education by developing curricula and multimedia and teaching high school students in summer programs at PARI. At the end of the summer interns write a paper about their research which is published in the PARI Summer Student Proceedings. Students are encouraged to present their research at AAS Meetings. We will present a summary of specific research conducted by the students with their mentors.

  16. Effects of a research-infused botanical curriculum on undergraduates' content knowledge, STEM competencies, and attitudes toward plant sciences.

    Science.gov (United States)

    Ward, Jennifer Rhode; Clarke, H David; Horton, Jonathan L

    2014-01-01

    In response to the American Association for the Advancement of Science's Vision and Change in Undergraduate Biology Education initiative, we infused authentic, plant-based research into majors' courses at a public liberal arts university. Faculty members designed a financially sustainable pedagogical approach, utilizing vertically integrated curricular modules based on undergraduate researchers' field and laboratory projects. Our goals were to 1) teach botanical concepts, from cells to ecosystems; 2) strengthen competencies in statistical analysis and scientific writing; 3) pique plant science interest; and 4) allow all undergraduates to contribute to genuine research. Our series of inquiry-centered exercises mitigated potential faculty barriers to adopting research-rich curricula, facilitating teaching/research balance by gathering publishable scholarly data during laboratory class periods. Student competencies were assessed with pre- and postcourse quizzes and rubric-graded papers, and attitudes were evaluated with pre- and postcourse surveys. Our revised curriculum increased students' knowledge and awareness of plant science topics, improved scientific writing, enhanced statistical knowledge, and boosted interest in conducting research. More than 300 classroom students have participated in our program, and data generated from these modules' assessment allowed faculty and students to present 28 contributed talks or posters and publish three papers in 4 yr. Future steps include analyzing the effects of repeated module exposure on student learning and creating a regional consortium to increase our project's pedagogical impact. © 2014 J. R. Ward et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http

  17. Adapting Project Management Practices to Research-Based Projects

    Science.gov (United States)

    Bahr, P.; Baker, T.; Corbin, B.; Keith, L.; Loerch, L.; Mullenax, C.; Myers, R.; Rhodes, B.; Skytland, N.

    2007-01-01

    From dealing with the inherent uncertainties in outcomes of scientific research to the lack of applicability of current NASA Procedural Requirements guidance documentation, research-based projects present challenges that require unique application of classical project management techniques. If additionally challenged by the creation of a new program transitioning from basic to applied research in a technical environment often unfamiliar with the cost and schedule constraints addressed by project management practices, such projects can find themselves struggling throughout their life cycles. Finally, supplying deliverables to a prime vehicle customer, also in the formative stage, adds further complexity to the development and management of research-based projects. The Biomedical Research and Countermeasures Projects Branch at NASA Johnson Space Center encompasses several diverse applied research-based or research-enabling projects within the newly-formed Human Research Program. This presentation will provide a brief overview of the organizational structure and environment in which these projects operate and how the projects coordinate to address and manage technical requirements. We will identify several of the challenges (cost, technical, schedule, and personnel) encountered by projects across the Branch, present case reports of actions taken and techniques implemented to deal with these challenges, and then close the session with an open forum discussion of remaining challenges and potential mitigations.

  18. The Transformative Impact of Undergraduate Research Mentoring on Students and the Role of the Council on Undergraduate Research (CUR) in Supporting Faculty Mentors

    Science.gov (United States)

    Fox, L. K.; Singer, J.

    2015-12-01

    Undergraduate Research (UR) is broadly accepted as a high impact educational practice. Student participation in UR contributes to measurable gains in content knowledge and skills/methodology, oral and written communication skills, problem solving and critical thinking, self-confidence, autonomy, among others. First-generation college students and students from underrepresented minorities that participate in UR are more likely to remain in STEM majors, persist to graduation, and pursue graduate degrees. While engagement in the research process contributes to these outcomes, the impact of the interaction with the faculty mentor is critical. A number of studies provide evidence that it is the relationship that forms with the faculty mentor that is most valued by students and strongly contributes to their career development. Faculty mentors play an important role in student development and the relationship between mentor and student evolves from teacher to coach to colleague. Effective mentoring is not an inherent skill and is generally not taught in graduate school and generally differs from mentoring of graduate students. Each UR mentoring relationship is unique and there are many effective mentoring models and practices documented in the literature. The Council on Undergraduate Research (CUR) has a long history of supporting faculty who engage in research with undergraduates and offers resources for establishing UR programs at individual, departmental, and institutional levels. The Geosciences Division of CUR leads faculty development workshops at professional meetings and provides extensive resources to support geosciences faculty as UR mentors (http://serc.carleton.edu/NAGTWorkshops/undergraduate_research/index.html). Examples of effective mentoring strategies are highlighted, including a model developed by SUNY- Buffalo State that integrates mentoring directly into the evaluation of UR.

  19. Project based education as motivation factor in undergraduate program in Electronics at Copenhagen University College of Engineering

    DEFF Research Database (Denmark)

    Friesel, Anna

    2012-01-01

    This paper summarizes the contents of our experience with project based courses and team work in the undergraduate program in Electronics. The main points of our program are described in this paper, where the leading idea is to combine theory with practical engineering projects. Our students work...

  20. Integrating authentic scientific research in a conservation course–based undergraduate research experience

    Science.gov (United States)

    Sorensen, Amanda E.; Corral, Lucia; Dauer, Jenny M.; Fontaine, Joseph J.

    2018-01-01

    Course-based undergraduate research experiences (CUREs) have been developed to overcome barriers including students in research. However, there are few examples of CUREs that take place in a conservation and natural resource context with students engaging in field research. Here, we highlight the development of a conservation-focused CURE integrated to a research program, research benefits, student self-assessment of learning, and perception of the CURE. With the additional data, researchers were able to refine species distribution models and facilitate management decisions. Most students reported gains in their scientific skills, felt they had engaged in meaningful, real-world research. In student reflections on how this experience helped clarify their professional intentions, many reported being more likely to enroll in graduate programs and seek employment related to science. Also interesting was all students reported being more likely to talk with friends, family, or the public about wildlife conservation issues after participating, indicating that courses like this can have effects beyond the classroom, empowering students to be advocates and translators of science. Field-based, conservation-focused CUREs can create meaningful conservation and natural resource experiences with authentic scientific teaching practices.

  1. Will Undergraduate Students Play Games to Learn How to Conduct Library Research?

    Science.gov (United States)

    Markey, Karen; Swanson, Fritz; Jenkins, Andrea; Jennings, Brian; St. Jean, Beth; Rosenberg, Victor; Yao, Xingxing; Frost, Robert

    2009-01-01

    This exploratory study examines whether undergraduate students will play games to learn how to conduct library research. Results indicate that students will play games that are an integral component of the course curriculum and enable them to accomplish overall course goals at the same time they learn about library research. (Contains 1 table.)

  2. Undergraduates and Their Use of Social Media: Assessing Influence on Research Skills

    Science.gov (United States)

    Nwangwa, Kanelechi C. K.; Yonlonfoun, Ebun; Omotere, Tope

    2014-01-01

    This research investigates the influence of social media usage on research skills of undergraduates offering Educational Management at six different universities randomly selected from the six geo-political zones in Nigeria. Various studies on the effects of social media on students have concentrated mainly on academic performance (Kirschner &…

  3. Teaching the Geoweb: Interdisciplinary Undergraduate Research in Wireless Sensor Networks, Web Mapping, and Geospatial Data Management

    Science.gov (United States)

    Abernathy, David

    2011-01-01

    This article addresses an effort to incorporate wireless sensor networks and the emerging tools of the Geoweb into undergraduate teaching and research at a small liberal arts college. The primary goal of the research was to identify the hardware, software, and skill sets needed to deploy a local sensor network, collect data, and transmit that data…

  4. Minority Undergraduate Research in Prostate Cancer: Bridging Opportunities for Post-Baccalaureate Education

    Science.gov (United States)

    2010-04-01

    Rubrics for the ASBMB Undergraduate Poster Competition 2007 Dr. David Usher (Dept. of Biological Sciences), Tyler Larsen and Laura Sloofman. A good site...did his research on a genetic disease called Spinal Muscular Atrophy, also known as SMA. "I did research up at the Children’s Hospital because this is a

  5. Evaluating the Effectiveness of Lecture Capture: Lessons Learned from an Undergraduate Political Research Class

    Science.gov (United States)

    Roberts, James C.

    2015-01-01

    This article presents the results of a 4-year quasi-experimental study of the effectiveness of lecture capture in an undergraduate political research class. Students self-enrolled in either a traditional in-class lecture-discussion section or a fully online section of a required political research course. The class sessions from the in-class…

  6. Authentic Science Research Opportunities: How Do Undergraduate Students Begin Integration into a Science Community of Practice?

    Science.gov (United States)

    Gardner, Grant E.; Forrester, Jennifer H.; Jeffrey, Penny Shumaker; Ferzli, Miriam; Shea, Damian

    2015-01-01

    The goal of the study described was to understand the process and degree to which an undergraduate science research program for rising college freshmen achieved its stated objectives to integrate participants into a community of practice and to develop students' research identities.

  7. Exploring the Research Mindset and Information-Seeking Behaviors of Undergraduate Music Students

    Science.gov (United States)

    Clark, Joe C.; Johnstone, Jennifer

    2018-01-01

    This article examines the mindset and process of undergraduate music majors conducting research in their discipline. While working with students in a writing-intensive music history class, the authors conducted several surveys, focus groups, and task-based assessments. Results indicated that most were overconfident in their research abilities,…

  8. Developing Research Paper Writing Programs for EFL/ESL Undergraduate Students Using Process Genre Approach

    Science.gov (United States)

    Tuyen, Kim Thanh; Bin Osman, Shuki; Dan, Thai Cong; Ahmad, Nor Shafrin Binti

    2016-01-01

    Research Paper Writing (RPW) plays a key role in completing all research work. Poor writing could lead to the postponement of publications. Therefore, it is necessary to develop a program of (RPW) to improve RPW ability for EFL/ESL writers, especially for undergraduate students in Higher Education (HE) institutions, which has caught less attention…

  9. Integrating Opportunities: Applied Interdisciplinary Research in Undergraduate Geography and Geology Education

    Science.gov (United States)

    Viertel, David C.; Burns, Diane M.

    2012-01-01

    Unique integrative learning approaches represent a fundamental opportunity for undergraduate students and faculty alike to combine interdisciplinary methods with applied spatial research. Geography and geoscience-related disciplines are particularly well-suited to adapt multiple methods within a holistic and reflective mentored research paradigm.…

  10. Bridging the Gap: A Research-Based Approach for Teaching Interdisciplinary Science to Undergraduate Freshman Students

    Science.gov (United States)

    Sales, Jessica; Comeau, Dawn; Liddle, Kathleen; Khanna, Nikki; Perrone, Lisa; Palmer, Katrina; Lynn, David

    2006-01-01

    A new program, On Recent Discoveries by Emory Researchers (ORDER), has been developed as a bridge across the ever-widening gap between graduate and undergraduate education in the sciences. This bridge is created by merging the needs of graduate/postdoctoral students to educate more interdisciplinary scholars about their research discoveries with…

  11. Lessons Learned from Introducing Social Media Use in Undergraduate Economics Research

    Science.gov (United States)

    O'Brien, Martin; Freund, Katarina

    2018-01-01

    The research process and associated literacy requirements are often unfamiliar and daunting obstacles for undergraduate students. The use of social media has the potential to assist research training and encourage active learning, social inclusion and student engagement. This paper documents the lessons learned from developing a blended learning…

  12. Life in the Universe - Astronomy and Planetary Science Research Experience for Undergraduates at the SETI Institute

    Science.gov (United States)

    Chiar, J.; Phillips, C. B.; Rudolph, A.; Bonaccorsi, R.; Tarter, J.; Harp, G.; Caldwell, D. A.; DeVore, E. K.

    2016-12-01

    The SETI Institute hosts an Astrobiology Research Experience for Undergraduates (REU) program. Beginning in 2013, we partnered with the Physics and Astronomy Dept. at Cal Poly Pomona, a Hispanic-serving university, to recruit underserved students. Over 11 years, we have served 155 students. We focus on Astrobiology since the Institute's mission is to explore, understand and explain the origin, nature and prevalence of life in the universe. Our REU students work with mentors at the Institute - a non-profit organization located in California's Silicon Valley-and at the nearby NASA Ames Research Center. Projects span research on survival of microbes under extreme conditions, planetary geology, astronomy, the Search for Extraterrestrial Intelligence (SETI), extrasolar planets and more. The REU program begins with an introductory lectures by Institute scientists covering the diverse astrobiology subfields. A week-long field trip to the SETI Institute's Allen Telescope Array (Hat Creek Radio Astronomy Observatory in Northern California) and field experiences at hydrothermal systems at nearby Lassen Volcanic National Park immerses students in radio astronomy and SETI, and extremophile environments that are research sites for astrobiologists. Field trips expose students to diverse environments and allow them to investigate planetary analogs as our scientists do. Students also participate in local trips to the California Academy of Sciences and other nearby locations of scientific interest, and attend the weekly scientific colloquium hosted by the SETI Institute at Microsoft, other seminars and lectures at SETI Institute and NASA Ames. The students meet and present at a weekly journal club where they hone their presentation skills, as well as share their research progress. At the end of the summer, the REU interns present their research projects at a session of the Institute's colloquium. As a final project, students prepare a 2-page formal abstract and 15-minute

  13. Using local research sites to engage undergraduates in environmental science research

    Science.gov (United States)

    Varner, R. K.

    2016-12-01

    For the first time in their undergraduate experience, students in the University of New Hampshire's Techniques in Environmental Science course are immersed in learning approaches to scientific investigation that they can implement as part of their senior capstone research experience or other REU type programs. The course begins with an understanding of the value of note taking in the field and working collaboratively in groups. The students then embark upon a series of field experiences that include using both simple and complex tools for mapping elevation, species composition and above ground biomass estimates in a forest and wetland, carbon cycling through measurement of greenhouse gas exchange at both a wetland and at an organic dairy farm, assessing hydrology and water quality through both ground and surface water measurements at locations on campus, and finally analysis of atmospheric chemistry data collected locally. Over the course of a semester the students learn how to describe their methodology and the importance of their work concisely. Eventually the students are given instrumentation and a field site and learn to ask their own research question and develop their approach to answering it. This course model provides a foundation for students to pursue their capstone research experiences but also for understanding complex environmental questions such as the impact of land use change on water and air quality and carbon cycling and its role in our climate system. Students are provided a unique opportunity to address questions at field sites that are local and are part of larger research programs which allows for a larger context to place their work. This course has also been a framework for the NSF funded REU program- Northern Ecosystems Research for Undergraduates (EAR#1063037). Sallie's Fen, a wetland research site, is used as an initial field setting for students to learn techniques, build their ability to ask research questions and to plan research

  14. Entering research: A course that creates community and structure for beginning undergraduate researchers in the STEM disciplines.

    Science.gov (United States)

    Balster, Nicholas; Pfund, Christine; Rediske, Raelyn; Branchaw, Janet

    2010-01-01

    Undergraduate research experiences have been shown to enhance the educational experience and retention of college students, especially those from underrepresented populations. However, many challenges still exist relative to building community among students navigating large institutions. We developed a novel course called Entering Research that creates a learning community to support beginning undergraduate researchers and is designed to parallel the Entering Mentoring course for graduate students, postdocs, and faculty serving as mentors of undergraduate researchers. The course serves as a model that can be easily adapted for use across the science, technology, engineering, and mathematics (STEM) disciplines using a readily available facilitator's manual. Course evaluations and rigorous assessment show that the Entering Research course helps students in many ways, including finding a mentor, understanding their place in a research community, and connecting their research to their course work in the biological and physical sciences. Students in the course reported statistically significant gains in their skills, knowledge, and confidence as researchers compared with a control group of students, who also were engaged in undergraduate research but not enrolled in this course. In addition, the faculty and staff members who served as facilitators of the Entering Research course described their experience as rewarding and one they would recommend to their colleagues.

  15. VoiceThread as a Peer Review and Dissemination Tool for Undergraduate Research

    Science.gov (United States)

    Guertin, L. A.

    2012-12-01

    VoiceThread has been utilized in an undergraduate research methods course for peer review and final research project dissemination. VoiceThread (http://www.voicethread.com) can be considered a social media tool, as it is a web-based technology with the capacity to enable interactive dialogue. VoiceThread is an application that allows a user to place a media collection online containing images, audio, videos, documents, and/or presentations in an interface that facilitates asynchronous communication. Participants in a VoiceThread can be passive viewers of the online content or engaged commenters via text, audio, video, with slide annotations via a doodle tool. The VoiceThread, which runs across browsers and operating systems, can be public or private for viewing and commenting and can be embedded into any website. Although few university students are aware of the VoiceThread platform (only 10% of the students surveyed by Ng (2012)), the 2009 K-12 edition of The Horizon Report (Johnson et al., 2009) lists VoiceThread as a tool to watch because of the opportunities it provides as a collaborative learning environment. In Fall 2011, eleven students enrolled in an undergraduate research methods course at Penn State Brandywine each conducted their own small-scale research project. Upon conclusion of the projects, students were required to create a poster summarizing their work for peer review. To facilitate the peer review process outside of class, each student-created PowerPoint file was placed in a VoiceThread with private access to only the class members and instructor. Each student was assigned to peer review five different student posters (i.e., VoiceThread images) with the audio and doodle tools to comment on formatting, clarity of content, etc. After the peer reviews were complete, the students were allowed to edit their PowerPoint poster files for a new VoiceThread. In the new VoiceThread, students were required to video record themselves describing their research

  16. The Conundrum of Social Class: Disparities in Publishing among STEM Students in Undergraduate Research Programs at a Hispanic Majority Institution

    Science.gov (United States)

    Grineski, Sara; Daniels, Heather; Collins, Timothy; Morales, Danielle X.; Frederick, Angela; Garcia, Marilyn

    2018-01-01

    Research on the science, technology, engineering, and math (STEM) student development pipeline has largely ignored social class and instead examined inequalities based on gender and race. We investigate the role of social class in undergraduate student research publications. Data come from a sample of 213 undergraduate research participants…

  17. Impact of Undergraduate Research Mentorship Affects on Student Desire, Confidence and Motivation to Continue Work in Science

    Science.gov (United States)

    Salm, Ann E.

    2015-01-01

    The quantitative Undergraduate Research Questionnaire (URQ) is used to assess the impact of undergraduate research mentorship affects, such as informal conversations, supportive faculty and/or peer interactions, on student confidence and motivation to continue working, learning or researching in the sciences (Taraban & Logue, 2012). Research…

  18. STAIRSTEP -- a research-oriented program for undergraduate students at Lamar University

    Science.gov (United States)

    Bahrim, Cristian

    2011-03-01

    The relative low number of undergraduate STEM students in many science disciplines, and in particular in physics, represents a major concern for our faculty and the administration at Lamar University. Therefore, a collaborative effort between several science programs, including computer science, chemistry, geology, mathematics and physics was set up with the goal of increasing the number of science majors and to minimize the retention rate. Lamar's Student Advancing through Involvement in Research Student Talent Expansion Program (STAIRSTEP) is a NSF-DUE sponsored program designed to motivate STEM students to graduate with a science degree from one of these five disciplines by involving them in state-of-the-art research projects and various outreach activities organized on-campus or in road shows at the secondary and high schools. The physics program offers hands-on experience in optics, such as computer-based experiments for studying the diffraction and interference of light incident on nettings or electronic wave packets incident on crystals, with applications in optical imaging, electron microscopy, and crystallography. The impact of the various activities done in STAIRSTEP on our Physics Program will be discussed.

