McMillan, J. [ed.
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.
Jafree, D. J.; Koshy, K.
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...
Cheung, I.; Yalcin, K.
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.
Cline, J. Donald; Castelaz, M.; Whitworth, C.; Clavier, D.; Owen, L.; Barker, T.
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.
Castelaz, Michael W.; Cline, J. D.; Whitworth, C.; Clavier, D.; Owen, L.
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.
Castelaz, Michael W.; Cline, J. D.; Whitworth, C.; Clavier, D.; Barker, T.
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.
Canterna, R.; Beck, K.; Hickman, M. A.
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.
May, Gary S.
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.
McMillan, J. [ed.
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.
Nevle, R. J.; Watson Nelson, T.; Harris, J. M.; Klemperer, S. L.
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
Barron, Darcy; Peticolas, Laura; Multiverse Team at UC Berkeley's Space Sciences Lab
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.
A critical problem in motivating and training the next generation of environmental scientists is providing them with an integrated scientific experience that fosters a depth of understanding and helps them build a network of colleagues for their future. As the education part of an NSF-funded CAREER proposal, I have developed a three-week summer research experience for undergraduate students that links their classroom education with field campaigns aiming to make partial differential equations come "alive" in a practical, applied setting focused on hydrogeologic processes. This course has been offered to freshman- to junior-level undergraduate students from Penn State and also the three co-operating Historically Black Universities (HBUs)--Jackson State University, Fort Valley State University, and Elizabeth City State University-since 2009. Broad learning objectives include applying their knowledge of mathematics, science, and engineering to flow and transport processes in the field and communicating science effectively in poster and oral format. In conjunction with ongoing research about solute transport, students collected field data in the Shale Hills Critical Zone Observatory in Central Pennsylvania, including slug and pumping tests, ground-penetrating radar, electrical resistivity imaging, wireline logging, and optical televiewers, among other instruments. Students conducted tracer tests, where conservative solutes are introduced into a local stream and monitored. Students also constructed numerical models using COMSOL Multiphysics, a research-grade code that can be used to model any physical system; with COMSOL, students create models without needing to be trained in computer coding. With guidance, students built basic models of fluid flow and transport to visualize how heterogeneity of hydraulic and transport properties or variations in forcing functions impact their results. The development of numerical models promoted confidence in predicting flow and
... 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...
Seven undergraduate students from universities across the nation and one from Virginia Tech are working side by side with Virginia Tech professors this summer on research projects related to sustainable management of resources.
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…
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
Stark, L. A.; Malone, M.
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
Wulf-Andersen, Trine Østergaard; Mogensen, Kevin; Hjort-Madsen, Peder
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...
Home; Journals; Resonance – Journal of Science Education; Volume 19; Issue 12. Summer Research Fellowship Programme - 2015. Information and Announcements Volume 19 Issue 12 December 2014 pp 1199-1199. Fulltext. Click here to view fulltext PDF. Permanent link:
Certain populations such as chemotherapy patients and atomic bomb survivors have been exposed to ionizing radiation and experience tissue damage and cancer initiation and progression. One cancer that can be initiated from radiation is esophageal squamous cell carcinoma (ESCC), an epithelial cancer that has a survival rate as low as 20%. Researchers have found that when protein tyrosine kinase receptors (RPTK) activate oncogenes, they can create epithelial tumors and cause deadly cancers like ESCC. The RPTK family has one group, MET, that has only two receptors, MET and RON, present in the human body. MET s ligand is the hepatocyte growth factor (HGF) and RON's ligand is the macrophage-stimulating protein (MSP-1). Both HGF and MSP-1 have been shown to activate their receptors and are implicated in certain processes. Since radiation damages cells throughout the biological system, researchers are investigating whether or not HGF and MSP-1 protects or kills certain normal and cancerous cells by being part of cell recovery processes. One research group recently reviewed that the HGF-MET pathway has an important role in the embryonic development in the liver, migration of myogenic precursor cells, regulation of epithelial morphogenesis and growth, and regeneration and protection in tissues. In addition, since the RON receptor is more commonly expressed in cells of epithelial origin, and when activated is part of epithelial cell matrix invasion, dissociation, and migration processes, scientists conclude that RON might be one of the factors causing epithelial cancer initiation in the biological system. In order to examine HGF and MSP-1 s effect on cancer initiation and progression we used two immortalized esophageal epithelial cell lines. One is a normal human cell line (EPC2-hTERT), while the other had a p53 mutation at the 175th amino acid position (EPC2-hTERT-p53(sup R175H)). For this investigation, we used 0(control), 2, and 4 Gray doses of gamma (Cs137) radiation and
Evans, Michael; Ilie, Carolina C.
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.
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
Buyanovskaya, Elizaveta; Melnik, Maksim; Egorov, Vladimir; Gleim, Artur; Lukishova, Svetlana; Kozlov, Sergei; Zhang, Xi-Cheng
ITMO University and the University of Rochester became close partners several years ago. One of the first outcomes of this mutually beneficial partnership was the creation of International Institute of Photonics and Optical Information Technologies led by Prof. Sergei Kozlov and Prof. Xi-Cheng Zhang. Universities have created a double Masters-degree program in optics in 2014, and several ITMO students have been awarded degrees from Rochester. At the same time ITMO University organizes Summer Research camp in Photonics for University of Rochester students. Students spent two weeks in the Northern Capital of Russia learning about the emerging practical applications of femtosecond optics, terahertz biomedicine and quantum information technologies.
Faletra, P.; Beavis, W.; Franz, K.; Musick, C.; Walbridge, S.E.; Myron, H.
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.
Sample McMeeking, L. B.; Weinberg, A. E.
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
Undergraduate students from universities across the nation, including one Virginia Tech student are working side by side with Virginia Tech professors this summer on research projects related to sustainable management of resources.
Bradley, Andrew Michael [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Parks, Michael L. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States)
The Center for Computing Research (CCR) at Sandia National Laboratories organizes a summer student program each summer, in coordination with the Computer Science Research Institute (CSRI) and Cyber Engineering Research Institute (CERI).
Mcculloch, Quinn [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)
Liquid-liquid Extraction (LLE), also known as solvent extraction, represents a large subset of chemistry where one or more solutes are transferred across an interface between two immiscible liquids. This type of chemistry is used in industrial scale processes to purify solvents, refine ore, process petroleum, treat wastewater, and much more. Although LLE has been successfully employed at the macroscale, where many liters/kgs of species are processed at large flow rates, LLE stands to benefit from lab-on-a-chip technology, where reactions take place quickly and efficiently at the microscale. A device, called a screen contactor, has been invented at Los Alamos National Laboratory (LANL) to perform solvent extraction at the microscale. This invention has been submitted to LANL’s Feynman Center for Innovation, and has been filed for provisional patent under U.S. Patent Application No. 62/483,107 1. The screen contactor consists of a housing that contains two different screen materials, flametreated stainless steel and polyether ether ketone (PEEK) thermoplastic, that are uniquely wetted by either an aqueous or an organic liquid phase, respectively. Liquids in this device flow longitudinally through the screens. The fine pore size of the screens (tens of microns) provide large capillary/adhesional forces while maintaining small hydraulic pressure drops. These physical characteristics are paramount to efficient microscale liquid phase separation. To demonstrate mass transfer using the screen contactor, a well-known chemical system 2 consisting of water and n-decane as solvents and trimethylamine (TEA) as a solute was selected. TEA is basic in water so its concentration can easily be quantified using a digital pH meter and an experimentally determined base dissociation constant. Characterization of this solvent system and its behavior in the screen contactor have been the focus of my research activities this summer. In the following sections, I have detailed
Hill, J.; Noteboom, E.
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
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.
Manley, P. L.; Ambos, E. L.
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
Home; Journals; Resonance – Journal of Science Education; Volume 22; Issue 11. Science Academies' Summer Research Fellowship Programme for Students and Teachers - 2018. Information and Announcements Volume 22 Issue 11 November 2017 pp 1100-1100 ...
Alexeev, V. A.; Walsh, J. E.; Arp, C. D.; Hock, R.; Euskirchen, E. S.; Kaden, U.; Polyakov, I.; Romanovsky, V. E.; Trainor, S.
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.
Schwan, Rafaela (Compiler)
The Langley Aerospace Research Summer Scholars (LARSS) Program was established by Dr. Samuel E. Massenberg in 1986. The program has increased from 20 participants in 1986 to 114 participants in 1995. The program is LaRC-unique and is administered by Hampton University. The program was established for the benefit of undergraduate juniors and seniors and first-year graduate students who are pursuing degrees in aeronautical engineering, mechanical engineering, electrical engineering, material science, computer science, atmospheric science, astrophysics, physics, and chemistry. Two primary elements of the LARSS Program are: (1) a research project to be completed by each participant under the supervision of a researcher who will assume the role of a mentor for the summer, and (2) technical lectures by prominent engineers and scientists. Additional elements of this program include tours of LARC wind tunnels, computational facilities, and laboratories. Library and computer facilities will be available for use by the participants.
Amaral, A.; Percy, J. R.
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.
Date of birth: 25 June 1941. Specialization: Nuclear Magnetic Resonance Spectroscopy, NMR Techniques & its Applications to Biomolecules and Quantum Computing Address: Department of Physics, NMR Research Centre, Indian Institute of Science, Bengaluru 560 012, Karnataka Contact: Office: (080) 2293 2724
Wolf, Lorraine W.
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…
Stiner, K. S.; Graham, S.; Khan, M.; Dilks, J.; Mayer, D.
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.
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
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
Nov 20, 2014 ... Jawaharlal Nehru Centre for Advanced Scientific Research invites applications for its Summer. Research Fellowship Programme – 2015, for motivated and talented Indian students in Science and Engineering. Detailed information and application form can be downloaded from http://www.jncasr.ac.in/fe/srfp.
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 ...
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.
Judge, Shelley; Pollock, Meagen; Wiles, Greg; Wilson, Mark
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.
Nov 30, 2013 ... Science Academies' Summer Research Fellowship Programme for. Students and Teachers – 2014. Sponspored by. Indian Academy of Sciences, Bangalore. Indian National Science Academy, New Delhi. The National Academy of Sciences, India, Allahabad. The three national science academies offer ...
Burgoyne, Louise N
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.
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.
Stiner, K. S.; Graham, S.; Khan, M.; Dilks, J.; Mayer, D.
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.
Singer, Susan Rundell
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…
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.
Gray, Simon; Coates, Lee; Fraser, Ann; Pierce, Pam
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.
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…
papers to an audience of ARL scientists and engineers, including the ARL Director and an ARL Fellows panel. This volume of the Summer Student Symposium...program. As an integral part of their summer study, all students are required to write a paper on their work which summarizes their major activity and its...end product. The program is conducted on two separate competitive levels: undergraduate and graduate. The format of the paper in both levels is the
Mabrouk, Patricia Ann
High school and undergraduate research students were surveyed over the 10-week period of their summer research programs to investigate their understanding of key concepts in science ethics and whether their understanding changed over the course of their summer research experiences. Most of the students appeared to understand the issues relevant to…
Johnson, Gail; Green, Raymond
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…
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…
Goonewardene, Anura U.; Offutt, Christine; Whitling, Jacqueline; Woodhouse, Donald
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…
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
Donald A. Sens
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.
Schade, J. D.; Holmes, R. M.; Natali, S.; Mann, P. J.; Bunn, A. G.; Frey, K. E.
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
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
Kulas, Kristin Rose; Andersson, B.-G.
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.
Hensley, Merinda Kaye; Shreeves, Sarah L.; Davis-Kahl, Stephanie
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…
Clough, A S; Regan, P H
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
Fuoco, Rebecca; Blum, Arlene; Peaslee, Graham F.
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…
Fox, L. K.; Guertin, L. A.; Manley, P. L.; Fortner, S. K.
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.
Moore, K. D.
The co-curricular summer research program, in which I was involved over three summers as an undergraduate student, greatly benefited me. In this paper I will briefly describe the program and how the experience contributed to my value and growth. The U.S. Department of Energy operated the Global Change Education Program (GCEP), from 1999-2013, as an outreach to both undergraduate and graduate students. Its goals were to: provide students with hands-on research experience in a one-on-one setting with leaders in global change fields, encourage undergraduate students to enter graduate school, and increase the number of high quality U.S. scientists. I took part in GCEP as a Summer Undergraduate Research Experience (SURE) Fellow. Each Fellow was teamed with a scientist to conduct research over the summer. I spent one summer at Pacific Northwest National Laboratory in Richland, WA working with Dr. William Shaw. The next two summers I spent working at Aerodyne Research, Inc. in Billerica, MA with Dr. Leah Williams. My experiences as a SURE Fellow have benefitted me in many ways. The research presentations, required of SURE Fellows, helped to improve my presentation skills. The GCEP workshops expanded the scope of my knowledge about global change impacts at all scales. I was involved in two large, collaborative field studies, which provided experiences and examples that have helped me lead my own field studies. I took part in well-functioning research teams, helping me see the value of open communication in collaborative work. My critical and analytical thinking abilities were continually honed. My problem solving skills were challenged in laboratory and field work. I worked with talented professionals and students that are now part of my professional network. My contributions resulted in being a coauthor on two peer-reviewed publications. I was able to experience research teams outside of academia, which included government and private sectors. The time spent as a SURE
The summer of 1997 will not only be noted by NASA for the mission to Mars by the Pathfinder but also for the 179 brilliant apprentices that participated in the SHARP Program. Apprentice participation increased 17% over last year's total of 153 participants. As indicated by the End-of-the-Program Evaluations, 96% of the programs' participants rated the summer experience from very good to excellent. The SHARP Management Team began the year by meeting in Cocoa Beach, Florida for the annual SHARP Planning Conference. Participants strengthened their Education Division Computer Aided Tracking System (EDCATS) skills, toured the world-renowned Kennedy Space Center, and took a journey into space during the Alien Encounter Exercise. The participants returned to their Centers with the same goals and objectives in mind. The 1997 SHARP Program goals were: (1) Utilize NASA's mission, unique facilities and specialized workforce to provide exposure, education, and enrichment experiences to expand participants' career horizons and inspire excellence in formal education and lifelong learning. (2) Develop and implement innovative education reform initiatives which support NASA's Education Strategic Plan and national education goals. (3) Utilize established statistical indicators to measure the effectiveness of SHARP's program goals. (4) Explore new recruiting methods which target the student population for which SHARP was specifically designed. (5) Increase the number of participants in the program. All of the SHARP Coordinators reported that the goals and objectives for the overall program as well as their individual program goals were achieved. Some of the goals and objectives for the Centers were: (1) To increase the students' awareness of science, mathematics, engineering, and computer technology; (2) To provide students with the opportunity to broaden their career objectives; and (3) To expose students to a variety of enrichment activities. Most of the Center goals and
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.
Packard, Becky W.; Marciano, Vincenza N.; Payne, Jessica M.; Bledzki, Leszek A.; Woodard, Craig T.
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…
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
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.
Sternquist, Brenda; Huddleston, Patricia; Fairhurst, Ann
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…
Kress, Monika; Phillips, C.; DeVore, E.; Hubickyj, O.
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.
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
Gifford, C. M.; Arthur, C. L.; Carmichael, B. L.; Webber, G. K.; Agah, A.
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
Glasco, Deborah (Technical Monitor)
The Year 2002 was another successful year for SHARP. Even after 22 years of SHARP, the Program continues to grow. There were 12 NASA Field Installations with a total of 210 apprentices who participated in the summer 2002 Program supported by 215 mentors in the fields of science and engineering. The apprentices were chosen from a pool of 1,379 applicants. This was a record year for applications exceeding the previous year by over 60%. For the second consecutive year, the number of female participants exceeded the number of males with 53% female and 47% male participants in the program. The main thrust of our recruiting efforts is still focused on underrepresented populations; especially African American, Hispanic, and Native American. At the conclusion of the summer program, most SHARP Apprentices indicated on the EDCATS that they would be interested in pursuing careers in Aerospace (56.2%) while the second largest career choice was a job at NASA (45.7%). The smallest number (11.9%) were interested in careers in the government. The table of responses is listed in the Appendix. Once again this year we were fortunate in that the SHARP COTR, Ms. Deborah Glasco, gained the support of MURED funding sources at NASA to fully fund additional apprentices and boost the number of apprentices to 210.
Motivated by the need to strengthen the comprehensive training of young Mexican physicists interested in theoretical high energy physics, the Theoretical-research summer on high energy physics program was conceived. This program, that celebrates its sixth anniversary, consists in a yearly, nationwide challenging contest in which a board of experts identify the best undergraduate contestants to support them during short research stays in high-energy- theory groups of prestigious international institutions. Out of 80 contestants, the eight awarded students have demonstrated their skills, producing highly advanced (and publicly available) reviews on particle physics, field theory, cosmology and string theory, and a published paper. (paper)
Wu, M. S.