  19. Student-Designed Service-Learning Projects in an Undergraduate Neurobiology Course

    Directory of Open Access Journals (Sweden)

    Katharine V. Northcutt

    2015-12-01

    Full Text Available One of the challenges in teaching a service-learning course is obtaining student buy-in from all students in the course. To circumvent this problem, I have let students in my undergraduate Neurobiology course design their own service-learning projects at the beginning of the semester. Although this can be chaotic because it requires last-minute planning, I have made it successful through facilitating student communication in the classroom, requiring thorough project proposals, meeting with students regularly, and monitoring group progress through written reflection papers. Most of my students have strong opinions about the types of projects that they want to carry out, and many students have used connections that they have already made with local organizations. Almost all projects that students have designed to this point involve teaching basic concepts of neurobiology to children of various ages while simultaneously sparking their interest in science. Through taking ownership of the project and designing it such that it works well with their strengths, interests, and weekly schedule, students have become more engaged in service learning and view it as a valuable experience. Despite some class time being shifted away from more traditional assignments, students have performed equally well in the course, and they are more eager to talk with others about course concepts. Furthermore, the feedback that I have received from community partners has been excellent, and some students have maintained their work with the organizations.

  20. A primer for undergraduate research from groups and tiles to frames and vaccines

    CERN Document Server

    Peterson, Valerie; Lee, Christopher

    2017-01-01

    This highly readable book aims to ease the many challenges of starting undergraduate research. It accomplishes this by presenting a diverse series of self-contained, accessible articles which include specific open problems and prepare the reader to tackle them with ample background material and references. Each article also contains a carefully selected bibliography for further reading. The content spans the breadth of mathematics, including many topics that are not normally addressed by the undergraduate curriculum (such as matroid theory, mathematical biology, and operations research), yet have few enough prerequisites that the interested student can start exploring them under the guidance of a faculty member. Whether trying to start an undergraduate thesis, embarking on a summer REU, or preparing for graduate school, this book is appropriate for a variety of students and the faculty who guide them. .

  1. "Hands-On" Undergraduate Research Opportunities in the Life Sciences: Preparing the Next Generation of Biological Researchers

    Science.gov (United States)

    Levis-Fitzgerald, Marc; Denson, Nida; Kerfeld, Cheryl A.

    2004-01-01

    Over the past decade, a number of scholars have publicly criticized large research universities for failing to provide undergraduate students with the skills and abilities needed to succeed both in life and in the workforce. At the heart of this criticism is the concern that research institutions have de-emphasized teaching by increasing the size…

  2. Advanced Energy Projects FY 1990 research summaries

    International Nuclear Information System (INIS)

    1990-09-01

    This report serves as a guide to prepare proposals and provides summaries of the research projects active in FY 1990, sponsored by the Office of Basic Energy Sciences Division of Advanced Energy Projects, Department of Energy. (JF)

  3. NCDP Research Projects and Research Supported Projects (June ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    Amal Ben Ameur

    prevent non-communicable diseases in India. 139,600. India. Asia ... Building the field of research on non- ... Assessing the attitudes and practices of public ... Tobacco control Research on health costs of smoking in Cambodia. 14,800.

  4. Team research at the biology-mathematics interface: project management perspectives.

    Science.gov (United States)

    Milton, John G; Radunskaya, Ami E; Lee, Arthur H; de Pillis, Lisette G; Bartlett, Diana F

    2010-01-01

    The success of interdisciplinary research teams depends largely upon skills related to team performance. We evaluated student and team performance for undergraduate biology and mathematics students who participated in summer research projects conducted in off-campus laboratories. The student teams were composed of a student with a mathematics background and an experimentally oriented biology student. The team mentors typically ranked the students' performance very good to excellent over a range of attributes that included creativity and ability to conduct independent research. However, the research teams experienced problems meeting prespecified deadlines due to poor time and project management skills. Because time and project management skills can be readily taught and moreover typically reflect good research practices, simple modifications should be made to undergraduate curricula so that the promise of initiatives, such as MATH-BIO 2010, can be implemented.

  5. Image-Seeking Preferences Among Undergraduate Novice Researchers

    Directory of Open Access Journals (Sweden)

    Laurie M. Bridges

    2011-03-01

    Full Text Available Objective – This study investigated the image-seeking preferences of university freshmen to gain a better understanding of how they search for pictures for assignments.Methods – A survey was emailed to a random sample of 1,000 freshmen enrolled at Oregon State University in the fall of 2009. A total of 63 surveys were returned.Results – The majority of students indicated they would use Google to find a picture. Nineteen respondents said they would use a library, librarians, and/or archives.Conclusions – The results indicate the majority of students in our study would use Google to find an image for coursework purposes; yet the students who suggested they would use Google did not mention evaluating the images they might find or have concerns about copyright issues. Undergraduate students would benefit from having visual literacy integrated into standard information literacy instruction to help them locate, evaluate, and legally use the images they find online. In addition, libraries, librarians, archivists, and library computer programmers should work to raise the rankings of library digital photo collections in online search engines like Google.

  6. Innovative finance : strategic research project.

    Science.gov (United States)

    2013-08-01

    Its time to rethink how we fund transportation infrastructure because most transportation : experts agree: theres a transportation funding and financing crisis looming. : Projected revenues from current sources of transportation funding will am...

  7. Impact of Interdisciplinary Undergraduate Research in mathematics and biology on the development of a new course integrating five STEM disciplines.

    Science.gov (United States)

    Caudill, Lester; Hill, April; Hoke, Kathy; Lipan, Ovidiu

    2010-01-01

    Funded by innovative programs at the National Science Foundation and the Howard Hughes Medical Institute, University of Richmond faculty in biology, chemistry, mathematics, physics, and computer science teamed up to offer first- and second-year students the opportunity to contribute to vibrant, interdisciplinary research projects. The result was not only good science but also good science that motivated and informed course development. Here, we describe four recent undergraduate research projects involving students and faculty in biology, physics, mathematics, and computer science and how each contributed in significant ways to the conception and implementation of our new Integrated Quantitative Science course, a course for first-year students that integrates the material in the first course of the major in each of biology, chemistry, mathematics, computer science, and physics.

  8. An O-"fish"-ial Research Project

    Science.gov (United States)

    Newman, James; Krustchinsky, Rick; Vanek, Karen; Nguyen, Kim-Thoa

    2009-01-01

    In this "O-"fish"-ial" research project, third-grade students use multiple resources to research several fish species, write a research paper and develop a PowerPoint presentation to communicate their findings. In addition, students actually examine these species up close with samples from the local market, and then conclude the project with a…

  9. A broadly implementable research course in phage discovery and genomics for first-year undergraduate students.

    Science.gov (United States)

    Jordan, Tuajuanda C; Burnett, Sandra H; Carson, Susan; Caruso, Steven M; Clase, Kari; DeJong, Randall J; Dennehy, John J; Denver, Dee R; Dunbar, David; Elgin, Sarah C R; Findley, Ann M; Gissendanner, Chris R; Golebiewska, Urszula P; Guild, Nancy; Hartzog, Grant A; Grillo, Wendy H; Hollowell, Gail P; Hughes, Lee E; Johnson, Allison; King, Rodney A; Lewis, Lynn O; Li, Wei; Rosenzweig, Frank; Rubin, Michael R; Saha, Margaret S; Sandoz, James; Shaffer, Christopher D; Taylor, Barbara; Temple, Louise; Vazquez, Edwin; Ware, Vassie C; Barker, Lucia P; Bradley, Kevin W; Jacobs-Sera, Deborah; Pope, Welkin H; Russell, Daniel A; Cresawn, Steven G; Lopatto, David; Bailey, Cheryl P; Hatfull, Graham F

    2014-02-04

    Engaging large numbers of undergraduates in authentic scientific discovery is desirable but difficult to achieve. We have developed a general model in which faculty and teaching assistants from diverse academic institutions are trained to teach a research course for first-year undergraduate students focused on bacteriophage discovery and genomics. The course is situated within a broader scientific context aimed at understanding viral diversity, such that faculty and students are collaborators with established researchers in the field. The Howard Hughes Medical Institute (HHMI) Science Education Alliance Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) course has been widely implemented and has been taken by over 4,800 students at 73 institutions. We show here that this alliance-sourced model not only substantially advances the field of phage genomics but also stimulates students' interest in science, positively influences academic achievement, and enhances persistence in science, technology, engineering, and mathematics (STEM) disciplines. Broad application of this model by integrating other research areas with large numbers of early-career undergraduate students has the potential to be transformative in science education and research training. Engagement of undergraduate students in scientific research at early stages in their careers presents an opportunity to excite students about science, technology, engineering, and mathematics (STEM) disciplines and promote continued interests in these areas. Many excellent course-based undergraduate research experiences have been developed, but scaling these to a broader impact with larger numbers of students is challenging. The Howard Hughes Medical Institute (HHMI) Science Education Alliance Phage Hunting Advancing Genomics and Evolutionary Science (SEA-PHAGES) program takes advantage of the huge size and diversity of the bacteriophage population to engage students in discovery of new viruses, genome

  10. Undergraduate nursing students' perceptions of service-learning through a school-based community project.

    Science.gov (United States)

    Bassi, Sherry

    2011-01-01

    Service-learning (SL) is an experiential teaching method that combines instruction with community service, with the aim of enriching students' academic learning, interpersonal skills and sense of responsibility while making meaningful contributions to the community. However, measuring outcomes of service-learning projects is difficult. This article reports on the perceptions of 18 third-year undergraduate nursing students who took part in a pilot service-learning project targeting tobacco use in a local elementary school. Faculty members evaluated the program's outcomes by engaging students in structured reflection on the program about its relevance to their future careers as practicing professionals, especially in community-based settings. The students' perceptions were elicited through three sets of reflective assignments following the project. Findings from the reflective assignments suggest that the pilot program was successful in enhancing the students' academic, social, and personal development while building a partnership between the school of nursing and key players in the community, including school-based nurses, teachers, administrators, families, and community leaders. The author suggests that service-learning projects can help nursing students accomplish key developmental tasks of the college years (such as building their competence, autonomy, and integrity), while helping impart the skills and values they will need as they graduate and seek professional nursing roles.

  11. Children's Literature in the Undergraduate Course on Communication Research Methods

    Science.gov (United States)

    Brown, Daniel S.

    2010-01-01

    Objective: Students will develop positive attitudes toward communication research by linking new values and principles with the familiar values and principles contained in children's literature. Course: Communication Research Methods.

  12. Analysis of Scientific Research Related Anxiety Levels of Undergraduate Students'

    Science.gov (United States)

    Yildirim, Sefa; Hasiloglu, Mehmet Akif

    2018-01-01

    In this study, it was aimed to identify the scientific research-related anxiety levels of the undergraduate students studying in the department of faculty of science and letters and faculty of education to analyse these anxiety levels in terms of various variables (students' gender, using web based information sources, going to the library,…

  13. Undergraduate Research-Methods Training in Political Science: A Comparative Perspective

    Science.gov (United States)

    Parker, Jonathan

    2010-01-01

    Unlike other disciplines in the social sciences, there has been relatively little attention paid to the structure of the undergraduate political science curriculum. This article reports the results of a representative survey of 200 political science programs in the United States, examining requirements for quantitative methods, research methods,…

  14. Millennial Undergraduate Research Strategies in Web and Library Information Retrieval Systems

    Science.gov (United States)

    Porter, Brandi

    2011-01-01

    This article summarizes the author's dissertation regarding search strategies of millennial undergraduate students in Web and library online information retrieval systems. Millennials bring a unique set of search characteristics and strategies to their research since they have never known a world without the Web. Through the use of search engines,…

  15. 76 FR 93 - Summer Undergraduate Research Fellowships (SURF) NIST Gaithersburg and Boulder Programs...

    Science.gov (United States)

    2011-01-03

    ... encourage outstanding undergraduate students to pursue careers in science and engineering. The objective of...: Catalog of Federal Domestic Assistance Name and Number: Measurement and Engineering Research and Standards... engineering sciences and, as the lead Federal agency for technology transfer, it provides a strong interface...

  16. From Data to Policy: An Undergraduate Program in Research and Communication

    Science.gov (United States)

    Fuoco, Rebecca; Blum, Arlene; Peaslee, Graham F.

    2012-01-01

    To bridge the gap between science and policy, future scientists should receive training that incorporates policy implications into the design, analysis, and communication of research. We present a student Science and Policy course for undergraduate science majors piloted at the University of California, Berkeley in the summer of 2011. During this…

  17. Computer Literacy for Life Sciences: Helping the Digital-Era Biology Undergraduates Face Today's Research

    Science.gov (United States)

    Smolinski, Tomasz G.

    2010-01-01

    Computer literacy plays a critical role in today's life sciences research. Without the ability to use computers to efficiently manipulate and analyze large amounts of data resulting from biological experiments and simulations, many of the pressing questions in the life sciences could not be answered. Today's undergraduates, despite the ubiquity of…

  18. Ten Salient Practices of Undergraduate Research Mentors: A Review of the Literature

    Science.gov (United States)

    Shanahan, Jenny Olin; Ackley-Holbrook, Elizabeth; Hall, Eric; Stewart, Kearsley; Walkington, Helen

    2015-01-01

    This paper identifies salient practices of faculty mentors of undergraduate research (UR) as indicated in the extensive literature of the past two decades on UR. The well-established benefits for students involved in UR are dependent, first and foremost, on high-quality mentoring. Mentorship is a defining feature of UR. As more and different types…

  19. "Mentoring Is Sharing the Excitement of Discovery": Faculty Perceptions of Undergraduate Research Mentoring

    Science.gov (United States)

    Vandermaas-Peeler, Maureen; Miller, Paul C.; Peeples, Tim

    2015-01-01

    Although an increasing number of studies have examined students' participation in undergraduate research (UR), little is known about faculty perceptions of mentoring in this context. The purpose of this exploratory study was to investigate four aspects of mentoring UR, including how faculty define high-quality UR mentoring and operationalize it in…

  20. Transitioning from Expository Laboratory Experiments to Course-Based Undergraduate Research in General Chemistry

    Science.gov (United States)

    Clark, Ted M.; Ricciardo, Rebecca; Weaver, Tyler

    2016-01-01

    General chemistry courses predominantly use expository experiments that shape student expectations of what a laboratory activity entails. Shifting within a semester to course-based undergraduate research activities that include greater decision-making, collaborative work, and "messy" real-world data necessitates a change in student…

  1. Factors Influencing Achievement in Undergraduate Social Science Research Methods Courses: A Mixed Methods Analysis

    Science.gov (United States)

    Markle, Gail

    2017-01-01

    Undergraduate social science research methods courses tend to have higher than average rates of failure and withdrawal. Lack of success in these courses impedes students' progression through their degree programs and negatively impacts institutional retention and graduation rates. Grounded in adult learning theory, this mixed methods study…

  2. Developing a Psychology Undergraduate Research Community in a New University

    Science.gov (United States)

    Roberts, Patricia; Ertubey, Candan; McMurray, Isabella; Robertson, Ian

    2012-01-01

    Psychology is a science-based discipline in which research is inextricably embedded in teaching and learning activities. Educators use different methods to help students in their learning of the nature of research and the practical skills required to conduct research, with students playing either a passive or more active role in the learning…

  3. Excursions in classical analysis pathways to advanced problem solving and undergraduate research

    CERN Document Server

    Chen, Hongwei

    2010-01-01

    Excursions in Classical Analysis introduces undergraduate students to advanced problem solving and undergraduate research in two ways. Firstly, it provides a colourful tour of classical analysis which places a wide variety of problems in their historical context. Secondly, it helps students gain an understanding of mathematical discovery and proof. In demonstrating a variety of possible solutions to the same sample exercise, the reader will come to see how the connections between apparently inapplicable areas of mathematics can be exploited in problem-solving. This book will serve as excellent preparation for participation in mathematics competitions, as a valuable resource for undergraduate mathematics reading courses and seminars and as a supplement text in a course on analysis. It can also be used in independent study, since the chapters are free-standing.

  4. Proceedings of the ninth national conference on undergraduate research, 1995. Volume 1

    Energy Technology Data Exchange (ETDEWEB)

    Yearout, R.D. [ed.

    1995-07-01

    The Ninth National Conference on Undergraduate Research (NCUR 95) was held at Union College in Schenectady, New York. This annual celebration of undergraduate scholarly activity continues to elicit strong nation-wide support and enthusiasm among both students and faculty. Attendance was nearly 1,650, which included 1,213 student oral and poster presenters. For the second year in a row, many student papers had to be rejected for presentation at NCUR due to conference size limitations. Thus, submitted papers for presentation at NCUR 95 were put through a careful review process before acceptance. Those students who have been selected to have their paper appear in these Proceedings have been through yet a second review process. As a consequence, their work has been judged to represent an impressive level of achievement at the undergraduate level. Volume 1 contains papers related to Arts and Humanities (52 papers), and Social and Behavioral Sciences (64 papers).

  5. Proceedings of the ninth national conference on undergraduate research, 1995. Volume 2

    Energy Technology Data Exchange (ETDEWEB)

    Yearout, R.D.

    1995-07-01

    The Ninth National Conference on Undergraduate Research (NCUR 95) was held at Union College in Schenectady, New York. This annual celebration of undergraduate scholarly activity continues to elicit strong nation-wide support and enthusiasm among both students and faculty. Attendance was nearly 1,650, which included 1,213 student oral and poster presenters. For the second year in a row, many student papers had to be rejected for presentation at NCUR due to conference size limitations. Thus, submitted papers for presentation at NCUR 95 were put through a careful review process before acceptance. Those students who have been selected to have their paper appear in these Proceedings have been through yet a second review process. As a consequence, their work has been judged to represent an impressive level of achievement at the undergraduate level. Volume 2 contains papers related to Engineering and Mathematics (41 papers) and Physical Science (18 papers).

  6. Proceedings of the ninth national conference on undergraduate research, 1995. Volume 3

    Energy Technology Data Exchange (ETDEWEB)

    Yearout, R.D. [ed.

    1995-07-01

    The Ninth National Conference on Undergraduate Research (NCUR 95) was held at Union College in Schenectady, New York. This annual celebration of undergraduate scholarly activity continues to elicit strong nation-wide support and enthusiasm among both students and faculty. Attendance was nearly 1,650, which included 1,213 student oral and poster presenters. For the second year in a row, many student papers had to be rejected for presentation at NCUR due to conference size limitations. Thus, submitted papers for presentation at NCUR 95 were put through a careful review process before acceptance. Those students who have been selected to have their paper appear in these Proceedings have been through yet a second review process. As a consequence, their work has been judged to represent an impressive level of achievement at the undergraduate level. Volume 3 contains papers related to Biological Sciences (46 papers); Chemical Sciences (21 papers); and Environmental Sciences (7 papers).

  7. Projective techniques in consumer research

    African Journals Online (AJOL)

    privaat

    Various projective techniques for personality assess- ment and psychoanalytic treatment in clinical psychol- .... Some social conventions or barriers may constrain the expression of feelings and reporting of behav- .... ject-stipulated characteristic. Brand mapping may be used in new product development and as a way to.

  8. Research Project Evaluation-Learnings from the PATHWAYS Project Experience.

    Science.gov (United States)

    Galas, Aleksander; Pilat, Aleksandra; Leonardi, Matilde; Tobiasz-Adamczyk, Beata

    2018-05-25

    Every research project faces challenges regarding how to achieve its goals in a timely and effective manner. The purpose of this paper is to present a project evaluation methodology gathered during the implementation of the Participation to Healthy Workplaces and Inclusive Strategies in the Work Sector (the EU PATHWAYS Project). The PATHWAYS project involved multiple countries and multi-cultural aspects of re/integrating chronically ill patients into labor markets in different countries. This paper describes key project's evaluation issues including: (1) purposes, (2) advisability, (3) tools, (4) implementation, and (5) possible benefits and presents the advantages of a continuous monitoring. Project evaluation tool to assess structure and resources, process, management and communication, achievements, and outcomes. The project used a mixed evaluation approach and included Strengths (S), Weaknesses (W), Opportunities (O), and Threats (SWOT) analysis. A methodology for longitudinal EU projects' evaluation is described. The evaluation process allowed to highlight strengths and weaknesses and highlighted good coordination and communication between project partners as well as some key issues such as: the need for a shared glossary covering areas investigated by the project, problematic issues related to the involvement of stakeholders from outside the project, and issues with timing. Numerical SWOT analysis showed improvement in project performance over time. The proportion of participating project partners in the evaluation varied from 100% to 83.3%. There is a need for the implementation of a structured evaluation process in multidisciplinary projects involving different stakeholders in diverse socio-environmental and political conditions. Based on the PATHWAYS experience, a clear monitoring methodology is suggested as essential in every multidisciplinary research projects.

  9. Undergraduate Research and Training in Ion-Beam Analysis of Environmental Materials

    Science.gov (United States)

    Vineyard, Michael F.; Chalise, Sajju; Clark, Morgan L.; LaBrake, Scott M.; McCalmont, Andrew M.; McGuire, Brendan C.; Mendez, Iseinie I.; Watson, Heather C.; Yoskowitz, Joshua T.

    We have an active undergraduate research program at the Union College Ion-Beam Analysis Laboratory (UCIBAL) focused on the study of environmental materials. Accelerator-based ion-beam analysis (IBA) is a powerful tool for the study of environmental pollution because it can provide information on a broad range of elements with high sensitivity and low detection limits, is non-destructive, and requires little or no sample preparation. It also provides excellent training for the next generation of environmental scientists. Beams of protons and alpha particles with energies of a few MeV from the 1.1-MV tandem Pelletron accelerator (NEC Model 3SDH) in the UCIBAL are used to characterize environmental samples using IBA techniques such as proton-induced X-ray emission, Rutherford back-scattering, and proton-induced gamma-ray emission. Recent projects include the characterization of atmospheric aerosols in the Adirondack Mountains of upstate New York, the study of heavy metal pollutants in river sediment, measurements of Pb diffusion in sulfide minerals to help constrain the determination of the age of iron meteorites, and the search for heavy metals and toxins in artificial turf.

  10. Overview of research in the ADVANTAGE project

    DEFF Research Database (Denmark)

    Angjelichinoski, Marko; Cosovic, Mirsad; Kalalas, Charalampos

    2016-01-01

    The European Marie Curie Project ADVANTAGE (Advanced Communications and Information processing in smart grid systems) was launched in 2014. It represents a major inter-disciplinary research project into the topic of Smart Grid technology. A key aspect of the project is to bring together and train...

  11. Advanced Energy Projects: FY 1993, Research summaries

    International Nuclear Information System (INIS)

    1993-09-01

    AEP has been supporting research on novel materials for energy technology, renewable and biodegradable materials, new uses for scientific discoveries, alternate pathways to energy efficiency, alternative energy sources, innovative approaches to waste treatment and reduction, etc. The summaries are grouped according to projects active in FY 1993, Phase I SBIR projects, and Phase II SBIR projects. Investigator and institutional indexes are included

  12. Advanced Energy Projects: FY 1993, Research summaries

    Energy Technology Data Exchange (ETDEWEB)

    1993-09-01

    AEP has been supporting research on novel materials for energy technology, renewable and biodegradable materials, new uses for scientific discoveries, alternate pathways to energy efficiency, alternative energy sources, innovative approaches to waste treatment and reduction, etc. The summaries are grouped according to projects active in FY 1993, Phase I SBIR projects, and Phase II SBIR projects. Investigator and institutional indexes are included.

  13. Basic Project Management Methodologies for Survey Researchers.

    Science.gov (United States)

    Beach, Robert H.

    To be effective, project management requires a heavy dependence on the document, list, and computational capability of a computerized environment. Now that microcomputers are readily available, only the rediscovery of classic project management methodology is required for improved resource allocation in small research projects. This paper provides…

  14. Geothermal Reservoir Technology Research Program: Abstracts of selected research projects

    Energy Technology Data Exchange (ETDEWEB)

    Reed, M.J. (ed.)

    1993-03-01

    Research projects are described in the following areas: geothermal exploration, mapping reservoir properties and reservoir monitoring, and well testing, simulation, and predicting reservoir performance. The objectives, technical approach, and project status of each project are presented. The background, research results, and future plans for each project are discussed. The names, addresses, and telephone and telefax numbers are given for the DOE program manager and the principal investigators. (MHR)

  15. Integrating Informatics into the Undergraduate Curriculum: A Report on a Pilot Project.

    Science.gov (United States)

    Ingram, D; Murphy, J

    1996-01-01

    Previous case reports in this series on Education and Training have looked at specialist courses for postgraduate students seeking an in-depth knowledge of informatics and a career in the field. By contrast, this review describes a project designed to pilot a series of learning opportunities for undergraduate medical students. Although some UK medical colleges have opted to introduce informatics into the curriculum as a discipline in its own right, the Informatics Department at St Bartholomew's Hospital Medical College chose a different approach. When a new curriculum was introduced at St Bartholomew's and at The London Hospital Medical College, the Head of the Informatics Department saw this as an ideal opportunity to explore ways of integrating informatics into the curriculum. The initiatives described in this paper were made possible as a result of an award from the UK government Department of Employment. Money from an Enterprise in Higher Education grant funded a range of programmes, one of which was designed to introduce students to selected aspects of informatics and to demonstrate what is feasible in the undergraduate curriculum. The work carried out over a period of three and a half years was intended to provide the basis for the next phase of curriculum development. However, in the wake of the restructuring which has taken place in London medical colleges, the Informatics Department at what was St Bartholomew's has relocated to University College London Medical School, and is now called The Centre for Health Informatics and Multiprofessional Education (CHIME). University College is designing a new medical curriculum and CHIME is drawing on the experience gained through the Enterprise Project to find the best way to integrate informatics into this curriculum.

  16. Mississippi CaP HBCU Undergraduate Research Training Program

    Science.gov (United States)

    2017-11-01

    novel effective treatments and addressing mechanisms of resistance for men with high-risk or metastatic PCa. Likewise, these projects will eventually...Immunoevasion in Prostate Cancer Charles Phillips 2015 TC Senior Biology 3.42 Yin Yuan Mo Long non-coding RNAs as potential diagnostic/prognostic markers in...of 2015) will be coauthors in a manuscript from Drs. Mao and Zhou (mentors). Angel Garcia (Class of 2015) will be coauthor in an article from Dr

  17. Mississippi CaP HBCU Undergraduate Research Training Program

    Science.gov (United States)

    2016-09-01

    creativity . Working in the field of prostate cancer has opened my mind to different risk factors of this disease, specifically old age and being of...5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) Christian Gomez, Ph.D. 5d. PROJECT NUMBER E-Mail: crgomez@umc.edu 5e. TASK NUMBER 5f. WORK UNIT NUMBER 7...Health Sciences related programs; 2 trainees are hired employees ; 8 trainees are currently pursuing graduation; 14 meeting presentations in the poster

  18. Forging a 21st Century Model for Undergraduate Research

    Science.gov (United States)

    Musante, Susan

    2011-01-01

    Not all biology students get to experience scientific research firsthand, but the National Genomics Research Initiative (NGRI) is working to change that. The NGRI is the first initiative to spring from Howard Hughes Medical Institute's (HHMI) new Science Education Alliance (SEA). At present, a competitive application process determines which…

  19. Solar Market Research and Analysis Projects | Solar Research | NREL

    Science.gov (United States)

    Market Research and Analysis Projects Solar Market Research and Analysis Projects Solar market research and analysis efforts at NREL seek to further solar technologies' role in supporting a more . Midscale Commercial Market Solar Analysis NREL experts are providing analysis to expand the midscale solar

  20. Undergraduate Students’ Research and Information Skills Continue to Change in their Second Year

    Directory of Open Access Journals (Sweden)

    Kimberly Miller

    2017-03-01

    Full Text Available Review of: Hulseberg, A., & Twait, M. (2016. Sophomores speaking: An exploratory study of student research practices. College & Undergraduate Libraries, 23(2, 130-150. http://dx.doi.org/10.1080/10691316.2014.981907 Objective – To understand sophomore undergraduate students’ research practices. Design – Mixed methods online survey and participant interviews. Setting – A small liberal arts college in the Midwestern United States of America. Subjects – The sample consisted of 660 second-year students; 139 students responded to the survey (21% response rate. In-depth interviews were conducted with 13 of the 139 survey respondents. Methods – A 13-item survey was emailed to sophomore students during October 2012. To analyze the results, the authors and a library student intern developed a coding scheme to apply to open-ended survey questions. Survey respondents could also volunteer for in-depth interviews. A total of 50 survey respondents volunteered, and 14 were invited for in-depth interviews between December 2012 and January 2013. The interview protocol included open-ended questions about students’ research experiences. Students were also asked to identify and discuss one recent research project. Interviews were audio and video recorded; data from one interview was lost due to technology failure, resulting in data analysis of 13 interviews. Interview transcripts were coded by an anthropology doctoral student, the study authors, and a library student assistant. Main Results – The survey found that students completed fewer research projects and used fewer library resources as sophomores than they did as first-year students. For example, only 4.9% (n=7 of students reported completing zero research assignments in their first year, compared with 34.5% (n=48 in their second year. When asked if there were library resources or skills they wanted to know about sooner in their academic career, students’ top reply was “Nothing” (34.5%, n

  1. Preparation of (+)-α-terpineol from (+)-limonene: monoterpenes with pleasant odor in a project for undergraduate organic chemistry laboratory

    International Nuclear Information System (INIS)

    Baptistella, Lucia Helena Brito; Imamura, Paulo Mitsuo; Melo, Leandro Vilela de; Castello, Claudio

    2009-01-01

    A synthesis of (+)-α-terpineol from (+)-limonene was proposed as a project for undergraduate organic laboratory course. Terpineol is a useful flavor and fragrance compound, and several aspects of this preparation are suited for experimental organic classes, including basic techniques for extraction and analyses of essential oils, different reaction types and the possibility of a high degree of student interest. (author)

  2. The Effects of Project Based Learning on Undergraduate Students' Achievement and Self-Efficacy Beliefs towards Science Teaching

    Science.gov (United States)

    Bilgin, Ibrahim; Karakuyu, Yunus; Ay, Yusuf

    2015-01-01

    The purpose of this study is to investigate the effects of the Project-Based Learning (PBL) method on undergraduate students' achievement and its association with these students' self-efficacy beliefs about science teaching and pinions about PBL. The sample of the study consisted of two randomly chosen classes from a set of seven classes enrolled…

  3. Modeling Research Project Risks with Fuzzy Maps

    Science.gov (United States)

    Bodea, Constanta Nicoleta; Dascalu, Mariana Iuliana

    2009-01-01

    The authors propose a risks evaluation model for research projects. The model is based on fuzzy inference. The knowledge base for fuzzy process is built with a causal and cognitive map of risks. The map was especially developed for research projects, taken into account their typical lifecycle. The model was applied to an e-testing research…

  4. Advanced energy projects FY 1992 research summaries

    International Nuclear Information System (INIS)

    1992-09-01

    The Division of Advanced Energy Projects (AEP) provides support to explore the feasibility of novel, energy-related concepts that evolve from advances in basic research. These concepts are typically at an early stage of scientific definition and, therefore, are beyond the scope of ongoing applied research or technology development programs. The Division provides a mechanism for converting basic research findings to applications that eventually could impact the Nation's energy economy. Technical topics include physical, chemical, materials, engineering, and biotechnologies. Projects can involve interdisciplinary approaches to solve energy-related problems. Projects are supported for a finite period of time, which is typically three years. Annual funding levels for projects are usually about $300,000 but can vary from approximately $50,000 to $500,000. It is expected that, following AEP support, each concept will be sufficiently developed and promising to attract further funding from other sources in order to realize its full potential. There were 39 research projects in the Division of Advanced Energy Projects during Fiscal Year 1992 (October 1, 1991 -- September 30, 1992). The abstracts of those projects are provided to introduce the overall program in Advanced Energy Projects. Further information on a specific project may be obtained by contacting the principal investigator, who is listed below the project title. Projects completed during FY 1992 are indicated

  5. North Carolina Summer Undergraduate Prostate Cancer Research Program

    Science.gov (United States)

    2017-08-01

    W81XWH-16-1-0359 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) Kounosuke Watabe, Ph.D. 5d. PROJECT NUMBER 5e. TASK NUMBER E-Mail: kwatabe@wakehealth.edu 5f...Achieved: Mentees attend all activities and prepare a poster /abstract for presentation. Specific Aim 3: To track and guide trainees on their progress...a mini-symposium where students presented their results. Friday, July 22, 2016 11:00 – 11:15 am Arrive at the Cancer Center with posters

  6. Research Project Evaluation—Learnings from the PATHWAYS Project Experience

    Directory of Open Access Journals (Sweden)

    Aleksander Galas

    2018-05-01

    Full Text Available Background: Every research project faces challenges regarding how to achieve its goals in a timely and effective manner. The purpose of this paper is to present a project evaluation methodology gathered during the implementation of the Participation to Healthy Workplaces and Inclusive Strategies in the Work Sector (the EU PATHWAYS Project. The PATHWAYS project involved multiple countries and multi-cultural aspects of re/integrating chronically ill patients into labor markets in different countries. This paper describes key project’s evaluation issues including: (1 purposes, (2 advisability, (3 tools, (4 implementation, and (5 possible benefits and presents the advantages of a continuous monitoring. Methods: Project evaluation tool to assess structure and resources, process, management and communication, achievements, and outcomes. The project used a mixed evaluation approach and included Strengths (S, Weaknesses (W, Opportunities (O, and Threats (SWOT analysis. Results: A methodology for longitudinal EU projects’ evaluation is described. The evaluation process allowed to highlight strengths and weaknesses and highlighted good coordination and communication between project partners as well as some key issues such as: the need for a shared glossary covering areas investigated by the project, problematic issues related to the involvement of stakeholders from outside the project, and issues with timing. Numerical SWOT analysis showed improvement in project performance over time. The proportion of participating project partners in the evaluation varied from 100% to 83.3%. Conclusions: There is a need for the implementation of a structured evaluation process in multidisciplinary projects involving different stakeholders in diverse socio-environmental and political conditions. Based on the PATHWAYS experience, a clear monitoring methodology is suggested as essential in every multidisciplinary research projects.

  7. Undergraduate Biocuration: Developing Tomorrow’s Researchers While Mining Today’s Data

    Science.gov (United States)

    Mitchell, Cassie S.; Cates, Ashlyn; Kim, Renaid B.; Hollinger, Sabrina K.

    2015-01-01

    Biocuration is a time-intensive process that involves extraction, transcription, and organization of biological or clinical data from disjointed data sets into a user-friendly database. Curated data is subsequently used primarily for text mining or informatics analysis (bioinformatics, neuroinformatics, health informatics, etc.) and secondarily as a researcher resource. Biocuration is traditionally considered a Ph.D. level task, but a massive shortage of curators to consolidate the ever-mounting biomedical “big data” opens the possibility of utilizing biocuration as a means to mine today’s data while teaching students skill sets they can utilize in any career. By developing a biocuration assembly line of simplified and compartmentalized tasks, we have enabled biocuration to be effectively performed by a hierarchy of undergraduate students. We summarize the necessary physical resources, process for establishing a data path, biocuration workflow, and undergraduate hierarchy of curation, technical, information technology (IT), quality control and managerial positions. We detail the undergraduate application and training processes and give detailed job descriptions for each position on the assembly line. We present case studies of neuropathology curation performed entirely by undergraduates, namely the construction of experimental databases of Amyotrophic Lateral Sclerosis (ALS) transgenic mouse models and clinical data from ALS patient records. Our results reveal undergraduate biocuration is scalable for a group of 8–50+ with relatively minimal required resources. Moreover, with average accuracy rates greater than 98.8%, undergraduate biocurators are equivalently accurate to their professional counterparts. Initial training to be completely proficient at the entry-level takes about five weeks with a minimal student time commitment of four hours/week. PMID:26557796

  8. The Undergraduate Medical Education for the 21st Century (UME-21) project: the Federal Government perspective.

    Science.gov (United States)

    Bazell, Carol; Davis, Howard; Glass, Jerilyn; Rodak, John; Bastacky, Stanford M

    2004-01-01

    The Undergraduate Medical Education for the 21st Century (UME-21) project was implemented by the Division of Medicine, Bureau of Health Professions, Health Resources and Services Administration (HRSA) to encourage medical schools to collaborate with managed care organizations and others. The purpose of the collaboration was to ensure that medical students are prepared to provide quality patient care and manage that care in an integrated health care system in which the cost of care and use of empirically justified care are important elements. The UME-21 project represents a continuation of HRSA's interest in the managed care arena. The UME-21 project involved the collaboration of eight partner schools and 10 associate partner schools, together with 50 external partners, to develop innovative curricula that integrated UME-21 content from nine special areas as learning objectives. This project demonstrated that concerted efforts by the leadership in medical education can bring about innovative change in medical school curricula. It ís also demonstrated that faculty of the three primary care disciplines of family medicine, general internal medicine, and general pediatrics were able to cooperate to accomplish such change by working together to allocate clerkship time and content. An important lesson learned in this project was that significant innovations in medical school curricula could be accomplished with a broadbased commitment and involvement of both faculties across the three primary care disciplines and top administrative officials of the medical school. It is uncertain, however, if the innovations achieved will produce further changes or if those changes achieved can be sustained without continued funding.

  9. A new model in teaching undergraduate research: A collaborative approach and learning cooperatives.

    Science.gov (United States)

    O'Neal, Pamela V; McClellan, Lynx Carlton; Jarosinski, Judith M

    2016-05-01

    Forming new, innovative collaborative approaches and cooperative learning methods between universities and hospitals maximize learning for undergraduate nursing students in a research course and provide professional development for nurses on the unit. The purpose of this Collaborative Approach and Learning Cooperatives (CALC) Model is to foster working relations between faculty and hospital administrators, maximize small group learning of undergraduate nursing students, and promote onsite knowledge of evidence based care for unit nurses. A quality improvement study using the CALC Model was implemented in an undergraduate nursing research course at a southern university. Hospital administrators provided a list of clinical concerns based on national performance outcome measures. Undergraduate junior nursing student teams chose a clinical question, gathered evidence from the literature, synthesized results, demonstrated practice application, and developed practice recommendations. The student teams developed posters, which were evaluated by hospital administrators. The administrators selected several posters to display on hospital units for continuing education opportunity. This CALC Model is a systematic, calculated approach and an economically feasible plan to maximize personnel and financial resources to optimize collaboration and cooperative learning. Universities and hospital administrators, nurses, and students benefit from working together and learning from each other. Copyright © 2016 Elsevier Ltd. All rights reserved.