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.
Krause, Magia G.
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…
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…
History Teacher, 2013
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…
Gundala, Raghava Rao; Singh, Mandeep; Baldwin, Andrew
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…
Peterson, Valerie; Lee, Christopher
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. .
Aller, J. Y.
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.
Brevik, Eric C.; Senturklu, Songul; Landblom, Douglas
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.
Jones, A. L.; Fox, J.; Wilder, M. S.
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
W81XWH-16-1-0359 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) Kounosuke Watabe, Ph.D. 5d. PROJECT NUMBER 5e. TASK NUMBER E-Mail: firstname.lastname@example.org 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
of bovine papilloma - with steroid receptors, Am. J. Pathol. 148 (1996) 549-558. virus type 1 and human papillomavirus type 16, J. Virol. 65  J.M...test did indeed have a peak at the desired molecular weight, but it wasn’t the most prevalent peak in the sample. Nothing more was done with this...in approximately 30% of all human cancers and thus present themselves as a possible target for anticancer agent development. Mutated ras lacks normal
Karls, Michael A.
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.
kinase inhibition on ERK activity in breast cancer cells, the role of the calpain proteolytic pathway in breast cancer-induced cachexia , and the...research training; breast cancer; fatty acids and prevention; nutrition and prevention; alternative prevention 16. SECURITY CLASSIFICATION OF...growth. In in vivo experiments, mice were fed diets that were rich in either omega-3 (fish oil) or omega-6 (corn oil) fatty acids. Three weeks after
Murdoch-Eaton, Deborah; Drewery, Sarah; Elton, Sarah; Emmerson, Catherine; Marshall, Michelle; Smith, John A; Stark, Patsy; Whittle, Sue
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.
Scec EIT Intern Team; Perry, S.; Jordan, T.
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
Van Galen, Dean; Schneider-Rebozo, Lissa; Havholm, Karen; Andrews, Kris
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.
Schalk, Kelly A.; McGinnis, J. Randy; Harring, Jeffrey R.; Hendrickson, Amy; Smith, Ann C.
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
Kelly A. Schalk
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.
ABSTRACT We conducted an integrated training and educational program for improving the participation of HBCU undergraduate students in prostate cancer...None 1. INTRODUCTION We conducted an integrated training and educational program for improving the participation of HBCU undergraduate...strategies and their limitations and potential of combination therapy. She determined the recurrence and subsequent metastatic transformation
Fenn, Aju J.; Johnson, Daniel K. N.; Smith, Mark Griffin; Stimpert, J. L.
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…
Serow, Robert C.; Van Dyk, Pamela B.; McComb, Errin M.; Harrold, Adrian T.
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…
Massi, Luciana; Santos, Gelson Ribeiro dos; Ferreira, Jerino Queiroz; Queiroz, Salete Linhares
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, ...
The Summer High School Apprenticeship Research Program (SHARP) is described. This program is designed to provide engineering experience for gifted female and minority high school students. The students from this work study program which features trips, lectures, written reports, and job experience describe their individual work with their mentors.
Barlow, Stephan E.
Pacific Northwest National Laboratory (PNNL) hosted its first annual Summer Research Institute in Interfacial and Condensed Phase Chemical Physics from May through September 2004. During this period, fourteen PNNL scientists hosted sixteen young scientists from eleven different universities. Of the sixteen participants, fourteen were graduate students; one was transitioning to graduate school; and one was a university faculty member.
George, Stephanie M; Domire, Zachary J
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.
Damas, M. C.
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.
Cline, J. Donald; Castelaz, Michael W.
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.
Gens, R.; Prakash, A.; Ozbay, G.; Sriharan, S.; Balazs, M. S.; Chittambakkam, A.; Starkenburg, D. P.; Waigl, C.; Cook, S.; Ferguson, A.; Foster, K.; Jones, E.; Kluge, A.; Stilson, K.
The University of Alaska Fairbanks (UAF) is partnering with Delaware State University, Virginia State University, Elizabeth City State University, Bethune-Cookman University, and Morgan State University on a U.S. Department of Agriculture - National Institute for Food and Agriculture funded grant for ';Enhancing Geographic Information System Education and Delivery through Collaboration: Curricula Design, Faculty, Staff, and Student Training and Development, and Extension Services'. As a part of this grant, in summer 2013, UAF hosted a week long workshop followed by an intense two week undergraduate internship program. Six undergraduate students from partnering Universities worked with UAF graduate students as their direct mentors. This cohort of undergraduate mentees and graduate student mentors were in-turn counseled by the two UAF principal investigators who served as ';super-mentors'. The role of each person in the two-tier mentoring system was well defined. The super-mentors ensured that there was consistency in the way the internship was setup and resources were allocated. They also ensured that there were no technical glitches in the research projects and that there was healthy communication and interaction among participants. Mentors worked with the mentees ahead of time in outlining a project that aligned with the mentees research interest, provided basic reading material to the interns to get oriented, prepared the datasets required to start the project, and guided the undergraduates throughout the internship. Undergraduates gained hands-on experience in geospatial data collection and application of tools in their projects related to mapping geomorphology, landcover, geothermal sites, fires, and meteorological conditions. Further, they shared their research results and experiences with a broad university-wide audience at the end of the internship period. All participants met at lunch-time for a daily science talk from external speakers. The program offered
Moore, Sean D.; Teter, Ken
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…
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).…
Barnaby, David A.; Hwang, Eunsook; McCullough, Julie A.
Did you know that the Air Force Research Laboratory (AFRL) has sponsored a summer research program for students for the last 15 years? The AFRL Scholars Program hires high school, undergraduate, and graduate students as payed interns for 12-18 weeks each summer to work on space science and astronomy projects at one of four AFRL locations. By now, more than 1200 students from 34 states have participated. Like advisors in other summertime astrophysics research programs, the AFRL mentors benefit from extra staff for their research efforts at no cost (the Scholars are funded centrally within AFRL). Likewise, the students benefit from summer pay, job experience in a science lab, university housing, and comradery with students from other states. Pay is based on the intern’s academic level with the range being $395/week for high school up to $1115/week for recent Ph.Ds. Benefits not available from other programs include a secret clearance, socializing with a cohort exceeding 100 peers, and exposure to a pathway to a professional science career outside academia. Benefits to AFRL include persuading young people to choose science-technical-engineering-math (STEM) degrees, and roughly 89% of participants show increased interest in STEM courses following their internship.In this poster, we present the advantages to college students (and their mentors) to participating. We outline the topic areas, 60% of which are related to space science and astronomy. We quantify the range of participants’ scholastic level and majors, as well as the impact the program has on stimulating STEM careers and sight stories of students going onto rewarding careers in AFRL. To be eligible, an applicant must be a U.S. citizen, at least 16 years old, available to work a 40-hour business week, agree to a background check, and be enrolled at the time of application. To apply for the summer 2017 program, start at http://afrlscholars.usra.edu.
Hughes, Christine A; Bauer, Mark C; Horazdovsky, Bruce F; Garrison, Edward R; Patten, Christi A; Petersen, Wesley O; Bowman, Clarissa N; Vierkant, Robert A
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.
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.
K. Schwarzschild , Math. Phys, Kiasse, Grottingen Nachrichten, p. 41 (1906). . 28-21 I -. 4; 1979 USAF - SCEEE SUMMER FACULTY RESEARCH PROGRAM...Wollam, 1968, p. 57. 22. Richard H. Hall, Organizations Structure and Process (New Jersey: Prentice-Hall, Inc., 2nd ed., 1978). 23. Karl E. Weick, The...The Analysis of the U.S. Army Aircraft Maintenance System, Battelle Memorial Institute, 1970. (AD703839) Weick, Karl E. The Social Psychology of
degradation of several cancer -related proteins, including the androgen receptor , which is dysregulated in certain prostate cancers . Overall, the goal of my...Behavior of Androgen Receptor Splice Variants in Androgen Dependent Prostate Cancer Cells Turner, Williamson D., Xavier University of Louisiana, Class...AWARD NUMBER: W81XWH-15-1-0677 TITLE: PVAMU/XULA/BCM Summer Prostate Cancer Research Program PRINCIPAL INVESTIGATOR: Nancy L. Weigel
Karr, G.R.; Six, R.; Freeman, L.M.