  10. Using a tag team of undergraduate researchers to construct an empirical model of auroral Poynting flux, from satellite data

    Science.gov (United States)

    Cosgrove, R. B.; Bahcivan, H.; Klein, A.; Ortega, J.; Alhassan, M.; Xu, Y.; Chen, S.; Van Welie, M.; Rehberger, J.; Musielak, S.; Cahill, N.

    2012-12-01

    Empirical models of the incident Poynting flux and particle kinetic energy flux, associated with auroral processes, have been constructed using data from the FAST satellite. The models were constructed over a three-year period by a tag-team of three groups of undergraduate researchers from Worcester Polytechnic Institute (WPI), working under the supervision of researchers at SRI International, a nonprofit research institute. Each group spent one academic quarter in residence at SRI, in fulfillment of WPI's Major Qualifying Project (MQP), required for graduation from the Department of Electrical and Computer Engineering. The MQP requires a written group report, which was used to transition from one group to the next. The student's research involved accessing and processing a data set of 20,000 satellite orbits, replete with flaws associated with instrument failures, which had to be removed. The data had to be transformed from the satellite reference frame into solar coordinates, projected to a reference altitude, sorted according to geophysical conditions, and etc. The group visits were chaperoned by WPI, and were jointly funded. Researchers at SRI were supported by a grant from the National Science Foundation, which was tailored to accommodate the undergraduate tag-team approach. The NSF grant extended one year beyond the student visits, with increased funding in the final year, permitting the researchers at SRI to exercise quality control, and to produce publications. It is expected that the empirical models will be used as inputs to large-scale general circulation models (GCMs), to specify the atmospheric heating rate at high altitudes.; Poynting Flux with northward IMF ; Poynting flux with southward IMF

  11. Students' perspectives of undergraduate research methods education at three public medical schools in Uganda.

    Science.gov (United States)

    Munabi, Ian Guyton; Buwembo, William; Joseph, Ruberwa; Peter, Kawungezi; Bajunirwe, Francis; Mwaka, Erisa Sabakaki

    2016-01-01

    In this study we used a model of adult learning to explore undergraduate students' views on how to improve the teaching of research methods and biostatistics. This was a secondary analysis of survey data of 600 undergraduate students from three medical schools in Uganda. The analysis looked at student's responses to an open ended section of a questionnaire on their views on undergraduate teaching of research methods and biostatistics. Qualitative phenomenological data analysis was done with a bias towards principles of adult learning. Students appreciated the importance of learning research methods and biostatistics as a way of understanding research problems; appropriately interpreting statistical concepts during their training and post-qualification practice; and translating the knowledge acquired. Stressful teaching environment and inadequate educational resource materials were identified as impediments to effective learning. Suggestions for improved learning included: early and continuous exposure to the course; more active and practical approach to teaching; and a need for mentorship. The current methods of teaching research methods and biostatistics leave most of the students in the dissonance phase of learning resulting in none or poor student engagement that results in a failure to comprehend and/or appreciate the principles governing the use of different research methods.

  12. A Research-Based Development Economics Course for Undergraduates

    Science.gov (United States)

    Singh, Prakarsh; Guo, Hongye; Morales, Alvaro

    2015-01-01

    The authors present details of a research-based course in development economics taught at a private liberal arts college. There were three key elements in this class: teaching of applied econometrics, group presentations reviewing published and working papers in development economics, and using concepts taught in class to write an original…

  13. Scaffolding Assignments and Activities for Undergraduate Research Methods

    Science.gov (United States)

    Fisher, Sarah; Justwan, Florian

    2018-01-01

    This article details assignments and lessons created for and tested in research methods courses at two different universities, a large state school and a small liberal arts college. Each assignment or activity utilized scaffolding. Students were asked to push beyond their comfort zone while utilizing concrete and/or creative examples,…

  14. Mentoring Undergraduate Students through the Space Shuttle Hitchhiker GoldHELOX Project

    Science.gov (United States)

    Moody, J. Ward; Barnes, Jonathan; Roming, Peter; Durfee, Dallin; Campbell, Branton; Turley, Steve; Eastman, Paul

    2015-01-01

    In the late 1980s a team of four BYU undergraduate students designed a space-based telescope to image the sun in soft x-rays from 171-181 Angstroms to gain information on microflares and their relation to the corona-chromosphere transition region. The telescope used a near-normal incidence multi-layered mirror imaging onto film through a micro-channel plate. The system was capable of 1.0 sec time resolution and 2.5 arcsec spatial resolution. Aided by a NASA grant in 1991, a system was built and successfully tested in 1998 at Marshall Space Flight Center. Originally designed to be deployed from a Get-Away-Special (GAS) canister in the bay of a space shuttle, the good results of this test elevated GoldHelox to greater-priority Hitchhiker status. Even so technical and procedural difficulties delayed a launch until after 2003. Unfortunately after the Columbia re-entry break-up in February 2003, the Hitchhiker program was cancelled and the GoldHelox project ended.Well over 200 undergraduate students worked on GoldHelox. Many of these have since earned advanced degrees in a variety of technical fields. Several have gone on to work in the space industry, becoming NASA scientists and engineers with one becoming a PI on the Swift satellite. The broad range of talent on the team has included students majoring in physics, astronomy, mechanical engineering, electrical engineering, manufacturing engineering, design engineering, business and even English majors who have written technical and public relations documents. We report on lessons learned and the pitfalls and successes of this unique mentoring experience.

  15. Toxicology research projects directory, 1978. Monthly repts

    International Nuclear Information System (INIS)

    1978-01-01

    The Toxicology Research Projects Directory is a monthly publication of ongoing research projects in toxicology and related fields selected from the files of the Smithsonian Science Information Exchange (SSIE). Each issue lists toxicology-related research projects reported to SSIE during the one-month period preceding that issue. Each of the summaries is categorized by scientific discipline and assigned a unique identification number for cross-referencing from the Directory Indexes--Subject, Investigator, Performing Organization, Supporting Agency, and Master Grant Number. The thirteenth issue consists of Cumulative Indexes for the entire volume with referencing to projects in all of the previous twelve issues. The emphasis of the Directory is on the manifestations of the exposure of man and animals to toxic substances. Projects are classified by toxic agents, research orientation, and areas of environmental concern

  16. Discursive play in the appropriation of scientific language by undergraduate research chemistry students

    Directory of Open Access Journals (Sweden)

    Luciana Massi

    2011-08-01

    Full Text Available In this paper we analyze discourses that took place in chemistry research laboratories involving undergraduate research students of a university in the state of São Paulo. The discourses were classified based on the concept of discourse typology, proposed by Eni Orlandi, as: authoritarian (restrained polysemy, polemical (controlled polysemy and ludic (open polysemy. The dialogues between two students and their advisors were taped, transcribed, and analyzed for a year. The analyses indicated that the authoritarian discourse, present in the beginning of the study, was gradatively substituted for the polemic and ludic discourses. This switch suggests the contribution of the undergraduate research in the development of important qualities such as students’ intellectual independence and criticism besides its importance to the learning of chemistry contents.

  17. Development of research paper writing skills of poultry science undergraduate students studying food microbiology.

    Science.gov (United States)

    Howard, Z R; Donalson, L M; Kim, W K; Li, X; Zabala Díaz, I; Landers, K L; Maciorowski, K G; Ricke, S C

    2006-02-01

    Because food and poultry industries are demanding an improvement in written communication skills among graduates, research paper writing should be an integral part of a senior undergraduate class. However, scientific writing assignments are often treated as secondary to developing the technical skills of the students. Scientific research paper writing has been emphasized in an undergraduate course on advanced food microbiology taught in the Poultry Science Department at Texas A& M University (College Station, TX). Students' opinions suggest that research paper writing as part of a senior course in Poultry Science provides students with scientific communication skills and useful training for their career, but more emphasis on reading and understanding scientific literature may be required.

  18. Combining Research and Teaching in the Undergraduate Classroom

    Science.gov (United States)

    Cannon, John M.

    2013-01-01

    Bridging the gap between scholarship and teaching is perhaps the most difficult challenge facing faculty members in the sciences. Here I discuss a pedagogical strategy that combines these seemingly disconnected areas. In a semester-long, upper-level astronomical techniques class that has been offered three times at Macalester College, I have integrated a major research component into the curriculum. In each iteration of the course, students have analyzed new scientific data acquired with the National Radio Astronomy Observatory's Very Large Array (either from General Observer programs or from the "Observing for University Classes" program). Each of the three courses has produced a journal article in the peer-reviewed literature (Cannon et al. 2010, 2011, 2012); every student enrolled in these three courses is now a co-author on one of these manuscripts. Representative course design materials are presented here to motivate faculty members with diverse research specialties to undertake similar endeavors.

  19. Librarian involvement in a nutrition undergraduate research course: preparing nutrition students for evidence-based practice.

    Science.gov (United States)

    Smith, Susan C; Penumetcha, Meera

    2010-01-01

    Given the foundational importance of literature searching skills to later stages of research and, ultimately, evidence-based practice, the authors wanted to assess a unique strategy for teaching such skills. This pilot study describes the results of an undergraduate nutrition research course in which a librarian lead several class sessions. The goal of this study was to assess students' perceptions, attitudes and use of research literature and resources before and after a course partially taught by a librarian. Twenty-seven students enrolled in an undergraduate Introduction to Research course at Georgia State University were given pre- and post-test questionnaires at the beginning and end of a course that included three librarian-led class sessions. Most of the results indicate that the repeated involvement of a librarian enriched this particular undergraduate research course. By the end of the course, students were more comfortable in libraries and with using library resources; they used the campus library more frequently; they were more confident in their ability to find high-quality information on nutrition-related topics and identify strengths and weaknesses of different information sources; and they felt they gained skills that will help them achieve their educational and career goals.

  20. Research projects of STUK 2000-2002

    International Nuclear Information System (INIS)

    Salomaa, S.

    2000-06-01

    The primary goal of STUK, the Finnish Radiation and Nuclear Safety Authority, is to prevent and limit the harmful effects of radiation. The research conducted by STUK yields new information related to the use, occurrence and effects of radiation. STUK research projects 2000 - 2002 summarises STUK's own research activities on radiation protection. In addition to these, STUK also supervises and funds research projects related to safety of nuclear energy and nuclear waste and materials that are carried out in other research institutes. Information on the research projects and related publications is also available on STUK's WWW pages at www.stuk.fi. STUK's research focuses on radiation protection and the health effects of radiation. During 2000 - 2002, the main emphasis will be on projects supporting the Finnish national environmental health action plan, the health risks of radiation, emergency preparedness and cooperation with neighbouring CEE areas. EU directives on radiation protection and medical exposure to radiation also influence the course taken by research carried out at STUK. New research priorities also include studies on non-ionising radiation, especially the effects of mobile phone frequency radiation. STUK's research activities are now more international than ever; the institute is involved in about 20 research projects funded by EC. Apart from the European Union and the Nordic countries, STUK's main partners are to be found in Russia, Estonia and the USA. (author)

  1. Research projects of STUK 2000-2002

    Energy Technology Data Exchange (ETDEWEB)

    Salomaa, S. [ed.

    2000-06-01

    The primary goal of STUK, the Finnish Radiation and Nuclear Safety Authority, is to prevent and limit the harmful effects of radiation. The research conducted by STUK yields new information related to the use, occurrence and effects of radiation. STUK research projects 2000 - 2002 summarises STUK's own research activities on radiation protection. In addition to these, STUK also supervises and funds research projects related to safety of nuclear energy and nuclear waste and materials that are carried out in other research institutes. Information on the research projects and related publications is also available on STUK's WWW pages at www.stuk.fi. STUK's research focuses on radiation protection and the health effects of radiation. During 2000 - 2002, the main emphasis will be on projects supporting the Finnish national environmental health action plan, the health risks of radiation, emergency preparedness and cooperation with neighbouring CEE areas. EU directives on radiation protection and medical exposure to radiation also influence the course taken by research carried out at STUK. New research priorities also include studies on non-ionising radiation, especially the effects of mobile phone frequency radiation. STUK's research activities are now more international than ever; the institute is involved in about 20 research projects funded by EC. Apart from the European Union and the Nordic countries, STUK's main partners are to be found in Russia, Estonia and the USA. (author)

  2. Advancing Space Sciences through Undergraduate Research Experiences at UC Berkeley's Space Sciences Laboratory - a novel approach to undergraduate internships for first generation community college students

    Science.gov (United States)

    Raftery, C. L.; Davis, H. B.; Peticolas, L. M.; Paglierani, R.

    2015-12-01

    The Space Sciences Laboratory at UC Berkeley launched an NSF-funded Research Experience for Undergraduates (REU) program in the summer of 2015. The "Advancing Space Sciences through Undergraduate Research Experiences" (ASSURE) program recruited heavily from local community colleges and universities, and provided a multi-tiered mentorship program for students in the fields of space science and engineering. The program was focussed on providing a supportive environment for 2nd and 3rd year undergraduates, many of whom were first generation and underrepresented students. This model provides three levels of mentorship support for the participating interns: 1) the primary research advisor provides academic and professional support. 2) The program coordinator, who meets with the interns multiple times per week, provides personal support and helps the interns to assimilate into the highly competitive environment of the research laboratory. 3) Returning undergraduate interns provided peer support and guidance to the new cohort of students. The impacts of this program on the first generation students and the research mentors, as well as the lessons learned will be discussed.

  3. The Benefits of Multi-Year Research Experiences: Differences in Novice and Experienced Students’ Reported Gains from Undergraduate Research

    Science.gov (United States)

    Thiry, Heather; Weston, Timothy J.; Laursen, Sandra L.; Hunter, Anne-Barrie

    2012-01-01

    This mixed-methods study explores differences in novice and experienced undergraduate students’ perceptions of their cognitive, personal, and professional gains from engaging in scientific research. The study was conducted in four different undergraduate research (UR) programs at two research-extensive universities; three of these programs had a focus on the biosciences. Seventy-three entry-level and experienced student researchers participated in in-depth, semi-structured interviews and completed the quantitative Undergraduate Research Student Self-Assessment (URSSA) instrument. Interviews and surveys assessed students’ developmental outcomes from engaging in UR. Experienced students reported distinct personal, professional, and cognitive outcomes relative to their novice peers, including a more sophisticated understanding of the process of scientific research. Students also described the trajectories by which they developed not only the intellectual skills necessary to advance in science, but also the behaviors and temperament necessary to be a scientist. The findings suggest that students benefit from multi-year UR experiences. Implications for UR program design, advising practices, and funding structures are discussed. PMID:22949423

  4. Embedding responsible conduct in learning and research into an Australian undergraduate curriculum.

    Science.gov (United States)

    Fernandes, Lynette B

    2017-01-02

    Responsible conduct in learning and research (RCLR) was progressively introduced into the pharmacology curriculum for undergraduate science students at The University of Western Australia. In the second year of this undergraduate curriculum, a lecture introduces students to issues such as the use of animals in teaching and responsible conduct of research. Third year student groups deliver presentations on topics including scientific integrity and the use of human subjects in research. Academic and research staff attending these presentations provide feedback and participate in discussions. Students enrolled in an optional capstone Honours year complete an online course on the responsible conduct of research and participate in an interactive movie. Once RCLR became established in the curriculum, a survey of Likert-scaled and open-ended questions examined student and staff perceptions. Data were expressed as Approval (% of responses represented by Strongly Agree and Agree). RCLR was found to be relevant to the study of pharmacology (69-100% Approval), important for one's future career (62-100% Approval), and stimulated further interest in this area (32-75% Approval). Free entry comments demonstrated the value of RCLR and constructive suggestions for improvement have now been incorporated. RCLR modules were found to be a valuable addition to the pharmacology undergraduate curriculum. This approach may be used to incorporate ethics into any science undergraduate curriculum, with the use of discipline-specific topics. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(1):53-59, 2017. © 2016 The International Union of Biochemistry and Molecular Biology.

  5. Advanced energy projects FY 1997 research summaries

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1997-09-01

    The mission of the Advanced Energy Projects (AEP) program is to explore the scientific feasibility of novel energy-related concepts that are high risk, in terms of scientific feasibility, yet have a realistic potential for a high technological payoff. The concepts supported by the AEP are typically at an early stage of scientific development. They often arise from advances in basic research and are premature for consideration by applied research or technology development programs. Some are based on discoveries of new scientific phenomena or involve exploratory ideas that span multiple scientific and technical disciplines which do not fit into an existing DOE program area. In all cases, the objective is to support evaluation of the scientific or technical feasibility of the novel concepts involved. Following AEP support, it is expected that each concept will be sufficiently developed to attract further funding from other sources to realize its full potential. Projects that involve evolutionary research or technology development and demonstration are not supported by AEP. Furthermore, research projects more appropriate for another existing DOE research program are not encouraged. There were 65 projects in the AEP research portfolio during Fiscal Year 1997. Eigheen projects were initiated during that fiscal year. This document consists of short summaries of projects active in FY 1997. Further information of a specific project may be obtained by contacting the principal investigator.

  6. Internationalization Measures in Large Scale Research Projects

    Science.gov (United States)

    Soeding, Emanuel; Smith, Nancy

    2017-04-01

    Internationalization measures in Large Scale Research Projects Large scale research projects (LSRP) often serve as flagships used by universities or research institutions to demonstrate their performance and capability to stakeholders and other interested parties. As the global competition among universities for the recruitment of the brightest brains has increased, effective internationalization measures have become hot topics for universities and LSRP alike. Nevertheless, most projects and universities are challenged with little experience on how to conduct these measures and make internationalization an cost efficient and useful activity. Furthermore, those undertakings permanently have to be justified with the Project PIs as important, valuable tools to improve the capacity of the project and the research location. There are a variety of measures, suited to support universities in international recruitment. These include e.g. institutional partnerships, research marketing, a welcome culture, support for science mobility and an effective alumni strategy. These activities, although often conducted by different university entities, are interlocked and can be very powerful measures if interfaced in an effective way. On this poster we display a number of internationalization measures for various target groups, identify interfaces between project management, university administration, researchers and international partners to work together, exchange information and improve processes in order to be able to recruit, support and keep the brightest heads to your project.

  7. Advanced energy projects: FY 1987 research summaries

    International Nuclear Information System (INIS)

    1987-09-01

    This report contains brief summaries of all projects active in the Division of Advanced Energy Projects during Fiscal Year 1987 (October 1, 1986-September 30, 1987). The intent of this compilation is to provide a convenient means for quickly acquainting an interested reader with the program in Advanced Energy Projects. More detailed information on research activities in a particular project may be obtained by contacting directly the principal investigator. Some projects will have reached the end of their contract periods by the time this book appears, and will, therefore, no longer be active. Those cases in which work was completed in FY '87 are indicated by the footnote: Project completed. The annual funding level of each project is shown

  8. Research projects of STUK 2003-2005

    International Nuclear Information System (INIS)

    Salomaa, S.

    2004-01-01

    The primary goal of STUK, Finnish Radiation and Nuclear Safety Authority, is to protect man, society, environment and future generations from the harmful effects of radiation. The research conducted by STUK yields new information related to the use, occurrence and effects of radiation. STUK research projects 2003 - 2005 summarizes STUK's own research activities on radiation protection. In addition to these, STUK also supervises and funds research projects related to safety of nuclear energy, and nuclear waste and materials that are carried out in other research institutes. Information on the research projects and related publications is also available on STUK's WWW pages at www.stuk.fi. STUK's research focuses on radiation protection and health effects of radiation. During 2003 - 2005 the main emphasis will be on research supporting the Finnish national environmental health action plan, and projects concerning the health risks of radiation, nuclear emergency preparedness and protection of biota. EU directives on radiation protection and medical radiation exposure also influence the course taken by the research carried out at STUK. New research priorities also include studies on non-ionising radiation, especially the effects of mobile phone frequency radiation. STUK's research networks involve well over 100 national and international partners. During 2003 - 2005 STUK is actively participating in the 6th framework research programmes of EC

  9. 'Ethiopia-Netherlands AIDS research project'

    NARCIS (Netherlands)

    Sanders, E. J.; Rinke de Wit, T. F.; Fontanet, A. L.; Goudsmit, J.; Miedema, F.; Coutinho, R. A.