For the twenty-fifth consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The basic objectives of the programs are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA Centers. The Faculty Fellows spent ten weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA/MSFC colleague
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
Raftery, C. L.; Davis, H. B.; Peticolas, L. M.; Paglierani, R.
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.
This report is a compilation of research papers written by students participating in the 2013 Undergraduate Transportation Scholars Program. The 10-week summer program, now in its 23nd year, provides undergraduate students in Civil Engineering the op...
This report is a compilation of research papers written by students participating in the 2011 Undergraduate : Transportation Scholars Program. The 10-week summer program, now in its 21st year, provides : undergraduate students in Civil Engineering th...
This report is a compilation of research papers written by students participating in the 2012 Undergraduate : Transportation Scholars Program. The 10-week summer program, now in its 22nd year, provides : undergraduate students in Civil Engineering th...
This report is a compilation of research papers written by students participating in the 2008 Undergraduate : Transportation Scholars Program. The ten-week summer program, now in its eighteenth year, provides : undergraduate students in Civil Enginee...
This report is a compilation of research papers written by students participating in the 2009 Undergraduate : Transportation Scholars Program. The ten-week summer program, now in its nineteenth year, provides : undergraduate students in Civil Enginee...
This report is a compilation of research papers written by students participating in the 2010 Undergraduate : Transportation Scholars Program. The 10-week summer program, now in its 20th year, provides : undergraduate students in Civil Engineering th...
Matthews, Judith; Quattrocki, Carolyn
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…
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…
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.
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…
MacLaren, R. David; Schulte, Dianna; Kennedy, Jen
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…
Mitchell, Rudolph; Dori, Yehudit Judy; Kuldell, Natalie H.
Unlike students in other engineering disciplines, undergraduates in biological engineering typically have limited opportunity to develop design competencies, and even fewer chances to implement their designed projects. The international Genetically Engineered Machines (iGEM) competition is a student Synthetic Biology competition that, in 2009,…
Cowee, Misa [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Chen, Yuxi [Univ. of Michigan, Ann Arbor, MI (United States); Desai, Ravindra [Univ. College London, Bloomsbury (United Kingdom); Hassan, Ehab [Univ. of Texas, Austin, TX (United States); Kalmoni, Nadine [Univ. College London, Bloomsbury (United Kingdom); Lin, Dong [Virginia Polytechnic Inst. and State Univ. (Virginia Tech), Blacksburg, VA (United States); Depascuale, Sebastian [Univ. of Iowa, Iowa City, IA (United States); Hughes, Randall Scott [Univ. of Southern California, Los Angeles, CA (United States); Zhou, Hong [Univ. of Colorado, Boulder, CO (United States)
The fifth Los Alamos Space Weather Summer School was held June 1st - July 24th, 2015, at Los Alamos National Laboratory (LANL). With renewed support from the Institute of Geophysics, Planetary Physics, and Signatures (IGPPS) and additional support from the National Aeronautics and Space Administration (NASA) and the Department of Energy (DOE) Office of Science, we hosted a new class of five students from various U.S. and foreign research institutions. The summer school curriculum includes a series of structured lectures as well as mentored research and practicum opportunities. Lecture topics including general and specialized topics in the field of space weather were given by a number of researchers affiliated with LANL. Students were given the opportunity to engage in research projects through a mentored practicum experience. Each student works with one or more LANL-affiliated mentors to execute a collaborative research project, typically linked with a larger ongoing research effort at LANL and/or the student’s PhD thesis research. This model provides a valuable learning experience for the student while developing the opportunity for future collaboration. This report includes a summary of the research efforts fostered and facilitated by the Space Weather Summer School. These reports should be viewed as work-in-progress as the short session typically only offers sufficient time for preliminary results. At the close of the summer school session, students present a summary of their research efforts. Titles of the papers included in this report are as follows: Full particle-in-cell (PIC) simulation of whistler wave generation, Hybrid simulations of the right-hand ion cyclotron anisotropy instability in a sub-Alfvénic plasma flow, A statistical ensemble for solar wind measurements, Observations and models of substorm injection dispersion patterns, Heavy ion effects on Kelvin-Helmholtz instability: hybrid study, Simulating plasmaspheric electron densities with a two
Cowee, Misa; Chen, Yuxi; Desai, Ravindra; Hassan, Ehab; Kalmoni, Nadine; Lin, Dong; Depascuale, Sebastian; Hughes, Randall Scott; Zhou, Hong
The fifth Los Alamos Space Weather Summer School was held June 1st - July 24th, 2015, at Los Alamos National Laboratory (LANL). With renewed support from the Institute of Geophysics, Planetary Physics, and Signatures (IGPPS) and additional support from the National Aeronautics and Space Administration (NASA) and the Department of Energy (DOE) Office of Science, we hosted a new class of five students from various U.S. and foreign research institutions. The summer school curriculum includes a series of structured lectures as well as mentored research and practicum opportunities. Lecture topics including general and specialized topics in the field of space weather were given by a number of researchers affiliated with LANL. Students were given the opportunity to engage in research projects through a mentored practicum experience. Each student works with one or more LANL-affiliated mentors to execute a collaborative research project, typically linked with a larger ongoing research effort at LANL and/or the student's PhD thesis research. This model provides a valuable learning experience for the student while developing the opportunity for future collaboration. This report includes a summary of the research efforts fostered and facilitated by the Space Weather Summer School. These reports should be viewed as work-in-progress as the short session typically only offers sufficient time for preliminary results. At the close of the summer school session, students present a summary of their research efforts. Titles of the papers included in this report are as follows: Full particle-in-cell (PIC) simulation of whistler wave generation, Hybrid simulations of the right-hand ion cyclotron anisotropy instability in a sub-Alfv@@nic plasma flow, A statistical ensemble for solar wind measurements, Observations and models of substorm injection dispersion patterns, Heavy ion effects on Kelvin-Helmholtz instability: hybrid study, Simulating plasmaspheric electron densities with a
Willenbring, Benjamin D; McKee, Katherine C; Wilson, Betsy V; Henry, Timothy D
There is a distinct shortage of preprofessional opportunities for undergraduate premedical students. During the last 7 summers, the Minneapolis Heart Institute Foundation Summer Research Internship Program has exposed interested students to cardiology and clinical research. The goals of the internship program are threefold: to bring students in contact with the medical profession, to offer experiences in the various disciplines of cardiology, and to introduce students to clinical research. The success of the program can be measured by its influence on participants' academic pursuits and scholarly contributions. Of the 65 internship alumni, 52 are studying to become physicians and most of the others are in health-related fields. Interns have also contributed abstracts and manuscripts to peer-reviewed journals and presented their research at major conferences.
Bangera, Gita; Brownell, Sara E.
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…
principal investigator’s or research associate’s labor . Some institutions also provide other support (e.g., computer run time, administrative assistance...expression for the rate of precession 3 w 0 3 -Il 3 2o S- 1 cos0 = - AcosO , (32) 2 w3 13 2w 3 where A = (13 - I1)/I3 determines the oblateness of LAGEOS
Griese, Emily R.; McMahon, Tracey R.; Kenyon, DenYelle Baete
The majority of research examining Undergraduate Research Experiences focuses singularly on student-reported outcomes, often overlooking assessment of the mentor role in student learning and outcomes after these experiences. The goal of the current study was to examine the student-mentor dyad at the beginning and end of a 10-week summer research…
Freeman, L.M.; Chappell, C.R.; Six, F.; Karr, G.R.
Reports on the research projects performed under the NASA/ASEE Summer faculty fellowship program are presented. The program was conducted by The University of Alabama and MSFC during the period from June 4, 1990 through August 10, 1990. Some of the topics covered include: (1) Space Shuttles; (2) Space Station Freedom; (3) information systems; (4) materials and processes; (4) Space Shuttle main engine; (5) aerospace sciences; (6) mathematical models; (7) mission operations; (8) systems analysis and integration; (9) systems control; (10) structures and dynamics; (11) aerospace safety; and (12) remote sensing
Johnston, Curran; Alexander, Steven; Mahmood, A. K.
This last summer I did research in particle physics as part of a ``remote REU.'' This poster will describe that experience and the results of my project which was to experimentally verify the mass ranges of the Z' boson. Data from the LHC's Atlas detector was filtered by computers to select for likely Z boson decays; my work was in noting all instances of Z or Z' boson decays in one thousand events and their masses, separating the Z from Z' bosons, and generating histograms of the masses.
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…
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)
Arzberger, Peter; Wienhausen, Gabriele; Abramson, David; Galvin, Jim; Date, Susumu; Lin, Fang-Pang; Nan, Kai; Shimojo, Shinji
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…
Chemosit, Caroline; Rugutt, John; Rugutt, Joseph K.