    2001-01-01

    The 'Ethiopia-Netherlands AIDS Research Project' (ENARP), started in 1994, is a long-term collaboration between AIDS researchers in Amsterdam and the Ethiopian Health and Nutrition Research Institute in Addis Ababa. The ENARP's primary objectives include conducting studies on HIV and AIDS in

  10. An evaluation capacity building toolkit for principal investigators of undergraduate research experiences: A demonstration of transforming theory into practice.

    Science.gov (United States)

    Rorrer, Audrey S

    2016-04-01

    This paper describes the approach and process undertaken to develop evaluation capacity among the leaders of a federally funded undergraduate research program. An evaluation toolkit was developed for Computer and Information Sciences and Engineering(1) Research Experiences for Undergraduates(2) (CISE REU) programs to address the ongoing need for evaluation capacity among principal investigators who manage program evaluation. The toolkit was the result of collaboration within the CISE REU community with the purpose being to provide targeted instructional resources and tools for quality program evaluation. Challenges were to balance the desire for standardized assessment with the responsibility to account for individual program contexts. Toolkit contents included instructional materials about evaluation practice, a standardized applicant management tool, and a modulated outcomes measure. Resulting benefits from toolkit deployment were having cost effective, sustainable evaluation tools, a community evaluation forum, and aggregate measurement of key program outcomes for the national program. Lessons learned included the imperative of understanding the evaluation context, engaging stakeholders, and building stakeholder trust. Results from project measures are presented along with a discussion of guidelines for facilitating evaluation capacity building that will serve a variety of contexts. Copyright © 2016. Published by Elsevier Ltd.

  11. Hydrologic Education and Undergraduate Research in a Passive Wetland Treatment System

    Science.gov (United States)

    Fredrick, K. C.; Lohr, L.

    2012-12-01

    Legacy coal mine drainage has been found to impair surface water throughout southwestern Pennsylvania. Though few of our incoming students know what "acid mine drainage" is, nearly all have seen the orange streams and seeps that are its most obvious characteristic. On the other end of the spectrum, our geology majors are typically finding jobs in the oil and gas industry related to shale gas, or in environmental fields especially related to local and regional surface water. To take advantage of their early familiarity with local stream impacts and the likelihood they will have to deal with mine effluent during their post-academic careers, we have leveraged a local passive wetland treatment system to bring a relevant, real-life scenario into the classroom and lab. Moraine State Park, in western PA, is centered on Lake Arthur, an artificial reservoir of Muddy Creek. The park, particularly the lake, is a destination for recreational visitors, including boating and fishing enthusiasts. There is concern among visitors and park administrators about the health of the local streams and the lake. The area has been extensively undermined, with most coal mines sealed prior to the damming of the reservoir. One such instance of these sealed mine ports failed along one of the many embayments of Lake Arthur and a passive treatment system was installed. It was used as an example of the environmental impacts to the area for park guests, with an access road and signage. However, at this time, the three-pond system may be failing, five years beyond its projected life span and showing signs of stress and downstream contamination. Though the system is small, it provides a robust opportunity for hydrologic and geochemical analyses. We have used the pond system extensively for undergraduate research. Over the past five years, a Master's thesis was completed, and numerous undergraduate projects followed. Students have measured precipitate thickness and deposition rates, endeavored to

  12. Undergraduates Conducting Research Using High-Resolution Multibeam and Sidescan Sonar to Map and Characterize the Seabed: the BEAMS Program

    Science.gov (United States)

    Harris, M. S.; Sautter, L.

    2017-12-01

    The College of Charleston's BEnthic Acoustic Mapping and Survey (BEAMS) Program has just completed its 10th year of operation, and has proven to be remarkably effective at activating and maintaining undergraduate student interest in conducting research using sophisticated software, state-of-the-art instrumentation, enormous datasets, and significant experiential time. BEAMS students conduct research as part of a minimum 3-course sequence of marine geology-based content, marine geospatial software, and seafloor research courses. Over 140 students have completed the program, 56% of the graduated students remain active in the marine geospatial workforce or academic arenas. Forty-eight percent (48%) of those students are female. As undergraduates, students not only conduct independent research projects, but present their work at national conferences each year. Additionally, over 90 % of all "BEAMers" have been provided a 2-3 day at-sea experience on a dedicated BEAMS Program multibeam survey research cruise, and many students also volunteer as survey technicians aboard NOAA research vessels. Critical partnerships have developed with private industry to provide numerous collaborative opportunities and an employment/employer pipeline, as well as provision of software and hardware at many fiscal levels. Ongoing collaboration with the Marine Institute of Ireland and the National and Kapodistrian University of Athens has also provided valuable field opportunities and collaborative experiences. This talk will summarize the program while highlighting some of the key areas and topics investigated by students, including detailed geomorphologic studies of continental margins, submarine canyons, tectonic features and seamounts. Students also work with NOAA investigators to aid in the characterization of fish and deep coral habitats, and with BOEM researchers to study offshore windfield suitability and submerged cultural landscapes. Our sister program at the University of

  13. Leading Edge Aeronautics Research for NASA Project

    Data.gov (United States)

    National Aeronautics and Space Administration — The LEARN Project explores the creation of novel concepts and processes with the potential to create new capabilities in aeronautics research through awards to the...

  14. STUK research projects 1998-2000

    International Nuclear Information System (INIS)

    Salomaa, S.; Eloranta, E.; Heimbuerger, H.; Jokela, K.; Jaervinen, H.

    1998-07-01

    The primary goal of STUK, the Finnish Radiation and Nuclear Safety Authority, is to prevent and limit the harmful effects of radiation. The research conducted by STUK yields new information related to the use, occurrence and effects of radiation and promotes the supervision of nuclear safety. STUK research projects 1998 - 2000 summarizes STUK's own research projects and commissioned research designed to promote the supervision of nuclear safety. Information on the research projects and related publications is also available on STUK's WWW pages at www.stuk.fi. The work done on the safe use of nuclear power and nuclear waste management mainly comprises commissioned research projects which derive from the needs of authorities, and are funded and directed by STUK. This research is conducted by organizations outside STUK, but supervised by STUK experts. In some cases, STUK personnel are also involved. The goal of this research work is to produce the information needed for decision-making, to develop supervisory methods and to ensure that recent developments in science and technology are taken into account in action to promote safe use of nuclear power. STUK's own research focuses on radiation protection and the health effects of radiation. During 1998 - 2000, the main emphasis will be on projects supporting the Finnish national environmental health action plan, the health risks of radiation, emergency preparedness and cooperation with neighbouring CEE areas. EU directives on radiation protection and medical exposure to radiation also influence the course taken by research carried out at STUK. STUK's research activities are now more international than ever; the institute is involved in more then 20 research projects funded by EU. Apart from the EU and the Nordic countries, STUK's main partners are to be found in Russia, Estonia and the USA. (orig.)

  15. Mapping the Arctic: Online Undergraduate Education Using Scientific Research in International Policy

    Science.gov (United States)

    Reed, D. L.; Edwards, B. D.; Gibbons, H.

    2011-12-01

    Ocean science education has the opportunity to span traditional academic disciplines and undergraduate curricula because of its interdisciplinary approach to address contemporary issues on a global scale. Here we report one such opportunity, which involves the development of a virtual oceanographic expedition to map the seafloor in the Arctic Ocean for use in the online Global Studies program at San Jose State University. The U.S. Extended Continental Shelf Project provides an extensive online resource to follow the activities of the third joint U.S. and Canada expedition in the Arctic Ocean, the 2010 Extended Continental Shelf survey, involving the icebreakers USCGC Healy and CCGS Louis S. St-Laurent. In the virtual expedition, students join the work of scientists from the U.S. Geological Survey and the Canadian Geological Survey by working through 21 linked web pages that combine text, audio, video, animations and graphics to first learn about the U.N. Convention on the Law of the Sea (UNCLOS). Then, students gain insight into the complexity of science and policy interactions by relating the UNCLOS to issues in the Arctic Ocean, now increasingly accessible to exploration and development as a result of climate change. By participating on the virtual expedition, students learn the criteria contained in Article 76 of UNCLOS that are used to define the extended continental shelf and the scientific methods used to visualize the seafloor in three-dimensions. In addition to experiencing life at sea aboard a research vessel, at least virtually, students begin to interpret the meaning of seafloor features and the use of seafloor sediment samples to understand the application of ocean science to international issues, such as the implications of climate change, national sovereign rights as defined by the UNCLOS, and marine resources. The virtual expedition demonstrates that ocean science education can extend beyond traditional geoscience courses by taking advantage of

  16. Wyoming Infrared Observatory's Summer Undergraduate Research Assistantship Program: 10 Years of REU

    Science.gov (United States)

    Canterna, R.; Beck, K.; Hickman, M. A.

    1996-05-01

    The Wyoming Infrared Observatory's Summer Undergraduate Research Assistantship Program (SURAP) will complete its tenth year as an NSF REU site. Using the theme, a tutorial in research, SURAP has provided research experience for over 90 students from all regions of the United States. We will present typical histories of past students to illustrate the impact an REU experience has on the scientific careers of these students. Demographic data will be presented to show the diverse backgrounds of our SURAP students. A short film describing our science ethics seminar will be available for later presentation.

  17. Cultivating Native American scientists: an application of an Indigenous model to an undergraduate research experience

    Science.gov (United States)

    McMahon, Tracey R.; Griese, Emily R.; Kenyon, DenYelle Baete

    2018-03-01

    With growing evidence demonstrating the impact of undergraduate research experiences on educational persistence, efforts are currently being made to expand these opportunities within universities and research institutions throughout the United States. Recruiting underrepresented students into these programs has become an increasingly popular method of promoting diversity in science. Given the low matriculation into postsecondary education and completion rates among Native Americans, there is a great need for Native American undergraduate research internships. Although research has shown that Western education models tend to be less effective with Native populations, the implementation of indigenous epistemologies and pedagogies within higher education, including research experiences, is rare. This study explores the applicability of a cognitive apprenticeship merged with an indigenous approach, the Circle of Courage, to build a scientific learning environment and enhance the academic and professional development of Native students engaged in an undergraduate research experience in the health sciences. Data were drawn from focus groups with 20 students who participated in this program in 2012-2014. Questions explored the extent to which relational bonds between students and mentors were cultivated as well as the impact of this experience on the development of research skills, intellectual growth, academic and professional self-determination, and the attachment of meaning to their research experiences. Data were analyzed via deductive content analysis, allowing for an assessment of how the theoretical constructs inherent to this model (belonging, mastery, independence, and generosity) impacted students. Findings suggest that engaging Native students in research experiences that prioritize the needs of belonging, mastery, independence, and generosity can be a successful means of fostering a positive learning environment, in which students felt like significant members

  18. The Trauma Research Associates Program (T-RAP) for undergraduate students: shaping future academic surgeons.

    Science.gov (United States)

    Barmparas, Galinos; Fierro, Nicole; Lee, Debora; Sun, Beatrice J; Ley, Eric J

    2015-01-01

    Offering undergraduate students research opportunities may enhance their interest in pursuing a surgical career and lead to increased academic productivity. We characterize the benefits of participating in the Trauma Research Associates Program. A 19-point Web-based survey. Academic Level I Trauma Center. A total of 29 active and former members of the Trauma Research Associates Program. Academic activities and predictors associated with interest in a surgical career and research productivity. Surveys were completed on 26 of 29 (90%) participants. Clinical experience was the most highly ranked motivation to join the program (65%), followed by pursuing a research experience (46%). During their involvement, 73% of participants observed surgical intensive care unit rounds, 65% observed acute care surgery rounds, and 35% observed a surgical procedure in the operating room. In addition, 46% submitted at least one abstract to a surgical meeting coauthored with the Division's faculty. Furthermore, 58% reported that they enrolled in a medical school, whereas 17% pursued a full-time research job. The program influenced the interest in a surgical career in 39% of all members, and 73% reported that they would incorporate research in their medical career. Observing a surgical procedure was independently associated with development of a high interest in a surgical career (adjusted odds ratio: 6.50; 95% CI: 1.09, 38.63; p = 0.04), whereas volunteering for more than 15 hours per week predicted submission of at least 1 abstract to a surgical conference by the participant (adjusted odds ratio: 13.00; 95% CI: 1.27, 133.29; p = 0.03). Development of a structured research program for undergraduate students is beneficial to both the participants and sponsoring institution. Undergraduate exposure to academic surgery enhances interest in pursuing a surgical specialty and leads to academic productivity. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier

  19. Integration of a Zebrafish Research Project into a Molecular Biology Course to Support Critical Thinking and Course Content Goals

    Science.gov (United States)

    Felzien, Lisa K.

    2016-01-01

    Engaging undergraduates in research is essential for teaching them to think like scientists, and it has become a desired component of classroom and laboratory instruction. Research projects that span an entire semester expose students to a variety of concepts and techniques and allow students to use experiments to learn scientific principles,…

  20. Cultural differences in Research project management

    Science.gov (United States)

    Barbier, Michele

    2016-04-01

    Scientific Projects today have increased in complexity, requiring multidisciplinarity, and requiring a mix of diverse individuals from different countries who must be integrated into an effective project. Effective team building is one of the prime responsibilities of the project manager. When the project is supported by a funding, the integration and the implication of the different partners are quite easy. Particularly when partners are developing high-performing teams. However, management of research project requires further skills when the budget is not very high and/or when partners are from non-European countries and are not using the same vocabulary. The various cultures, values, beliefs and social usages, particularly with Mediterranean countries cause a special style of communication for an individual or group of individuals. This communication style participates in the success of the project and encompasses a lot of diplomatic skills which will be highlighted.

  1. Integrated Project Delivery (IPD Research Trends.

    Directory of Open Access Journals (Sweden)

    Kahvandi, Z.

    2017-07-01

    Full Text Available Integrated Project Delivery (IPD is introduced as a vibrant approach to enhance project implementation, having particular position in recent studies among construction researchers. This study analyzes the research trends on the field of IPD to provide an appropriate vision for future researchers in this specialized field. While so far no comprehensive research has been done in this field, this study provides a comprehensive review of existing studies through in-depth literature review method. This research evaluates studies conducted in the field of IPD, which is a basis for future researchers to improve conditions of IPD implementation in different countries. For that this study Using library studies, the trend of researches conducted on various concepts and domains during various years, has been investigated. Future studies can simply use the outputs of this research to shape their research flow on establishing continuing progress of IPD. The data obtained from descriptive analyses are illustrated quantitatively, followed by comprehensive analyses and discussion of the results. Moreover, this study concluded that during recent years, the trend of studies conducted about IPD has increased, particularly articles examined challenges. In the next step, more studies have been performed in the field of construction. Those articles are preferred that have evaluated principles, challenges, and solutions for resolving barriers. Proper IPD implementation facilitates enhanced share of information and early identification of stakeholders through a proper timing as vital keys to realize objectives of the construction projects, reduce risks, and increase the chance of project success.

  2. The use of podcasts to enhance research-teaching linkages in undergraduate nursing students.

    Science.gov (United States)

    Strickland, Karen; Gray, Colin; Hill, Gordon

    2012-07-01

    An understanding of research is important to enable nurses to provide evidence-based care. However, undergraduate nursing students often find research a challenging subject. The purpose of this paper is to present an evaluation of the introduction of podcasts in an undergraduate research module to enhance research-teaching linkages between the theoretical content and research in practice and improve the level of student support offered in a blended learning environment. Two cohorts of students (n=228 and n=233) were given access to a series of 5 "guest speaker" podcasts made up of presentations and interviews with research experts within Edinburgh Napier. These staff would not normally have contact with students on this module, but through the podcasts were able to share their research expertise and methods with our learners. The main positive results of the podcasts suggest the increased understanding achieved by students due to the multi-modal delivery approach, a more personal student/tutor relationship leading to greater engagement, and the effective use of materials for revision and consolidation purposes. Negative effects of the podcasts centred around problems with the technology, most often difficulty in downloading and accessing the material. This paper contributes to the emerging knowledge base of podcasting in nurse education by demonstrating how podcasts can be used to enhance research-teaching linkages and raises the question of why students do not exploit the opportunities for mobile learning. Copyright © 2012 Elsevier Ltd. All rights reserved.

  3. Use of research in undergraduate nursing students' theses: A mixed methods study.

    Science.gov (United States)

    Nordsteien, Anita; Horntvedt, May-Elin T; Syse, Jonn

    2017-09-01

    Health care personnel are expected to be familiar with evidence-based practice (EBP). Asking clinical questions, conducting systematic literature searches and conducting critical appraisal of research findings have been some of the barriers to EBP. To improve undergraduate nurses' research skills, a collaborative library-faculty teaching intervention was established in 2012. The aim of this study was to evaluate how the collaborative library-faculty teaching intervention affected the nursing students' research skills when writing their final theses. Both quantitative and qualitative data collection and analysis were used. The study focused on a final year undergraduate nurse training programme in Norway. 194 theses submitted between 2013 and 2015 were collected and assessed. The students were exposed to the intervention for respectively one, two and three years during this period. Descriptive statistics were used to compare each year's output over the three-year period and to examine the frequency of the use of various databases, types of information and EBP-tools. Qualitative data was used to capture the students' reasoning behind their selection processes in their research. The research skills with regard to EBP have clearly improved over the three years. There was an increase in employing most EBP-tools and the justifications were connected to important EBP principles. The grades in the upper half of the grading scale increased from 66.7 to 82.1% over the period 2013 to 2015, and a correlation was found between grades and critical appraisal skills. The collaborative library-faculty teaching intervention employed has been successful in the promotion of nursing student research skills as far as the EBP principles are concerned. Writing a thesis in the undergraduate nursing programme is important to develop and practice these research skills. Copyright © 2017 Elsevier Ltd. All rights reserved.

  4. Tsinghua-Johns Hopkins Joint Center for Biomedical Engineering Research: scientific and cultural exchange in undergraduate engineering.

    Science.gov (United States)

    Wisneski, Andrew D; Huang, Lixia; Hong, Bo; Wang, Xiaoqin

    2011-01-01

    A model for an international undergraduate biomedical engineering research exchange program is outlined. In 2008, the Johns Hopkins University in collaboration with Tsinghua University in Beijing, China established the Tsinghua-Johns Hopkins Joint Center for Biomedical Engineering Research. Undergraduate biomedical engineering students from both universities are offered the opportunity to participate in research at the overseas institution. Programs such as these will not only provide research experiences for undergraduates but valuable cultural exchange and enrichment as well. Currently, strict course scheduling and rigorous curricula in most biomedical engineering programs may present obstacles for students to partake in study abroad opportunities. Universities are encouraged to harbor abroad opportunities for undergraduate engineering students, for which this particular program can serve as a model.

  5. Geologic Wonders of Yosemite at Two Miles High: an Undergraduate, Learner-Centered, Team Research Program at the University of Southern California

    Science.gov (United States)

    Wagner, R.; Anderson, J. L.; Cao, W.; Gao, Y.; Ikeda, T.; Jacobs, R.; Johanesen, K.; Mai, J.; Memeti, V.; Padilla, A.; Paterson, S. R.; Seyum, S.; Shimono, S.; Thomas, T.; Thompson, J.; Zhang, T.