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…
Bodemer, Brett B.
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…
Calin-Jageman, R J
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.
Ford, Julie Dyke; Newmark, Julianne
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…
Hanauer, D I; Frederick, J; Fotinakes, B; Strobel, S A
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.
Laursen, S. L.; Weston, T. J.; Thiry, H.
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
Faletra, P.; Schuetz, A.; Cherkerzian, D.; Clark, T.
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.
Fike, Matthew A.
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…
Cola, J.; Gaucher, E.; Snell, T.; Greenwood, J.; Angra, A.; Zimmerman, C.; Williams, L. D.
The Georgia Tech Center for Ribosomal Origins and Evolution, a center funded by the NASA Astrobiology Institute, developed an educational program titled, "Life on the Edge: Astrobiology." The purpose of the program was to provide high school educators with the exposure, materials, and skills necessary to prepare our future workforce and to foster student interest in scientific discovery on Earth and throughout the universe. In an effort to promote and encourage entry into teaching careers, Georgia Tech paired teachers in the Georgia Intern-Fellowship for Teachers (GIFT) program with undergraduate students interested in becoming a teacher through the NSF Pre-Teaching REU program. The GIFT and Pre-Teaching fellows investigated extremophiles, which became the focus of a week-long, "Life on the Edge: Astrobiology " summer program developed by three high school educators, two undergraduate students and faculty in the Schools of Biology, and Chemistry and Biochemistry at Georgia Tech. Twenty high school students were introduced to hands-on activities, such as astrobiology inspired art and techniques such as genomic DNA purification, gel electrophoresis, and Polymerase Chain Reaction (PCR). The impact of the Astrobiology program on the GIFT researchers, Pre-Teaching REU students, high school students, and faculty are discussed.
Mitchell, Cassie S; Cates, Ashlyn; Kim, Renaid B; Hollinger, Sabrina K
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.
Scalzo, F.; Johnson, L.; Marchese, P.
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.
Ernakovich, J. G.; Boone, R. B.; Boot, C. M.; Denef, K.; Lavallee, J. M.; Moore, J. C.; Wallenstein, M. D.
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
Lyons, David W.
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…
Halverson, Kristy Lynn; Freyermuth, Sharyn K.; Siegel, Marcelle A.; Clark, Catharine G.
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…
The function of SHARP is to recognize high school juniors who have demonstrated unusually high promise for sucess in mathemtics and science. Twenty academically talented students who will be seniors in high school in September were chosen to participate in SHARP 83. Mentors were selected to provide students with first-hand experiences in a research and development environment in order that each student might try out his or her tentative professional career choice. Some special features of SHARP included field trips to private industries doing similar and related research, special lectures on topics of research here at ARC, individual and group counseling sessions, written research papers and oral reports, and primarily the opportunity to be exposed to the present frontiers in space exploration and research. The long-range goal of SHARP is to contribute to the future recruitment of needed scientists and engineers. This final report is summary of all the phases of the planning and implemenation of the 1983 Summer High School Apprenticeship Research Program (SHARP).
Hakim, Toufic M.; Garg, Shila
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.
Guswa, A. J.; Rhodes, A. L.
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
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.
Hughes, Christine A.; Bauer, Mark C.; Horazdovsky, Bruce F.; Garrison, Edward R.; Patten, Christi A.; Petersen, Wesley O.; Bowman, Clarissa N.; Vierkant, Robert A.
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 & 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 (5 females, 2 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. PMID:23001889
Rizzo, D. M.; Paul, M.; Farmer, C.; Larson, P.; Matt, J.; Sentoff, K.; Vazquez-Spickers, I.; Pearce, A. R.
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
Salam, Abdus; Hamzah, Jemaima Che; Chin, Tan Geok; Siraj, Harlina Halizah; Idrus, Ruszymah; Mohamad, Nabishah; Raymond, Azman Ali
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.
Salam, Abdus; Hamzah, Jemaima Che; Chin, Tan Geok; Siraj, Harlina Halizah; Idrus, Ruszymah; Mohamad, Nabishah; Raymond, Azman Ali
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
Ralston, Sarah L
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.
Simpson, Kerri L.; Wilson-Smith, Kevin
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…
Bartel, B. A.; Morris, A. R.; Charlevoix, D.
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
Olivares-Donoso, Ruby; González, Carlos
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.
Rodriguez, W. J.; Chaudhury, S. R.
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
Bruno, B. C.
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
Barfield, B. F. (Editor); Kent, M. I. (Editor); Dozier, J. (Editor); Karr, G. (Editor)
The Summer Faculty Fellowship Research Program objectives are: to further the professional knowledge of qualified engineering and science faculty members; to stimulate an exchange of ideas between participants and NASA; to enrich and refresh the research and teaching activities of participants and institutions; and to contribute to the research objectives at the NASA centers. The Faculty Fellows engaged in research projects commensurate with their interests and background and worked in collaboration with a NASA/MSFC colleague.
Fonda, James; Rao, Vittal S.; Sana, Sridhar
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.
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…
Fatemi, F. R.; Stockwell, J.; Pinheiro, V.; White, B.
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.
CPDR and senior leaderships of USU and UDC (Associate Dean/Chair of Math and Science, College of Arts and Sciences) Final reports of their research...HBCU conferences at national level . In summary, this collaborative training program has cultivated sufficient interest in students to understand
year 2016 based on an essay they wrote on their interest in understanding conducting research in the field of prostate cancer, GPA and letters of...applications consisting of essay of interest, transcripts and letters of recommendation were considered for selection process. Four meritorious students were...students met with PI/PD and Co-Investigator for advises on specific academic goals and individual development plan (IDP). The monthly meetings were
Zoe E. Davidson
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.
Bonnet, Jennifer L.; Cordell, Sigrid Anderson; Cordell, Jeffrey; Duque, Gabriel J.; MacKintosh, Pamela J.; Peters, Amanda
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…
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…
Frantz, Kyle J; Demetrikopoulos, Melissa K; Britner, Shari L; Carruth, Laura L; Williams, Brian A; Pecore, John L; DeHaan, Robert L; Goode, Christopher T
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).
Faesi, Christopher; Astrobites Collaboration
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.
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
McFARLIN, Brian K; Breslin, Whitney L; Carpenter, Katie C; Strohacker, Kelley; Weintraub, Randi J
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.
Black, Michelle L; Curran, Maureen C; Golshan, Shahrokh; Daly, Rebecca; Depp, Colin; Kelly, Carolyn; Jeste, Dilip V
There is a well-documented shortage of physician researchers, and numerous training programs have been launched to facilitate development of new physician scientists. Short-term research training programs are the most practical form of research exposure for most medical students, and the summer between their first and second years of medical school is generally the longest period they can devote solely to research. The goal of short-term training programs is to whet the students' appetite for research and spark their interest in the field. Relatively little research has been done to test the effectiveness of short-term research training programs. In an effort to examine short-term effects of three different NIH-funded summer research training programs for medical students, we assessed the trainees' (N = 75) research self-efficacy prior to and after the programs using an 11-item scale. These hands-on training programs combined experiential, didactic, and mentoring elements. The students demonstrated a significant increase in their self-efficacy for research. Trainees' gender, ranking of their school, type of research, and specific content of research project did not predict improvement. Effect sizes for different types of items on the scale varied, with the largest gain seen in research methodology and communication of study findings. © 2013 Wiley Periodicals, Inc.
Ambos, E. L.; Havholm, K. G.; Malachowski, M.; Osborn, J.; Karukstis, K.
For more than seven years, the Council on Undergraduate Research (CUR), the primary organization supporting programs, services, and advocacy for undergraduate research, has been working with support from the NSF's Division of Undergraduate Education (DUE) to enhance, sustain, and institutionalize undergraduate research in diverse STEM disciplines and higher education settings. The Council on Undergraduate Research comprises more than 9000 individual and 670 institutional members within a divisional structure that includes geosciences, as well as 11 other thematic areas. Through its most recent grant: 'Transformational Learning through Undergraduate Research: Comprehensive Support for Faculty, Institutions, State Systems and Consortia' (NSF DUE CCLI III Award #09-20275), CUR has been collaborating with six higher education systems, each selected after a rigorous national application process in 2010 and 2011. These six systems, which collectively represent 79 individual institutions, are the Council of Public Liberal Arts Colleges (COPLAC), University of Wisconsin System (UWS), California State University System (CSU), City University of New York (CUNY), Great Lakes Colleges Association (GLCA), and Pennsylvania State System of Higher Education (PASSHE). The more than 350 participants of faculty and senior-level administrators from the six systems are engaged in shared multi-faceted and multi-year professional development experiences. Teams from each system attended customized institutes facilitated by CUR experts in 2011-2012, during which the teams developed specific action plans focused on institutionalizing undergraduate research on their campus and within their system. The systems were reconvened as a group a year after the first institute, to chart progress toward achieving their goals. Based on interviews and surveys with participants, campus teams are making substantial progress toward implementation of robust undergraduate research programs, and are making
Colbert-White, Erin; Simpson, Elizabeth
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)…
Liou-Mark, J.; Blake, R.; Chukuigwe, C.