    2007-12-01

    This program is a multidisciplinary student research experience that is largely outside of the classroom, involving undergraduate students in an international-level research project looking at the magmatic plumbing systems formed underneath volcanoes. We bring together a blend of students across the disciplines, both from within and outside the sciences. Following a "learner-centered" teaching philosophy, we formed student teams where more advanced students worked with and taught those more junior, under the guidance of mentors, which include USC professors, graduate students, and visiting international scholars. This program truly covers the full breadth of the research process, from field work and data collection to analysis to presentation. In the summers of 2006 and 2007, research groups of undergraduates and mentors camped in the high Sierra backcountry and worked in small mapping groups by day, generating a detailed geologic map of the field area. Evenings consisted of student led science meetings where the group discussed major research problems and developed a plan to address them. Upon returning from the field, the research group transitions to more lab- based work, including rock dating, XRF geochemistry, microscope, and mineral microprobe analyses, and by spring semester the groups also begins writing up and presenting the results. The summer 2006 research group consisted of 5 undergraduate students and 5 mentors, and was a huge success resulting in presentations at a university undergraduate research symposium as well as the Cordilleran Section meeting of GSA. The summer 2007 group was even larger, with 10 undergraduates and 6 mentors, including two international scholars. Undergraduates also participated in research in China and Mongolia. Aside from rewarding research experiences, students learn rapidly through these research experiences, were much more engaged in the learning process, and benefited from teaching their peers. Several students expressed

  6. Project management of life-science research projects: project characteristics, challenges and training needs.

    Science.gov (United States)

    Beukers, Margot W

    2011-02-01

    Thirty-four project managers of life-science research projects were interviewed to investigate the characteristics of their projects, the challenges they faced and their training requirements. A set of ten discriminating parameters were identified based on four project categories: contract research, development, discovery and call-based projects--projects set up to address research questions defined in a call for proposals. The major challenges these project managers are faced with relate to project members, leadership without authority and a lack of commitment from the respective organization. Two-thirds of the project managers indicated that they would be interested in receiving additional training, mostly on people-oriented, soft skills. The training programs that are currently on offer, however, do not meet their needs. Copyright © 2010 Elsevier Ltd. All rights reserved.

  7. Annual review of research projects 1984

    International Nuclear Information System (INIS)

    Keam, D.W.

    1986-02-01

    This progress report provides a brief outline of current laboratory research and development projects and their present status. Research fields covered are: uranium, radon and its daughters, radiation effects in solids and gases, x-rays and clinical dosimetry, measurement standards in radiation dosimetry, radiopharmaceuticals and nuclear medicine, non-ionizing electromagnetic radiations, environmental radiochemistry and radiation monitoring

  8. Annual review of research projects 1983

    International Nuclear Information System (INIS)

    1985-08-01

    This progress report provides a brief outline of current laboratory research and development projects and their present status. Research fields covered are: uranium, radon and its daughters, radiation effects in solids and gases, thermoluminescence, x-rays and clinical dosimetry, measurement standards in radiation dosimetry, radiopharmaceuticals and nuclear medicine, radionuclide metrology, non-ionizing electromagnetic radiations, environmental radiochemistry and radiation monitoring

  9. Jmol-Enhanced Biochemistry Research Projects

    Science.gov (United States)

    Saderholm, Matthew; Reynolds, Anthony

    2011-01-01

    We developed a protein research project for a one-semester biochemistry lecture class to enhance learning and more effectively train students to understand protein structure and function. During this semester-long process, students select a protein with known structure and then research its structure, sequence, and function. This project…

  10. Research oriented projects on design themese

    DEFF Research Database (Denmark)

    Tollestrup, Christian; Eriksen, Kaare; Ovesen, Nis

    2011-01-01

    How can design students do research-oriented projects about design themes? At the 3rd semester at the Industrial Design Master Program at Aalborg University this is done by taking research oriented learning objectives on design theories and methods and combining them with experimental case studie...... and professional self-reflection amongst students are improved....

  11. Cross-disciplinary, authentic student research projects

    NARCIS (Netherlands)

    Heck, A.; Uylings, P.; Kędzierska, E.; Ellermeijer, T.

    2010-01-01

    In the Dutch secondary education system, students must carry out at the end of their school career a rather large research or design project to demonstrate their ability to apply acquired knowledge and skills while pursuing a research question or design goal in some depth. They are encouraged to

  12. Methodology of impact assessment of research projects

    International Nuclear Information System (INIS)

    Rodriguez Cardona, R.; Cobas Aranda, M.

    2014-01-01

    In the context of the management of research projects development it is necessary to have tools to monitor and evaluate progress and the performance of the projects, as well as their results and the impact on society (international agencies of the United Nations and the States 2002 and 2005 Paris Declaration), with the objective of to ensure their contribution to the social and economic development of countries. Many organizations, agencies and Governments apply different methodologies (IDB, World Bank, UNDP, ECLAC, UNESCO; UNICEF, Canada, Japan, other) for these purposes. In the results-based project management system not only paramount is the process or product itself, but also the result or impact of the project (if the program/project produced the effects desired persons, households and institutions and whether those effects are attributable to the intervention of the program / project). The work shows a methodology that allows for a qualitative and quantitative evaluation of impact of research projects and has been result of experience in project management of international collaboration with the International Agency for Atomic Energy (IAEA) and the Cuban Nuclear programme. (author)

  13. Construction of a scattering chamber for ion-beam analysis of environmental materials in undergraduate physics research

    Energy Technology Data Exchange (ETDEWEB)

    LaBrake, Scott M.; Vineyard, Michael F.; Turley, Colin F.; Moore, Robert D.; Johnson, Christopher [Department of Physics and Astronomy Union College, Schenectady, NY 12308 (United States)

    2013-04-19

    We have developed a new scattering chamber for ion-beam analysis of environmental materials with the 1.1-MV Pelletron accelerator at the Union College Ion-Beam Analysis Laboratory. The chamber was constructed from a ten-inch, Conflat, multi-port cross and includes a three-axis target manipulator and target ladder assembly, an eight-inch turbo pump, an Amptek X-ray detector, and multiple charged particle detectors. Recent projects performed by our undergraduate research team include proton induced X-ray emission (PIXE) and Rutherford backscattering (RBS) analyses of atmospheric aerosols collected with a nine-stage cascade impactor in Upstate New York. We will describe the construction of the chamber and discuss the results of some commissioning experiments.

  14. Do you kiss your mother with that mouth? An authentic large-scale undergraduate research experience in mapping the human oral microbiome.

    Science.gov (United States)

    Wang, Jack T H; Daly, Joshua N; Willner, Dana L; Patil, Jayee; Hall, Roy A; Schembri, Mark A; Tyson, Gene W; Hugenholtz, Philip

    2015-05-01

    Clinical microbiology testing is crucial for the diagnosis and treatment of community and hospital-acquired infections. Laboratory scientists need to utilize technical and problem-solving skills to select from a wide array of microbial identification techniques. The inquiry-driven laboratory training required to prepare microbiology graduates for this professional environment can be difficult to replicate within undergraduate curricula, especially in courses that accommodate large student cohorts. We aimed to improve undergraduate scientific training by engaging hundreds of introductory microbiology students in an Authentic Large-Scale Undergraduate Research Experience (ALURE). The ALURE aimed to characterize the microorganisms that reside in the healthy human oral cavity-the oral microbiome-by analyzing hundreds of samples obtained from student volunteers within the course. Students were able to choose from selective and differential culture media, Gram-staining, microscopy, as well as polymerase chain reaction (PCR) and 16S rRNA gene sequencing techniques, in order to collect, analyze, and interpret novel data to determine the collective oral microbiome of the student cohort. Pre- and postsurvey analysis of student learning gains across two iterations of the course (2012-2013) revealed significantly higher student confidence in laboratory skills following the completion of the ALURE (p < 0.05 using the Mann-Whitney U-test). Learning objectives on effective scientific communication were also met through effective student performance in laboratory reports describing the research outcomes of the project. The integration of undergraduate research in clinical microbiology has the capacity to deliver authentic research experiences and improve scientific training for large cohorts of undergraduate students.

  15. Lab notebooks as scientific communication: Investigating development from undergraduate courses to graduate research

    Directory of Open Access Journals (Sweden)

    Jacob T. Stanley

    2016-09-01

    Full Text Available In experimental physics, lab notebooks play an essential role in the research process. For all of the ubiquity of lab notebooks, little formal attention has been paid to addressing what is considered “best practice” for scientific documentation and how researchers come to learn these practices in experimental physics. Using interviews with practicing researchers, namely, physics graduate students, we explore the different experiences researchers had in learning how to effectively use a notebook for scientific documentation. We find that very few of those interviewed thought that their undergraduate lab classes successfully taught them the benefit of maintaining a lab notebook. Most described training in lab notebook use as either ineffective or outright missing from their undergraduate lab course experience. Furthermore, a large majority of those interviewed explained that they did not receive any formal training in maintaining a lab notebook during their graduate school experience and received little to no feedback from their advisors on these records. Many of the interviewees describe learning the purpose of, and how to maintain, these kinds of lab records only after having a period of trial and error, having already started doing research in their graduate program. Despite the central role of scientific documentation in the research enterprise, these physics graduate students did not gain skills in documentation through formal instruction, but rather through informal hands-on practice.

  16. Light water reactor safety research project

    International Nuclear Information System (INIS)

    Markoczy, G.; Aksan, S.N.; Behringer, K.; Prodan, M.; Stierli, F.; Ullrich, G.

    1980-07-01

    The research and development activities for the safety of Light Water Power Reactors carried out 1979 at the Swiss Federal Institute for Reactor Research are described. Considerations concerning the necessity, objectives and size of the Safety Research Project are presented, followed by a detailed discussion of the activities in the five tasks of the program, covering fracture mechanics and nondestructive testing, thermal-hydraulics, reactor noise analysis and pressure vessel steel surveillance. (Auth.)

  17. Nuclear safety research project. Annual report 1995

    International Nuclear Information System (INIS)

    Hueper, R.

    1996-08-01

    The reactor safety R and D work of the Karlsruhe Research Centre (FZK) has been part of the Nuclear Safety Research Project (PSF) since 1990. The present annual report 1995 summarizes the R and D results. The research tasks are coordinated in agreement with internal and external working groups. The contributions to this report correspond to the status of early 1996. An abstract in English precedes each of them, whenever the respective article is written in German. (orig.) [de

  18. [Development and effects of emotional intelligence program for undergraduate nursing students: mixed methods research].

    Science.gov (United States)

    Lee, Oi Sun; Gu, Mee Ock

    2014-12-01

    This study was conducted to develop and test the effects of an emotional intelligence program for undergraduate nursing students. The study design was a mixed method research. Participants were 36 nursing students (intervention group: 17, control group: 19). The emotional intelligence program was provided for 4 weeks (8 sessions, 20 hours). Data were collected between August 6 and October 4, 2013. Quantitative data were analyzed using Chi-square, Fisher's exact test, t-test, repeated measure ANOVA, and paired t-test with SPSS/WIN 18.0. Qualitative data were analyzed using content analysis. Quantitative results showed that emotional intelligence, communication skills, resilience, stress coping strategy, and clinical competence were significantly better in the experimental group compared to the control group. According to the qualitative results, the nursing students experienced improvement in emotional intelligence, interpersonal relationships, and empowerment, as well as a reduction in clinical practice stress after participation in the emotional intelligence program. Study findings indicate that the emotional intelligence program for undergraduate nursing students is effective and can be recommended as an intervention for improving the clinical competence of undergraduate students in a nursing curriculum.

  19. Are Project Developers Knights and Researchers Queens?

    DEFF Research Database (Denmark)

    Vinstrup, Anya Bjørn

    2014-01-01

    How do project developers at universities view their customers – the researchers, and how do they see themselves as a profession? Does this view influence their motivation and what challenges does it impose? Taking elements of theory from Public Service Motivation (PSM) and linking it with a small...... empirically based survey among the project developers at a centrally located office at a university in Denmark – these questions are sought to be answered. The focal point being the motivation of the project developer, with special emphasis on their user perception, and the practical implications it has...... for leadership and organisational structures....

  20. Bio Diesel Cellulosic Ethanol Research Project

    Energy Technology Data Exchange (ETDEWEB)

    Hanlon, Edward A. [County of Hendry, FL (United States); Capece, John C. [County of Hendry, FL (United States); McAvoy, Eugene [County of Hendry, FL (United States); Hodges, Alan Wayne [County of Hendry, FL (United States); Shukla, Sanjay [County of Hendry, FL (United States); Ozores-Hamilton, Monica [County of Hendry, FL (United States); Gilbert, Rob [County of Hendry, FL (United States); Wright, Alan [County of Hendry, FL (United States); Baucum, L. [County of Hendry, FL (United States)

    2017-02-07

    The objective of the project is to create the Hendry County Sustainable Biofuels Center and initiate its research, development, and education programs. The mission is to develop engineering and economic assessment methods to evaluate the natural resources impacts of biomass farming and fuel conversion systems; provide sustainability assessments of specific biofuels productions proposals; develop biomass farming and fuel conversion systems that are compatible with south Florida ecosystem restoration priorities; create ecosystem services opportunities and structures to diversify farm income; monitor the range of research and development activities necessary to the creation of sutstainable biofuels production systems in south Florida, identify gaps in the regional research, and assist in the development and coordination of additional projects to fill out the required knowledge base; prepare the workforce of southwest Florida for employment in biofuels related professions; and assist businesses & governmental design and realize sustainable biofuels projects.

  1. Advanced energy projects FY 1994 research summaries

    International Nuclear Information System (INIS)

    1994-09-01

    The Division of Advanced Energy Projects (AEP) provides support to explore the feasibility of novel, energy-related concepts that evolve from advances in basic research. These concepts are typically at an early stage of scientific definition and, therefore, are premature for consideration by applied research or technology development programs. The AEP also supports high-risk, exploratory concepts that do not readily fit into a program area but could have several applications that may span scientific disciplines or technical areas. Projects supported by the Division arise from unsolicited ideas and concepts submitted by researchers. The portfolio of projects is dynamic and reflects the broad role of the Department in supporting research and development for improving the Nation's energy outlook. FY 1994 projects include the following topical areas: novel materials for energy technology; renewable and biodegradable materials; exploring uses of new scientific discoveries; alternate pathways to energy efficiency; alternative energy sources; and innovative approaches to waste treatment and reduction. Summaries are given for 66 projects

  2. Elucidating Bioethics with Undergraduates.

    Science.gov (United States)

    Hoskins, Betty B.; Shannon, Thomas A.

    1977-01-01

    Discusses the importance of developing bioethics programs for undergraduate students. Two aspects are considered: (1) current areas of concern and sources of bibliographic information; and (2) problems encountered in undergraduate projects. A list of references is provided. (HM)

  3. Research reactor job analysis - A project description

    International Nuclear Information System (INIS)

    Yoder, John; Bessler, Nancy J.

    1988-01-01

    Addressing the need of the improved training in nuclear industry, nuclear utilities established training program guidelines based on Performance-Based Training (PBT) concepts. The comparison of commercial nuclear power facilities with research and test reactors owned by the U.S. Department of Energy (DOE), made in an independent review of personnel selection, training, and qualification requirements for DOE-owned reactors pointed out that the complexity of the most critical tasks in research reactors is less than that in power reactors. The U.S. Department of Energy (DOE) started a project by commissioning Oak Ridge Associated Universities (ORAU) to conduct a job analysis survey of representative research reactor facilities. The output of the project consists of two publications: Volume 1 - Research Reactor Job Analysis: Overview, which contains an Introduction, Project Description, Project Methodology,, and. An Overview of Performance-Based Training (PBT); and Volume 2 - Research Reactor Job Analysis: Implementation, which contains Guidelines for Application of Preliminary Task Lists and Preliminary Task Lists for Reactor Operators and Supervisory Reactor Operators

  4. Designing and Conducting Health Systems Research Projects ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    Home · Resources · Publications. Designing and Conducting Health Systems Research Projects Volume 1: Proposal Development and Fieldwork ... IDRC and the United Kingdom's Global AMR Innovation Fund—managed by the ... New website will help record vital life events to improve access to services for all.

  5. Engaging Undergraduate Students in Space Weather Research at a 2- Year College

    Science.gov (United States)

    Damas, M. C.

    2017-07-01

    The Queensborough Community College (QCC) of the City University of New York (CUNY), a Hispanic and minority-serving institution, has been very successful at engaging undergraduate students in space weather research for the past ten years. Recently, it received two awards to support student research and education in solar and atmospheric physics under the umbrella discipline of space weather. Through these awards, students receive stipends during the academic year and summer to engage in scientific research. Students also have the opportunity to complete a summer internship at NASA and at other partner institutions. Funding also supports the development of course materials and tools in space weather. Educational materials development and the challenges of engaging students in research as early as their first year will be discussed. Once funding is over, how is the program sustained? Sustaining such a program, as well as how to implement it at other universities will also be discussed.

  6. A Comparison of Internal Dispositions and Career Trajectories after Collaborative versus Apprenticed Research Experiences for Undergraduates.

    Science.gov (United States)

    Frantz, Kyle J; Demetrikopoulos, Melissa K; Britner, Shari L; Carruth, Laura L; Williams, Brian A; Pecore, John L; DeHaan, Robert L; Goode, Christopher T

    2017-01-01

    Undergraduate research experiences confer benefits on students bound for science, technology, engineering, and mathematics (STEM) careers, but the low number of research professionals available to serve as mentors often limits access to research. Within the context of our summer research program (BRAIN), we tested the hypothesis that a team-based collaborative learning model (CLM) produces student outcomes at least as positive as a traditional apprenticeship model (AM). Through stratified, random assignment to conditions, CLM students were designated to work together in a teaching laboratory to conduct research according to a defined curriculum led by several instructors, whereas AM students were paired with mentors in active research groups. We used pre-, mid-, and postprogram surveys to measure internal dispositions reported to predict progress toward STEM careers, such as scientific research self-efficacy, science identity, science anxiety, and commitment to a science career. We are also tracking long-term retention in science-related career paths. For both short- and longer-term outcomes, the two program formats produced similar benefits, supporting our hypothesis that the CLM provides positive outcomes while conserving resources, such as faculty mentors. We discuss this method in comparison with course-based undergraduate research and recommend its expansion to institutional settings in which mentor resources are scarce. © 2017 K. J. Frantz et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  7. Essential Ingredients of a Good Research Proposal for Undergraduate and Postgraduate Students in the Social Sciences

    Directory of Open Access Journals (Sweden)

    Raymond Talinbe Abdulai

    2014-08-01

    Full Text Available As part of the requirements for the award of degrees in higher education institutions, students at undergraduate and postgraduate levels normally carry out research, which they report in the form of dissertations or theses. The research journey commences with the selection of a research topic and the preparation of a proposal on the selected topic. Experience has shown that students tend to encounter difficulties in writing research proposals for their supervisors because they do not fully comprehend what constitutes a research proposal. The purpose of this article is to take students through a step-by-step process of writing good research proposals by discussing the essential ingredients of a good research proposal. Thus, it is not a didactic piece—the aim is to guide students in research proposal writing. In discussing these ingredients, relevant examples are provided where necessary for ease of understanding. It is expected that on reading this article, students should be able to: (a demonstrate knowledge and understanding of what research is all about and its challenging nature; (b display an enlarged comprehension of research gap(s, problem or question(s, aim, objectives, and hypotheses as well as their distinguishing characteristics; (c demonstrate a good understanding of the relevant elements to be considered in the constituent sections of a good research proposal; and (d comprehend the elements of a research proposal that should feature in the final written dissertation or thesis.

  8. Teaching Spatial Thinking in Undergraduate Geology Courses Using Tools and Strategies from Cognitive Science Research

    Science.gov (United States)

    Ormand, C. J.; Shipley, T. F.; Dutrow, B. L.; Goodwin, L. B.; Hickson, T. A.; Tikoff, B.; Atit, K.; Gagnier, K. M.; Resnick, I.

    2015-12-01

    Spatial visualization is an essential skill in the STEM disciplines, including the geological sciences. Undergraduate students, including geoscience majors in upper-level courses, bring a wide range of spatial skill levels to the classroom. Students with weak spatial skills may struggle to understand fundamental concepts and to solve geological problems with a spatial component. However, spatial thinking skills are malleable. Using strategies that have emerged from cognitive science research, we developed a set of curricular materials that improve undergraduate geology majors' abilities to reason about 3D concepts and to solve spatially complex geological problems. Cognitive science research on spatial thinking demonstrates that predictive sketching, making visual comparisons, gesturing, and the use of analogy can be used to develop students' spatial thinking skills. We conducted a three-year study of the efficacy of these strategies in strengthening the spatial skills of students in core geology courses at three universities. Our methodology is a quasi-experimental quantitative design, utilizing pre- and post-tests of spatial thinking skills, assessments of spatial problem-solving skills, and a control group comprised of students not exposed to our new curricular materials. Students taught using the new curricular materials show improvement in spatial thinking skills. Further analysis of our data, to be completed prior to AGU, will answer additional questions about the relationship between spatial skills and academic performance, spatial skills and gender, spatial skills and confidence, and the impact of our curricular materials on students who are struggling academically. Teaching spatial thinking in the context of discipline-based exercises has the potential to transform undergraduate education in the geological sciences by removing one significant barrier to success.

  9. Biomedical Science Undergraduate Major: A New Pathway to Advance Research and the Health Professions.

    Science.gov (United States)

    Gunn, John S; Ledford, Cynthia H; Mousetes, Steven J; Grever, Michael R

    2018-01-01

    Many students entering professional degree programs, particularly M.D., Ph.D., and M.D./Ph.D., are not well prepared regarding the breadth of scientific knowledge required, communication skills, research experience, reading and understanding the scientific literature, and significant shadowing (for M.D.-related professions). In addition, physician scientists are a needed and necessary part of the academic research environment but are dwindling in numbers. In response to predictions of critical shortages of clinician investigators and the lack of proper preparation as undergraduates for these professions, the Biomedical Science (BMS) undergraduate major was created at The Ohio State University to attract incoming college freshmen with interests in scientific research and the healthcare professions. The intent of this major was to graduate an elite cohort of highly talented individuals who would pursue careers in the healthcare professions, biomedical research, or both. Students were admitted to the BMS major through an application and interview process. Admitted cohorts were small, comprising 22 to 26 students, and received a high degree of individualized professional academic advising and mentoring. The curriculum included a minimum of 4 semesters (or 2 years) of supervised research experience designed to enable students to gain skills in clinical and basic science investigation. In addition to covering the prerequisites for medicine and advanced degrees in health professions, the integrated BMS coursework emphasized research literacy as well as skills related to work as a healthcare professional, with additional emphasis on independent learning, teamwork to solve complex problems, and both oral and written communication skills. Supported by Ohio State's Department of Internal Medicine, a unique clinical internship provided selected students with insights into potential careers as physician scientists. In this educational case report, we describe the BMS

  10. Impacts of a Course-based Undergraduate Research Experience in Introductory Astronomy Using Robotic Telescopes

    Science.gov (United States)

    Dobaria, Archana S.; Coble, Kimberly A.; Alejandra, Le; Berryhill, Katie; McLin, Kevin M.; Cominsky, Lynn R.

    2018-06-01

    As part of a general education undergraduate astronomy course at a minority-serving university in the Midwestern US, students completed an observing project with the Global Telescope Network (GTN), where they participated in realistic practices used by professional astronomers, including proposal writing and peer review. First, students went through the process of applying for telescope time by choosing an astronomical object and writing an observing proposal. Then they performed an NSF-style review of classmates’ proposals, including written peer reviews and a review panel. After obtaining images from GTN telescopes, students presented their project and findings in front of the class.This study investigates students’ experiences and perceived impacts of participation in the project. The data analyzed includes an essay assignment [N = 59] administered over seven semesters and individual interviews [N = 8] collected over two semesters. Students were prompted to address what they liked, disliked, or would change about the project experience. These data were coded iteratively into nine categories. A Kruskal-Wallis (KW) test was used to determine that essay results from different semesters could be combined. We find that students expressed an overall strong positive affect, increased perception of self-efficacy, enjoyment of the experience of peer review, an appreciation for being able to use real scientific tools and to take on the role of astronomers, as well as a small number of dislikes such as real-world constraints on observing.

  11. Development and pilot evaluation of Native CREST-a Cancer Research Experience and Student Training program for Navajo undergraduate students.

    Science.gov (United States)

    Hughes, Christine A; Bauer, Mark C; Horazdovsky, Bruce F; Garrison, Edward R; Patten, Christi A; Petersen, Wesley O; Bowman, Clarissa N; Vierkant, Robert A

    2013-03-01

    The Mayo Clinic Cancer Center and Diné College received funding for a 4-year collaborative P20 planning grant from the National Cancer Institute in 2006. The goal of the partnership was to increase Navajo undergraduates' interest in and commitment to biomedical coursework and careers, especially in cancer research. This paper describes the development, pilot testing, and evaluation of Native CREST (Cancer Research Experience and Student Training), a 10-week cancer research training program providing mentorship in a Mayo Clinic basic science or behavioral cancer research lab for Navajo undergraduate students. Seven Native American undergraduate students (five females, two males) were enrolled during the summers of 2008-2011. Students reported the program influenced their career goals and was valuable to their education and development. These efforts may increase the number of Native American career scientists developing and implementing cancer research, which will ultimately benefit the health of Native American people.

  12. Continuous outreach activities performed by a student project team of undergraduates and their program topics in optics and photonics

    Science.gov (United States)

    Hasegawa, Makoto; Tokumitsu, Seika

    2016-09-01

    The out-of-curriculum project team "Rika-Kobo", organized by undergraduate students, has been actively engaged in a variety of continuous outreach activities in the fields of science and technology including optics and photonics. The targets of their activities cover wide ranges of generations from kids to parents and elderly people, with aiming to promote their interests in various fields of science and technologies. This is an out-of-curriculum project team with about 30 to 40 undergraduate students in several grades and majors. The total number of their activities per year tends to reach 80 to 90 in recent years. Typical activities to be performed by the project team include science classes in elementary and/or secondary schools, science classes at other educational facilities such as science museums, and experiment demonstrations at science events. Popular topics cover wide ranges from explanations and demonstrations of nature phenomena, such as rainbow colors, blue sky, sunset color, to demonstration experiments related to engineering applications, such as polarization of light, LEDs, and optical communications. Experimental topics in optics and photonics are especially popular to the audiences. Those activities are very effective to enhance interests of the audiences in learning related knowledges, irrespective of their generations. Those activities are also helpful for the student members to achieve and/or renew scientific knowledges. In addition, each of the activities provides the student members with effective and advantageous Project-Based-Learning (PBL) style experiences including manufacturing experiences, which are advantageous to cultivate their engineering skills.

  13. Developing Research Skills for Undergraduate Business Students: Experiential Learning on Introduction to Personnel Administration and Industrial Relations Course

    Science.gov (United States)

    Figueroa, Carmen I.; González, Cándida

    2014-01-01

    This paper reports on research into developing research skills in human resources management of apprentices through experiential learning. The target groups were undergraduate business students registered in the Introduction to Personnel and Industrial Relations course. The research identified the appreciation level of importance and satisfaction…

  14. Effective Recruiting and Intrusive Retention Strategies for Diversifying the Geosciences through a Research Experiences for Undergraduate Program

    Science.gov (United States)

    Liou-Mark, J.; Blake, R.; Norouzi, H.; Yuen-Lau, L.; Ikramova, M.

    2016-12-01

    Worse than in most Science, Technology, Engineering, and Mathematics (STEM) fields, underrepresented minority (URM) groups in the geosciences are reported to be farthest beneath the national benchmarks. Even more alarming, the geosciences have the lowest diversity of all the STEM disciplines at all three levels of higher education. In order to increase the number of underrepresented groups in the geosciences, a National Science Foundation funded Research Experiences for Undergraduates (REU) program at the New York City College of Technology has implemented effective recruitment strategies to attract and retain diverse student cohorts. Recruitment efforts include: 1) establishing partnership with the local community colleges; 2) forging collaborations with scientists of color; 3) reaching out to the geoscience departments; and 4) forming relationships with STEM organizations. Unlike the other REU programs which primarily provide a summer-only research experience, this REU program engages students in a year-long research experience. Students begin their research in the summer for nine weeks, and they continue their research one day a week in the fall and spring semesters. During the academic year, they present their projects at conferences. They also serve as STEM ambassadors to community and high school outreach events. This one-year triad connection of 1) professional organizations/conferences, 2) continual research experience, and 3) service constituent has resulted in higher retention and graduation rates of URMs in the STEM disciplines. Both formative and summative program assessment have uncovered and shown that strong recruitment efforts accompanied by intrusive retention strategies are essential to: a) sustain and support STEM URMs in developing confidence as scientists; b) create formal and informal STEM communities; and c) provide a clear pathway to advanced degrees and to the geoscience workforce. This project is supported by NSF REU Grant #1560050.

  15. Outline of criticality safety research project

    International Nuclear Information System (INIS)

    Kobayashi, Iwao; Tachimori, Shoichi; Suzaki, Takenori; Takeshita, Isao; Miyoshi, Yoshinori; Nakajima, Ken; Sakurai, Satoshi; Yanagisawa, Hiroshi

    1987-01-01

    As the power generation capacity of LWRs in Japan increased, the establishment and development of nuclear fuel cycle have become the important subject. Conforming to the safety research project of the nation, the Japan Atomic Energy Research Institute has advanced the project of constructing a new research facility, that is, Nuclear Fuel Cycle Engineering Research Facility (NUCEF). In this facility, it is planned to carry out the research on criticality safety, upgraded reprocessing techniques, and the treatment and disposal of transuranium element wastes. In this paper, the subjects of criticality safety research and the research carried out with a criticality safety experiment facility which is expected to be installed in the NUCEF are briefly reported. The experimental data obtained from the criticality safety handbooks and published literatures in foreign countries are short of the data on the mixture of low enriched uranium and plutonium which is treated in the reprocessing of spent fuel from LWRs. The acquisition of the criticality data for various forms of fuel, the elucidation of the scenario of criticality accidents, and the soundness of the confinement system for gaseous fission products and plutonium are the main subjects. The Static Criticality Safety Facility, Transient Criticality Safety Facility and pulse column system are the main facilities. (Kako, I.)

  16. Project for a renewable energy research centre

    Directory of Open Access Journals (Sweden)

    Andrea Giachetta

    2011-04-01

    Full Text Available In Liguria, where sustainable approaches to the design, construction and management of buildings enjoy scant currency, the idea of a company from Milan (FERA s.r.l. setting up a research centre for studies into renewable energy resources, could well open up very interesting development opportunities.The project includes: environmental rehabilitation (restoration projects; strategies for the protection of water resources and waste management systems; passive and active solar systems (solar thermal and experiments with thermodynamic solar energy; hyperinsulation systems, passive cooling of buildings; use of natural materials; bio-climatic use of vegetation. The author describes the project content within the context of the multidisciplinary work that has gone into it.

  17. iUTAH Summer Research Institutes: Supporting the STEM Pipeline Through Engagement of High School, Undergraduate and Graduate Students, Secondary Teachers, and University Faculty in Authentic, Joint Research Experiences

    Science.gov (United States)

    Stark, L. A.; Malone, M.

    2015-12-01

    Multiple types of programs are needed to support the STEM workforce pipeline from pre-college through graduate school and beyond. Short-term, intensive programs provide opportunities to participate in authentic scientific research for students who may not be sure of their interest in science and for teachers who may be unable to devote an entire summer to a research experience. The iUTAH (innovative Urban Transitions and Aridregion Hydro-Systainability) Summer Research Institute utilizes an innovative approach for a 5-day program that engages high school and undergraduate students as well as middle and high school teachers in conducting research projects led by graduate students and faculty members. Each Institute involves 3-4 half to full-day research projects. Participants collect (usually in the field) and analyze data for use in on-going research or that is related to a current research project. The participants work in groups with the graduate students to create a poster about each research project. They present their posters on the last day of the Institute at the state-wide meeting of all researchers and involved in this EPSCoR-funded program. In addition to introducing participants to research, one of the Institute's goals is to provide opportunities for meaningful near-peer interactions with students along the STEM pipeline from high school to undergraduate to graduate school. On the end-of-Institute evaluations, almost all students have reported that their discussions with other participants and with graduate students and faculty were a "Highly effective" or "Effective" part of the Institute. In response to a question about how the Institute will impact their course choices or their plans to pursue a career in science, many high school and undergraduate students have noted that they plan to take more science courses. Each year several undergraduates who were previously unsure about a career in science have indicated that they now intend to pursue a

  18. Using Research Data to Stimulate Critical Thinking in Undergraduate Geoscience Courses: Examples and Future Directions

    Science.gov (United States)

    Reed, D. L.; Moore, G. F.; Bangs, N. L.; Tobin, H.

    2007-12-01

    The results of major research initiatives, such as NSF-MARGINS, IODP and its predecessors DSDP and ODP, Ridge 2000, and NOAA's Ocean Explorer and Vents Programs provide a rich library of resources for inquiry-based learning in undergraduate classes in the geosciences. These materials are scalable for use in general education courses for the non-science major to upper division major and graduate courses, which are both content-rich and research-based. Examples of these materials include images and animations drawn from computer presentations at research workshops and audio/video clips from web sites, as well as data repositories, which can be accessed through GeoMapApp, a data exploration and visualization tool developed as part of the Marine Geoscience Data System by researchers at the LDEO (http://www.geomapapp.org/). Past efforts have focused on recreating sea-going research experiences by integrating and repurposing these data in web-based virtual environments to stimulate active student participation in laboratory settings and at a distance over the WWW. Virtual expeditions have been created based on multibeam mapping of the seafloor near the Golden Gate, bathymetric transects of the major ocean basins, subduction zone seismicity and related tsunamis, water column mapping and submersible dives at hydrothermal vents, and ocean drilling of deep-sea sediments to explore climate change. Students also make use of multichannel seismic data provided through the Marine Seismic Data Center of UTIG to study subduction zone processes at convergent plate boundaries. We will present the initial stages of development of a web-based virtual expedition for use in undergraduate classes, based on a recent 3-D seismic survey associated with the NanTroSEIZE program of NSF-MARGINS and IODP to study the properties of the plate boundary fault system in the upper limit of the seismogenic zone off Japan.

  19. Exploratory Water Budget Analysis of A Transitional Premontane Cloud Forest in Costa Rica Through Undergraduate Research

    Science.gov (United States)

    Washington-Allen, R. A.; Buckwalter, E. H.; Moore, G. W.; Burns, J. N.; Dennis, A. R.; Dodge, O.; Guffin, E. C.; Morris, E. R.; Oien, R. P.; Orozco, G.; Peterson, A.; Teale, N. G.; Shibley, N. C.; Tourtellotte, N.; Houser, C.; Brooks, S. D.; Brumbelow, J. K.; Cahill, A. T.; Frauenfeld, O. W.; Gonzalez, E.; Hallmark, C. T.; McInnes, K. J.; Miller, G. R.; Morgan, C.; Quiring, S. M.; Rapp, A. D.; Roark, E.; Delgado, A.; Ackerson, J. P.; Arnott, R.

    2012-12-01

    The ecohydrology of transitional premontane cloud forests is not well understood. This problem is being addressed by a NSF Research Experience for Undergraduates (REU) study at the Texas A&M University Soltis Center for Research & Education in Costa Rica. Exploratory analysis of the water budget within a 20-ha watershed was used to connect three faculty-mentored research areas in ecohydrology, climate, and soil sciences and highlight the roles of 12 undergraduate researchers from 12 different universities. The water budget model is Q = Pn - E - T + ΔG + ΔS where Q = runoff, Pn = net precipitation, E = evaporation, T = transpiration, and ΔG and ΔS are change in groundwater soil water storage, respectively. Additionally, Pn = Pg - I = Tf + Sf + D, where Pg = gross precipitation, I/ΔI = canopy interception or storage, Tf = throughfall, Sf = stemflow, and D = canopy drip. The following terms were well understood Pg (satellite = 34-mm and tower = 38.1-mm) and Q from a recently constructed v-notch weir. We moderately understand Tf + D (30.9-mm from an array of forest rain gages), ΔI (7.2-mm) related to Sf, and T (10.4-mm measured with sapflow sensors). We found that soils were clay loam to silty loam textured Andisols on saprolitic tuft with a mean potential ΔS of 398 mm H2O under laboratory conditions, but in the field the following terms are almost completely unknown and require further field studies including E, ΔG, and ΔS. Recent installation of piezometers will address ΔG. Temporal scaling of measurements to a 1-week period was a challenge as well as the construction, deployment and calibration of instruments. However, this exploration allowed us to determine measurement uncertainties in the water budget, e.g., E, and to set future areas of research to address these uncertainties.

  20. Mentoring Undergraduate Students in Estuarine Research Experiences: Different Strokes for Different Folks

    Science.gov (United States)

    Moser, F. C.; Allen, M. R.; Montoya-Ospina, R. A.; Maldonado, P.; Barberena-Arias, M.; Olivo-Delgado, C.; Harris, L.; Pierson, J. J.; Alvarez, J. P.

    2015-12-01

    Here we consider how mentoring, both traditional and peer based, contributes to successful student outcomes in undergraduate research programs and we present several approaches to encourage positive mentor-mentee relationships. From several different research mentoring programs with undergraduates in Maryland and in Puerto Rico, we find that some mentoring techniques are universally useful, while others need to be tailored to a specific program and mentee population. Our programs differ in length, student composition, and student expectations, we find that success occurs across-the-board when mentors quickly establish rapport with their students and reach an early joint understanding of the program's requirements and the students' capabilities and needs through immersive orientations early in the program. Alternatively, mentors have to customize their approaches (e.g. simplify presentations of concepts, increase time for questions) when they encounter differences in student knowledge levels and cultural disconnects (e.g. language barriers, unfamiliarity with research labs and academia). Our current approach to improving and evaluating mentoring includes using a system of multiple mentor tiers (peer, near-peer, faculty, and program leaders), multiple qualitative and quantitative evaluations during the program, and post-research experience student outreach, all of which we believe improve student outcomes. Although we have measures of mentee success (e.g., presenting at national meetings, pursuing additional research experiences, applying to graduate school in marine science-related fields, etc.), we continue to look for additional short and long-term evaluation techniques that may help us to distinguish between the influence of mentoring and that of other program attributes (e.g. lab and field experiences, professional development seminars, ethics training, etc.) on student achievement.