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
Phillips, Sarah R.; Matherly, Cheryl A.; Kono, Junichiro
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.
Pratap, P.; Salah, J.
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.
Bartkus, Ken; Mills, Robert; Olsen, David
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…
Sara M. Al-Hilali
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.
Millar, A. Z.; Perry, S.
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
This paper presents the summaries of the MCTP Summer Research Internship Program. Technological areas discussed include: Mathematical curriculum development for real world problems; Rain effects on air-water gas exchange; multi-ring impact basins on mars; developing an interactive multimedia educational cd-rom on remote sensing; a pilot of an activity for for the globe program; fossils in maryland; developing children's programming for the american horticultural society at river farm; children's learning, educational programs of the national park service; a study of climate and student satisfaction in two summer programs for disadvantaged students interested in careers in mathematics and science; the maryland governor's academy, integrating technology into the classroom; stream sampling with the maryland biological stream survey (MBSS); the imaging system inspection software technology, the preparation and detection of nominal and faulted steel ingots; event-based science, the development of real-world science units; correlation between anxiety and past experiences; environmental education through summer nature camp; enhancing learning opportunities at the Salisbury zoo; plant growth experiment, a module for the middle school classroom; the effects of proxisome proliferators in Japanese medaka embryos; development of a chapter on birth control and contraceptive methodologies as part of an interactive computer-based education module on hiv and aids; excretion of gentamicin in toadfish and goldfish; the renaissance summer program; and Are field trips important to the regional math science center?
Vessey, Judith A; DeMarco, Rosanna F
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.
Alford, Rebecca F; Leaver-Fay, Andrew; Gonzales, Lynda; Dolan, Erin L; Gray, Jeffrey J
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.
Rebecca F Alford
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.
Stephens, Denise C.; Stoker, E.; Gaillard, C.; Ranquist, E.; Lara, P.; Wright, K.
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.
The United States Air Force Summer Research Program (USAF-SRP) is designed to introduce university, college, and technical institute faculty members, graduate students, and high school students to Air Force research...
The United States Air Force Summer Research Program (USAF-SRP) is designed to introduce university, college, and technical institute faculty members, graduate students, and high school students to Air Force research...
The United States Air Force Summer Research Program (USAF-SRP) is designed to introduce university, college, and technical institute faculty members, graduate students, and high school students to Air Force research...
Brevik, Eric C.; Lindbo, David L.; Belcher, Christopher
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
Van der Rijst, Roeland M.; Visser-Wijnveen, Gerda J.; Verloop, Nico; Van Driel, Jan H.
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…
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…
Lombard, B. J. J.
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…
Shaw, Lawton; Kennepohl, Dietmar
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…
Guerard, J.; Hayes, S. M.
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.
Ing, Marsha; Fung, Wenson W.; Kisailus, David
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…
Thompson, Jennifer Jo; Conaway, Evan; Dolan, Erin L.
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…
Pollock, M.; Judge, S.; Wiles, G. C.; Wilson, M. A.
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
Powell, R. D.; Brigham-Grette, J.
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
Pierce, Linda L; Reuille, Kristina M
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.
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.
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
Engineering enrollments are rising in universities; however the graduate engineering shortage continues. Particularly, women and minorities will be underrepresented for many years. As one means of solving this shortage, Federal agencies facing future scientific and technological challenges were asked to participate in the Summer High School Apprenticeship Research Program (SHARP). This program was created to provide an engineering experience for gifted female and minority high school students at an age when they could still make career and education decisions. The SHARP program is designed for high school juniors who are U.S. citizens, are 16 years old, and who have very high promise in math and science through outstanding academic performance in high school. Students who are accepted into this summer program will earn as they learn by working 8 hr days in a 5-day work week. Reports from SHARP students are presented.
Laursen, S. L.; Hunter, A.; Weston, T.; Thiry, H.
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
Fahad Saleh Al Sweleh
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.
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
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.
Hollenbeck, Jessica J.; Wixson, Emily N.; Geske, Grant D.; Dodge, Matthew W.; Tseng, T. Andrew; Clauss, Allen D.; Blackwell, Helen E.
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,…
Duggan, Louise Maria
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…
Hanson, Mark J.
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…
Peachey, Andrew A.; Baller, Stephanie L.
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…
Clase, Kari L.; Hein, Patrick W.; Pelaez, Nancy J.
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…
Fowler, Kathleen; Luttman, Aaron; Mondal, Sumona
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…
Moore, Sean D.; Teter, Ken
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
Coetzee, Tanya; Hoffmann, Willem A; de Roubaix, Malcolm
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.
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...
Aikens, Melissa L.; Sadselia, Sona; Watkins, Keiana; Evans, Mara; Eby, Lillian T.; Dolan, Erin L.
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…
Kobulnicky, Henry; Maierhofer, Lara; Kobulnicky, Carol; Dale, Daniel A.
Research Experience for Undergraduates programs were conceived to promote entry of college students into STEM disciplines. Evidence suggests that participating in REUs increases interest in STEM, conveys skills leading to STEM jobs and graduate study, increases science self-efficacy, builds professional networks for young scientists, and cultivates identity as a scientist. Nevertheless, the factors that mediate desired outcomes are still poorly understood, and persistence of negative mentoring experiences among REU participants motivates the design and study of novel approaches to preparing future STEM professionals. During five summers spanning 2012-2016 we implemented a "Community Mentoring" paradigm at the University of Wyoming's 10-week Astronomy REU program. In contrast to "traditional model (TM)" REUs that pair a single senior scientist mentor with a single junior mentee, community mentoring (CM) unites 6-8 undergraduates with 3-5 faculty (perhaps assisted by a graduate student or postdoc) on a collaborative team addressing a single science goal. In CM, students have access to a pool of mentors and a peer group reading the same literature, working in a common location, sharing equipment (in this case the WIRO 2.3 meter telescope), sharing data, and learning the same analysis skills. The community interacts daily, modeling the highly collaborative nature of modern scientific teams. Our study used an electronic survey consisting of 24 questions to compare a cohort of 28 CM students to a national control group of 77 students who conducted REUs elsewhere during the same period, typically under the TM. CM students report a significantly higher level of "learning from their peers", "learning to work on a science team", and "sense of community" compared to the TM cohort. The CM cohort also reports a higher overall level of satisfaction with the REU and a lower level of negative experiences, such as finding it difficult to get time with a mentor. This talk will
Griese, Emily R.; McMahon, Tracey R.; Kenyon, DenYelle Baete
The majority of research examining Undergraduate Research Experiences focuses singularly on student-reported outcomes, often overlooking assessment of the mentor role in student learning and outcomes following these experiences. The goal of the current study was to examine the student-mentor dyad at the beginning and end of a 10-week summer research experience for American Indian undergraduates utilizing a series of actor-partner interdependence models within SEM. Participants included 26 undergraduate interns (50% American Indian; 50% American Indian and White; M age = 24) and 27 mentors (89% White; M age = 47). Findings indicated that in accounting for all potential paths between students and mentors, the partner path between mentor beliefs at the beginning of the program and students’ skills related to autonomy (β =.59, p = .01) and academic resilience (β =.44, p = .03) at the end of the program were significant. These findings suggest the important impact of mentor beliefs on student outcomes, a relationship that should be adequately assessed and continue to be important focus of undergraduate research experiences. Findings further indicate the important role of mentors for American Indian undergraduates. PMID:28289486
Bardzell, Michael; Poimenidou, Eirini
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…
Eckberg, Deborah A.
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…
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.
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
Malachowski, Mitchell; Osborn, Jeffrey M.; Karukstis, Kerry K.; Ambos, Elizabeth L.
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…
Aikens, Melissa L; Sadselia, Sona; Watkins, Keiana; Evans, Mara; Eby, Lillian T; Dolan, Erin L
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).
Xing, Wan-jin; Morigen, Morigen
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.
Byars-Winston, Angela M.; Branchaw, Janet; Pfund, Christine; Leverett, Patrice; Newton, Joseph
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.
Hanauer, David I; Hatfull, Graham
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).
Swan, Amy K.; Inkelas, Karen Kurotsuchi; Jones, Jill N.; Pretlow, Joshua; Keller, Tierney F.
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…
The ethnic, racial, and cultural diversity of the USA is not reflected in its healthcare and biomedical workforce. Undergraduate research programs are used to encourage underrepresented minorities to pursue training for biomedical careers, but there is limited published data on doctoral degree compl...
Wang, Jack T H
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: email@example.com.
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...
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...
Griffith, Jeffrey K
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...
deploying Android smart phones and tablets on the battlefield, which may be a target for malware. In our research, we attempt to improve static...network. (a) The T1 and MRI images are (b) segmented into different material components. The segmented geometry is then used to create (c) a finite element...towards finding a method to detect mTBI non-invasively. One method in particular includes the use of a magnetic resonance image ( MRI )-based imaging
Full Text Available The summer activities in the 1995/1996 austral summer of the 37th Japanese Antarctic Research Expedition (JARE-37 are reported. The JARE-37 consisted of 16 members of the summer party, one news reporter and one graduate student. The Antarctic research vessel, SHIRASE, left Tokyo on 14th November 1995 and arrived at Fremantle, West Australia on 28th November. She reached the pack ice edge near Lutzow-Holm Bay on 14th December and anchored at Syowa Station on 24th December. Transportation of cargo by helicopter to Syowa Station and to the transport point (S16 for Dome Fuji Station was carried out between 16th December 1995 and 9th January 1996. A total of 1069.5 tons of cargo, including light oil transported by pipe and freight by oversnow vehicles, were transported. Construction to replace old buildings and facilities at Syowa Station were carried out. Main construction, a building for storage, continued throughout the summer at Syowa Station. In addition, an emergency power house and a seismographic hut were built, and the old power house was torn down. Summer research programs included a marine physical survey, atmospheric work, and field surveys in ice-free areas along the Soya Coast. All of the summer party left Syowa Station on 12th February and headed to Sydney, East Australia. En route, a geodesic survey, geological and biological research were carried out at ice-free areas along the Prince Olav Coast and oceanographic, marine biological observations, geomagnetism and other work were carried out on board. Members of the summer party of JARE-37 returned to Narita by air on 27th March 1996.
Ma, Haiyong; Zhang, Weiwei
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…
Mohr, Christian; Spencer, Claire L.; Hippler, Michael
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…
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…
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.
Dowdy, Forrest Ryan
This project optimized the calorie content in a breakfast meal replacement bar for the Advanced Food Technology group. Use of multivariable optimization yielded the highest weight savings possible while simultaneously matching NASA Human Standards nutritional guidelines. The scope of this research included the study of shelf-life indicators such as water activity, moisture content, and texture analysis. Key metrics indicate higher protein content, higher caloric density, and greater mass savings as a result of the reformulation process. The optimization performed for this study demonstrated wide application to other food bars in the Advanced Food Technology portfolio. Recommendations for future work include shelf life studies on bar hardening and overall acceptability data over increased time frames and temperature fluctuation scenarios.
Clark, Sue; Herbert, Mieva; Mantica, Paul
This the report for the 5 year activities for the ACS Summer Schools in Nuclear and Radiochemistry. The American Chemical Society's Summer Schools in Nuclear and Radiochemistry were held at Brookhaven National Laboratory (Upton, NY) and San Jose State University (San Jose, CA) during the award period February 1, 2002 to January 31, 2007. The Summer Schools are intensive, six-week program involving both a lecture component covering fundamental principles of nuclear chemistry and radiochemistry and a laboratory component allowing hands-on experience for the students to test many of the basic principles they learn about in lecture. Each site hosted 12 undergraduate students annually, and students received coursework credits towards their undergraduate degrees. Up to 7 student credit hours were earned at San Jose State University, and Brookhaven students received up to 6 college credits through BNL's management partner, SUNY Stony Brook. Funding from the award period covered travel, housing, educational expenses, and student stipends, for the 24 undergraduate participants. Furthermore, funding was also used to cover expenses for lecturers and staff to run the programs at the two facilities. The students were provided with nuclear and radiochemistry training equivalent to a three-hour upper-level undergraduate course along with a two-hour hands-on laboratory experience within the six-week summer period. Lectures were held 5 days per week. Students completed an extensive laboratory sequence, as well as radiation safety training at the start of the Summer Schools. The summer school curriculum was enhanced with a Guest Lecture series, as well as through several one-day symposia and organized field trips to nuclear-related research and applied science laboratories. This enrichment afforded an opportunity for students to see the broader impacts of nuclear science in today's world, and to experience some of the future challenges through formal and informal discussions with
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
Evaluating the Development of Chemistry Undergraduate Researchers' Scientific Thinking Skills Using Performance-Data: First Findings from the Performance Assessment of Undergraduate Research (PURE) Instrument
Harsh, Joseph; Esteb, John J.; Maltese, Adam V.
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…
Yarnal, Brent; Neff, Rob
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…
Dagher, Michael M; Atieh, Jessica A; Soubra, Marwa K; Khoury, Samia J; Tamim, Hani; Kaafarani, Bilal R
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
Cowee, M.; Woodroffe, J. R.
In 2016 we held the 6th Los Alamos Space Weather Summer School. This 8-week long program is designed for mid-career graduate students in related fields to come to LANL, receive lectures on space physics and space environment topics, and carry out a research project under the mentorship of LANL staff members. We accept typically 6-8 students via competitive admissions to the program, with a strong applicant pool to choose from. This type of summer school program is relatively unique in the space physics community—there are several other summer schools but they are of shorter duration and do not include the mentor-research project aspect which builds a strong one-on-one connection between the summer student and his/her LANL mentor(s). From the LANL perspective, this program was intended to have several benefits including building collaborations between LANL staff and universities and recruitment of potential postdocs. From the student perspective, this program is not only an educational opportunity but a strong networking opportunity and a chance to enhance their professional skills and publication record. Students are permitted to work on projects directly related to their thesis or on projects in areas that are completely new to them. At the end of the summer school, the students also develop their presentation skills by preparing and giving AGU-style presentations on their research projects to the research group. Over the past five years the summer school has increased in popularity, and the feedback from the student participants has been very positive. Alumni of the program have continued collaborations with their mentors, resulting in publications and conference presentations, and three postdoc hires to date.
Hall, Gordon C Nagayama; Allard, Carolyn B
The top 86 students were selected from a pool of approximately 400 applicants to a summer clinical psychology research training program for undergraduate students of color. Forty-three of the students were randomly assigned to 1 of 2 clinical psychology research training programs, and 43 were randomly assigned to a control condition without training. The multicultural version of the training program emphasized the cultural context of psychology in all areas of training, whereas cultural context was de-emphasized in the monocultural version of the program. Although the cultural content of the 2 training programs was effectively manipulated as indicated by a fidelity check by an outside expert, there were no significant differences between the effects of the 2 programs on the outcomes measured in this study. The primary differences in this study were between students who did versus those who did not participate in a training program. Sixty-five percent of the students who completed the multicultural training program applied to graduate schools in psychology, compared with 47% of those who completed the monocultural training program, and 31% of those in the control group. Participation in summer research training programs also increased self-perceptions of multicultural competence.
Colton E. Kempton
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.
Thompson, Jennifer Jo; Conaway, Evan; Dolan, Erin L.
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
Miranda, Rommel J.; Damico, Julie B.
This study sought to determine the beliefs that tenured, in-service high school science teachers hold about how their participation in a large mid-Atlantic university's 6-week summer research experiences for teachers (RET) program might influence their pedagogical practices. The findings show a number of factors that teachers believed helped them…
Barlow, Stephan E.
The Pacific Northwest National Laboratory (PNNL) hosted its second annual Summer Research Institute in Interfacial and Condensed Phase Chemical Physics from May through September 2005. During this period, sixteen PNNL scientists hosted fourteen young scientists from eleven different universities. Of the fourteen participants, twelve were graduate students; one was a postdoctoral fellow; and one was a university faculty member.