  1. Published research studies conducted amongst Indian medical undergraduate students: Bibliometric Analysis

    Directory of Open Access Journals (Sweden)

    Sandeep Sachdeva

    2017-09-01

    Full Text Available Objective: Evaluation of published original research conducted amongst Indian medical undergraduate students. Methodology: A systematic review was undertaken using keywords “MBBS students” or “medical students” or “health students” or “university students” and “India” through search engines, PUBMED and Google scholar. Considering feasibility, time frame of published original research article was restricted to one-year only i.e. 2016. Research domain, research design, author and other bibliometric details of research manuscript were captured using check-list and analysis carried out using descriptive statistics. Results: A total of 99 suitable original research articles were identified under certain criteria and considered in present analysis. With regard to thematic research domain, highest, 29 (29.2% articles were related to teaching and learning process followed by 13 (13.1% to mental health (depression, anxiety, sleep, spirituality of students; 07 (7.0% were based on physical fitness/ exercise/yoga; and substance abuse (6.0% amongst medical students etc. Nearly, 86 (86.8% of articles were cross-sectional descriptive based studies while 13 (13.1% had intervention based research design. A total of 34 (34.3% research articles could be labeled as “KAP” (knowledge, attitude and practice survey. Department wise detail of corresponding author was largely dominated by faculty from pre and para-clinical departments. Highest was community medicine in (35.3% articles, pharmacology (23.2%, physiology (17.1%, microbiology (6.0%, and biochemistry (4.0% etc. The studies covered an average sample size of 188.8 MBBS students (20-360, range; 57.5% of research article covered students from only one professional year. However, in 42 (42.4% articles there was no further mention of gender based sample information. Out of all the references used in research articles, only 57.3% were of recent (2005-2015 origin while the rest were from older

  2. Smoking Cessation and Relapse Prevention among Undergraduate Students: A Pilot Demonstration Project.

    Science.gov (United States)

    Ramsay, Jim; Hoffmann, Anne

    2004-01-01

    The prevalence of college students' tobacco use is widely recognized, but successful cessation and relapse-prevention programs for these smokers have drawn little attention. The authors, who explored the feasibility of training peers to lead cessation and relapse-prevention programs for undergraduates, found a quit rate of 88.2%, suggesting that…

  3. Toward a Holistic View of Undergraduate Research Experiences: An Exploratory Study of Impact on Graduate/Postdoctoral Mentors

    Science.gov (United States)

    Dolan, Erin; Johnson, Deborah

    2009-12-01

    Involvement in research has become a fixture in undergraduate science education across the United States. Graduate and postdoctoral students are often called upon to mentor undergraduates at research universities, yet mentoring relationships in undergraduate—graduate/postdoctoral student dyads and undergraduate—graduate/postdoctoral student—faculty triads have been largely unexamined. Here, we present findings of an exploratory case study framed by relational theory that identifies the motives, gains, and challenges reported by graduate/postdoctoral students who mentored undergraduates in research. Graduate/postdoctoral mentors experienced a wide range of gains, including improved qualifications and career preparation, cognitive and socioemotional growth, improved teaching and communication skills, and greater enjoyment of their own apprenticeship experience. Notably, graduate/postdoctoral mentors reported twice as many gains as challenges, neither of which were limited by their motives for mentoring. Indeed, their motives were fairly narrow and immediate, focusing on how mentoring would serve as a means to an end, while the gains and challenges they reported indicated a longer-term vision of how mentoring influenced their personal, cognitive, and professional growth. We propose that understanding the impact of mentoring undergraduates on the education and training of graduate/postdoctoral students may uncover new ideas about the benefits reaped through undergraduate research experiences.

  4. Research projects in radiobiology and radiation protection

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1960-04-15

    Of the research projects sponsored by the International Atomic Energy Agency quite a large number are concerned with the biological effects of ionizing radiation. That itself, of course, is a very wide field covering such subjects as the nature and mechanism of radiation damage, genetic mutations, the varying radiosensitivity of different organisms, ways of modifying the natural sensitivity or resistance, and biological and chemical means of protection. In all these branches of enquiry, the Agency has awarded research contracts to scientific institutes or laboratories in different countries

  5. Research projects in radiobiology and radiation protection

    International Nuclear Information System (INIS)

    1960-01-01

    Of the research projects sponsored by the International Atomic Energy Agency quite a large number are concerned with the biological effects of ionizing radiation. That itself, of course, is a very wide field covering such subjects as the nature and mechanism of radiation damage, genetic mutations, the varying radiosensitivity of different organisms, ways of modifying the natural sensitivity or resistance, and biological and chemical means of protection. In all these branches of enquiry, the Agency has awarded research contracts to scientific institutes or laboratories in different countries

  6. Supporting research projects via student workshops

    DEFF Research Database (Denmark)

    Marschall, Max; Schmeck, Michel; Gengnagel, Christoph

    2016-01-01

    As part of a joint research project between the Centre for Information Technology and Architecture (CITA) and te Department for Structural Design and Technology (KET), a one week student workshop was organised at the Royal Danish Academy of Fine Arts (KADK) in Copenhagen. This paper outlines...... the teaching methods applied to reach maximum insight from student interaction, despite the unfamiliarity the students had with the research matter: physical and numeric form-finding for lightweight hybrid structures. Hybrid structures are defined here as combining different components of low stiffness...

  7. Undergraduate Science Research: A Comparison of Influences and Experiences between Premed and Non–Premed Students

    Science.gov (United States)

    Pacifici, Lara Brongo; Thomson, Norman

    2011-01-01

    Most students participating in science undergraduate research (UR) plan to attend either medical school or graduate school. This study examines possible differences between premed and non–premed students in their influences to do research and expectations of research. Questionnaire responses from 55 premed students and 80 non–premed students were analyzed. No differences existed in the expectations of research between the two groups, but attitudes toward science and intrinsic motivation to learn more about science were significantly higher for non–premed students. Follow-up interviews with 11 of the students, including a case study with one premed student, provided explanation for the observed differences. Premed students, while not motivated to learn more about science, were motivated to help people, which is why most of them are pursuing medicine. They viewed research as a way to help them become doctors and to rule out the possibility of research as a career. Non–premed students participated in research to learn more about a specific science topic and gain experience that may be helpful in graduate school research. The difference in the reasons students want to do UR may be used to tailor UR experiences for students planning to go to graduate school or medical school. PMID:21633068

  8. Undergraduate science research: a comparison of influences and experiences between premed and non-premed students.

    Science.gov (United States)

    Pacifici, Lara Brongo; Thomson, Norman

    2011-01-01

    Most students participating in science undergraduate research (UR) plan to attend either medical school or graduate school. This study examines possible differences between premed and non-premed students in their influences to do research and expectations of research. Questionnaire responses from 55 premed students and 80 non-premed students were analyzed. No differences existed in the expectations of research between the two groups, but attitudes toward science and intrinsic motivation to learn more about science were significantly higher for non-premed students. Follow-up interviews with 11 of the students, including a case study with one premed student, provided explanation for the observed differences. Premed students, while not motivated to learn more about science, were motivated to help people, which is why most of them are pursuing medicine. They viewed research as a way to help them become doctors and to rule out the possibility of research as a career. Non-premed students participated in research to learn more about a specific science topic and gain experience that may be helpful in graduate school research. The difference in the reasons students want to do UR may be used to tailor UR experiences for students planning to go to graduate school or medical school.

  9. Undergraduate research opportunities in neutron activation analysis for local, regional and international students

    International Nuclear Information System (INIS)

    Landsberger, S.; Tipping, T.; Lott, V.; Alexander, S.; Ban, G.

    2012-01-01

    Neutron activation analysis (NAA) remains an excellent technique to introduce undergraduate students to nuclear science and engineering coming from different academic areas. The NAA methods encompass an appreciation of basic reactor engineering concepts, radiation safety, nuclear instrumentation and data analysis. At the Nuclear Engineering Teaching Lab at the University of Texas at Austin we have continued to provide opportunities through outreach programs to Huston-Tillotson University in Austin and Florida Memorial University in Miami Gardens, both Historically Black Colleges and Universities, and Southwestern University in Georgetown, Texas. Furthermore, in the past four years we have established a strong educational collaboration with the Ecole Nationale Superieure d'Ingenieurs de Caen (ENSICAEN), France. Undergraduate students at ENSICAEN are required to have an internship outside of France. While many of the students stay in neighboring European countries others have chosen the United States. The cornerstone of these programs is to secure a relationship with each institution through clear educational and research objectives and goals. (author)

  10. Class Participation in an Aboriginal Theatre Project: An Exemplar of Undergraduate Student Engagement

    Directory of Open Access Journals (Sweden)

    Ginny R. Ratsoy

    2011-09-01

    Full Text Available In the 21st Century, Canadian universities are increasingly emphasizing the importance of student engagement. This research paper, by analyzing the reflections of undergraduate students on their experiences in a co-curricular service learning assignment – integrated into a course that included more traditional assignments -in the context of situated learning theory, advocates for a community-focused assignment as a component in a “traditional” lecture-and-discussion based course as a tool for enhanced engagement through active, collaborative learning. While the case study explored is a drama course, the anticipated audience is pan-disciplinary, as the article casts more broadly by providing brief, general guidelines on implementing an experiential learning assignment and encouraging all professors to reflect on their classroom theory and praxis to the end of augmenting student engagement.Au 21e siècle, les universités canadiennes accordent une place de plus en plus importante à l’engagement des étudiants. Les auteurs de ce rapport de recherche analysent les réflexions des étudiants de premier cycle à propos d’un travail pratique (TP qu’ils ont effectué dans le cadre de l’apprentissage par le service communautaire– intégré à un cours qui comprenait des TP plus traditionnels – dans le contexte de la théorie de l’apprentissage situé. Les auteurs préconisent des TP axés sur la collectivité en tant que composants d’un cours « traditionnel » comportant des exposés magistraux et des discussions. Ce type de TP est un outil permettant d’améliorer l’engagement grâce à l’apprentissage actif et collaboratif. L’étude de cas porte sur un cours d’art dramatique, mais le public visé par le présent article est multidisciplinaire. En effet, les auteurs de l’article considèrent les choses plus largement en fournissant de brèves directives générales sur la mise en œuvre d’un devoir dans le cadre de

  11. An integrated model for developing research skills in an undergraduate medical curriculum: appraisal of an approach using student selected components.

    Science.gov (United States)

    Riley, Simon C; Morton, Jeremy; Ray, David C; Swann, David G; Davidson, Donald J

    2013-09-01

    Student selected components (SSCs), at that time termed special study modules, were arguably the most innovative element in Tomorrow's Doctors (1993), the document from the General Medical Council that initiated the modernization of medical curricula in the UK. SSCs were proposed to make up one-third of the medical curriculum and provide students with choice, whilst allowing individual schools autonomy in how SSCs were utilized. In response, at the University of Edinburgh the undergraduate medical curriculum provides an integrated and sequential development and assessment of research skill learning outcomes, for all students in the SSC programme. The curriculum contains SSCs which provide choice to students in all 5 years. There are four substantial timetabled SSCs where students develop research skills in a topic and speciality of their choice. These SSCs are fully integrated and mapped with core learning outcomes and assessment, particularly with the 'Evidence-Based Medicine and Research' programme theme. These research skills are developed incrementally and applied fully in a research project in the fourth year. One-third of students also perform an optional intercalated one-year honours programme between years 2 and 3, usually across a wide range of honours schools at the biomedical science interface. Student feedback is insightful and demonstrates perceived attainment of research competencies. The establishment of these competencies is discussed in the context of enabling junior graduate doctors to be effective and confident at utilizing their research skills to effectively practice evidence-based medicine. This includes examining their own practice through clinical audit, developing an insight into the complexity of the evidence base and uncertainty, and also gaining a view into a career as a clinical academic.

  12. NGA-West2 Research Project

    Science.gov (United States)

    Bozorgnia, Yousef; Abrahamson, Norman A.; Al Atik, Linda; Ancheta, Timothy D.; Atkinson, Gail M.; Baker, Jack W.; Baltay, Annemarie S.; Boore, David M.; Campbell, Kenneth W.; Chiou, Brian S.J.; Darragh, Robert B.; Day, Steve; Donahue, Jennifer; Graves, Robert W.; Gregor, Nick; Hanks, Thomas C.; Idriss, I. M.; Kamai, Ronnie; Kishida, Tadahiro; Kottke, Albert; Mahin, Stephen A.; Rezaeian, Sanaz; Rowshandel, Badie; Seyhan, Emel; Shahi, Shrey; Shantz, Tom; Silva, Walter; Spudich, Paul A.; Stewart, Jonathan P.; Watson-Lamprey, Jennie; Wooddell, Kathryn; Youngs, Robert

    2014-01-01

    The NGA-West2 project is a large multidisciplinary, multi-year research program on the Next Generation Attenuation (NGA) models for shallow crustal earthquakes in active tectonic regions. The research project has been coordinated by the Pacific Earthquake Engineering Research Center (PEER), with extensive technical interactions among many individuals and organizations. NGA-West2 addresses several key issues in ground-motion seismic hazard, including updating the NGA database for a magnitude range of 3.0–7.9; updating NGA ground-motion prediction equations (GMPEs) for the “average” horizontal component; scaling response spectra for damping values other than 5%; quantifying the effects of directivity and directionality for horizontal ground motion; resolving discrepancies between the NGA and the National Earthquake Hazards Reduction Program (NEHRP) site amplification factors; analysis of epistemic uncertainty for NGA GMPEs; and developing GMPEs for vertical ground motion. This paper presents an overview of the NGA-West2 research program and its subprojects.

  13. Abstract and research accomplishments of University Coal Research Projects

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1995-06-01

    The Principal Investigators of the grants supported by the University Coal Research Program were requested to submit abstracts and highlight accomplishments of their respective projects in time for distribution at a conference on June 13--14, 1995 at Tennessee State University in Nashville, Tennessee. This book is a compilation of the material received in response to that request. For convenience, the 70 grants reported in this book are stored into eight technical areas, Coal Science, Coal Surface Science, Reaction Chemistry, Advanced Process Concepts, Engineering Fundamentals and Thermodynamics, Environmental Science, high Temperature Phenomena, and Special topics. Indexes are provided for locating projects by subject, principal investigators, and contracting organizations. Each extended abstract describes project objectives, work accomplished, significance to the Fossil Energy Program, and plans for the next year.

  14. A Social Capital Perspective on the Mentoring of Undergraduate Life Science Researchers: An Empirical Study of Undergraduate–Postgraduate–Faculty Triads

    Science.gov (United States)

    Aikens, Melissa L.; Sadselia, Sona; Watkins, Keiana; Evans, Mara; Eby, Lillian T.; Dolan, Erin L.

    2016-01-01

    Undergraduate researchers at research universities are often mentored by graduate students or postdoctoral researchers (referred to collectively as “postgraduates”) and faculty, creating a mentoring triad structure. Triads differ based on whether the undergraduate, postgraduate, and faculty member interact with one another about the undergraduate’s research. Using a social capital theory framework, we hypothesized that different triad structures provide undergraduates with varying resources (e.g., information, advice, psychosocial support) from the postgraduates and/or faculty, which would affect the undergraduates’ research outcomes. To test this, we collected data from a national sample of undergraduate life science researchers about their mentoring triad structure and a range of outcomes associated with research experiences, such as perceived gains in their abilities to think and work like scientists, science identity, and intentions to enroll in a PhD program. Undergraduates mentored by postgraduates alone reported positive outcomes, indicating that postgraduates can be effective mentors. However, undergraduates who interacted directly with faculty realized greater outcomes, suggesting that faculty interaction is important for undergraduates to realize the full benefits of research. The “closed triad,” in which undergraduates, postgraduates, and faculty all interact directly, appeared to be uniquely beneficial; these undergraduates reported the highest gains in thinking and working like a scientist. PMID:27174583

  15. International Interdisciplinary Research Institute Project in Senegal

    Science.gov (United States)

    Gueye, Paul

    2010-02-01

    The project of an interdisciplinary research institute in Senegal was initiated in 1993 in Senegal (West Africa) and became a template for a similar project in the US in 1999. Since then, numerous meetings and presentations have been held at various national and international institutions, workshops and conferences. The current development of this partnership includes drafts for a full design of all systems at each facility, as well as the physics, applied health and educational programs to be implemented. The Senegal facility was conceived for scientific capacity building and equally to act as a focal point aimed at using the local scientific expertise. An anticipated outcome would be a contribution to the reduction of an ever-growing brain drain process suffered by the country, and the African continent in general. The development of the project led also to a strong African orientation of the facility: built for international collaboration, it is to be a pan-African endeavor and to serve primarily African countries. The facility received a presidential approval in a 2003 meeting and will develop an interdisciplinary program centered on a strong materials science research which will also allow for the establishment of an advanced analytical (physical chemistry) laboratory. A central part of the facility will be linked to state-of-the art accelerator mass spectrometry, cyclotron and low energy electromagnetic accelerator systems. )

  16. Annual review of research projects 1987

    International Nuclear Information System (INIS)

    Keam, D.W.

    1989-04-01

    The Australian Radiation Laboratory is a national laboratory whose function is to assist the users of radiation, and those who regulate its use, to ensure that wherever radiation is encountered, it is managed in the safest possible way. In performing this function the Laboratory conducts a varied program of applied research in areas which have implications for occupational or public health. This progress report provides a brief outline of current Laboratory research and development projects and their present status. The material is grouped into the following research fields: uranium, radon and its daughters; environmental radiation monitoring; radiopharmaceuticals and nuclear medicine; X-ray and clinical dosimetry; radionuclide metrology; non-ionising electromagnetic radiations; measurement standards in radiation dosimetry; and radiation effects in solids and gases. Refs., figs., tabs

  17. Export Odyssey: An Exposition and Analytical Review of Literature Concerning an Undergraduate Student Project in International Marketing on Key Teaching-Learning Dimensions.

    Science.gov (United States)

    Williamson, Nicholas C.

    2001-01-01

    Describes Export Odyssey (EO), a structured, Internet-intensive, team-based undergraduate student project in international marketing. Presents an analytical review of articles in the literature that relate to three key teaching-learning dimensions of student projects (experiential versus non-experiential active learning, team-based versus…

  18. Student Research Project: Goursat's Other Theorem

    Science.gov (United States)

    Petrillo, Joseph

    2009-01-01

    In an elementary undergraduate abstract algebra or group theory course, a student is introduced to a variety of methods for constructing and deconstructing groups. What seems to be missing from contemporary texts and syllabi is a theorem, first proved by Edouard Jean-Baptiste Goursat (1858-1936) in 1889, which completely describes the subgroups of…

  19. Water Quality Monitoring of an Urban Estuary and a Coastal Aquifer Using Field Kits and Meters: A Community-Based Environmental Research Project

    Science.gov (United States)

    Jung, Hun Bok; Zamora, Felix; Duzgoren-Aydin, Nurdan S.

    2017-01-01

    Water quality is an important interdisciplinary environmental topic for project-based learning. An undergraduate summer research internship program at a public minority serving institution engaged environmental science majors in community-based research experiences. The research focused on the field monitoring of water quality for surface water…

  20. Undergraduate Biology Lab Courses: Comparing the Impact of Traditionally Based "Cookbook" and Authentic Research-Based Courses on Student Lab Experiences

    Science.gov (United States)

    Brownell, Sara E.; Kloser, Matthew J.; Fukami, Tadishi; Shavelson, Rich

    2012-01-01

    Over the past decade, several reports have recommended a shift in undergraduate biology laboratory courses from traditionally structured, often described as "cookbook," to authentic research-based experiences. This study compares a cookbook-type laboratory course to a research-based undergraduate biology laboratory course at a Research 1…