A total of 125 talented high school students had the opportunity to gain first hand experience about science and engineering careers by working directly with a NASA scientist or engineer during the summer. This marked the fifth year of operation for NASA's Summer High School Apprenticehsip Research Program (SHARP). Ferguson Bryan served as the SHARP contractor and worked closely with NASA staff at Headquarters and the eight participating sites to plan, implement, and evaluate the Program. The main objectives were to strengthen SHARP and expand the number of students in the Program. These eight sites participated in the Program: Ames Research Center North, Ames' Dryden Flight Research Facility, Goddard Space Flight Center, Goddard's Wallops Flight Facility, Kennedy Space Center, Langley Research Center, Lewis Research Center, and Marshall Space Flight Center.
In 1985, a total of 126 talented high school students gained first hand knowledge about science and engineering careers by working directly with a NASA scientist or engineer during the summer. This marked the sixth year of operation for NASA's Summer High School Apprenticeship Research Program (SHARP). The major priority of maintaining the high standards and success of prior years was satisfied. The following eight sites participated in the Program: Ames Research Center, Ames' Dryden Flight Research Facility, Goddard Space Flight Center, Goddard's Wallop Flight Facility, Kennedy Space Center, Langley Research Center, Lewis Research Center, and Marshall Space Flight Center. Tresp Associates served as the SHARP contractor and worked closely with NASA staff at headquarters and the sites just mentioned to plan, implement, and evaluate the program.
Berthelote, A. R.; Geraghty Ward, E. M.; Dalbotten, D. M.
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
Hubenthal, M.; Brudzinski, M.
There has been an increased emphasis on documenting the benefits of participating in undergraduate research opportunities (URO) and developing an understanding of the factors that influence these benefits. While tools to effectively measure the behavior, attitude, skills, interest, and/or knowledge (BASIK) that result from UROs have matured, little focus has been placed on developing practical tools and strategies to support students and mentors as they work to develop the BASIK being measured. Viewed through the lens of constructivism, a URO can be examined as a cognitive apprenticeship (CA) where learning occurs through several key methods: modeling, coaching, scaffolding, articulation, reflection, and exploration. In a study of UROs as CA, Feldman et al., (2013) found reflection to be one of the least commonly initiated methods employed by interns and mentors, and concluded, "there is need for professors to be more proactive in helping their students gain intellectual proficiency". This work, in its pilot stages, seeks to address this gap through the development of an intern self-reflection guide and implementation plan to further increase students' skill development. The guide is being developed based on IRIS's existing self-reflection tool. However, it has recently been revised to bring its constructs and items into better alignment with those of the Undergraduate Research Student Self-Assessment (URSSA) tool. The URSSA was selected because it is designed to measure skills and has recently undergone a validation study. In addition, it serves as the basis for the development of a new tool, the NSF Biology REU CORE. The revised self-reflection guide and protocol were piloted this summer in IRIS Summer REU program. The alignment between the constructs of the URSSA and the self-reflection guide will be presented along with findings from the 2016 program evaluation. Future development of the intervention will include a validation of the items on the self
Graves, Rosemarie; Remedios, John; Tramutoli, Valerio; Gil, Artur; Cuca, Branka
An Erasmus intensive programme has been successfully funded to run a Europe-lead summer school in Earth Observation for the years 2013 and 2014. The summer school, FORMAT-EO (FORmation of Multi-disciplinary Approaches to Training in Earth Observation) has been proposed and implemented by a consortium of eight partner institutions from five European countries. The consortium was facilitated through the NEREUS network. In the summer of 2013, 21 students from seven European institutions took part in the two week intensive course which involved a total of 28 teachers from six institutions. Students were from a variety of backgrounds including aeronautical engineering MSc students and PhD students in the areas of marine biology, earthquake engineering and measurement of trace gases in the atmosphere. The aims of FORMAT-EO were: To give students exposure to the wider applications of Earth Observation To highlight the interdisciplinary, collaborative and international nature of Earth Observation To offer an intensive course to better equip students with specialist skills required for a career in this field To provide expert advice on the development of careers in the EO market Partners were invited not only to recruit students for the course but to also teach at the school based on their specific area of expertise. This approach to the teaching provided a timetable which was wide-ranging and covered topics from EU policies for Earth Observation to fire detection from space and an introduction to interaction between radiation and matter. An important aspect of the course was the interactive nature of much of the teaching. A topic was introduced to the students through a lecture followed by an interactive tutorial providing students with hands-on experience of working with EO data and specialist software. The final days of the summer school were spent on group project work which required students to use all of the skills that they acquired during the course to challenge a
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.…
Elsen, Mariken (G.MF.); Visser-Wijnveen, Gerda J.; Van Der Rijst, Roeland M.; Van Driel, Jan H.
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…
Anaf, Sophie; Sheppard, Lorraine A.
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…
Quan, Gina M.; Elby, Andrew
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…
Brew, Angela; Mantai, Lilia
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.…
Wallin, Patric; Adawi, Tom
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…
Ossai, Peter Agbadobi Uloku
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…
Hosein, Anesa; Rao, Namrata
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…
Pearson, Regis C; Crandall, K Jason; Dispennette, Kathryn; Maples, Jill M
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.
Harvey, Pamela A.; Wall, Christopher; Luckey, Stephen W.; Langer, Stephen; Leinwand, Leslie A.
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…
Mills, Elisabeth A.; Sheth, Kartik; Giles, Faye; Perez, Laura M.; Arancibia, Demian; Burke-Spolaor, Sarah
I will present a summary of the program structure used for the second year of hosting a summer student research cohort of the National Astronomy Consortium (NAC) at the National Radio Astronomy Observatory in Socorro, NM. The NAC is a program partnering physics and astronomy departments in majority and minority-serving institutions across the country. The primary aim of this program is to support traditionally underrepresented students interested in pursuing a career in STEM through a 9-10 week summer astronomy research project and a year of additional mentoring after they return to their home institution. I will describe the research, professional development, and inclusivity goals of the program, and show how these were used to create a weekly syllabus for the summer. I will also highlight several unique aspects of this program, including the recruitment of remote mentors for students to better balance the gender and racial diversity of available role models for the students, as well as the hosting of a contemporaneous series of visiting diversity speakers. Finally, I will discuss structures for continuing to engage, interact with, and mentor students in the academic year following the summer program. A goal of this work going forward is to be able to make instructional and organizational materials from this program available to other sites interested in joining the NAC or hosting similar programs at their own institution.
George, L. A.; Parra, J.; Rao, M.; Offerman, L.
Research experiences for science teachers are an important mechanism for increasing classroom teachers' science content knowledge and facility with "real world" research processes. We have developed and implemented a summer scientific research and education workshop model for high school teachers and students which promotes classroom science inquiry projects and produces important research results supporting our overarching scientific agenda. The summer training includes development of a scientific research framework, design and implementation of preliminary studies, extensive field research and training in and access to instruments, measurement techniques and statistical tools. The development and writing of scientific papers is used to reinforce the scientific research process. Using these skills, participants collaborate with scientists to produce research quality data and analysis. Following the summer experience, teachers report increased incorporation of research inquiry in their classrooms and student participation in science fair projects. This workshop format was developed for an NSF Biocomplexity Research program focused on the interaction of urban climates, air quality and human response and can be easily adapted for other scientific research projects.
Zhang, Wei; Li, Kun; Zhang, XiuMin; Chen, Li
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.
Beck, Kenneth M.
The Pacific Northwest National Laboratory (PNNL) hosted its fourth annual Summer Research Institute in Interfacial and Condensed Phase Chemical Physics from April through September 2007. During this time, 21 PNNL scientists hosted 23 participants from 20 different universities. Of the 23 participants, 20 were graduate students, 1 was a postdoctoral fellow, and 2 were university faculty members. This report covers the essense of the program and the research the participants performed.
Chiar, J.; Phillips, C. B.; Rudolph, A.; Bonaccorsi, R.; Tarter, J.; Harp, G.; Caldwell, D. A.; DeVore, E. K.
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
Kortz, Karen M.; van der Hoeven Kraft, Katrien J.
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…
Fox, L. K.; Singer, J.
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.
Sorensen, Amanda E.; Corral, Lucia; Dauer, Jenny M.; Fontaine, Joseph J.
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.
Manley, J.; Ellins, K. K.; Conte, M. H.
In summer 2010, as a participant in the TXESS Revolution, a National Science Foundation (NSF)-sponsored professional development program for teachers in support of Earth and Space Science, I participated in a scientific research cruise led by Dr. Maureen Conte of the Bermuda Institute of Ocean Sciences (BIOS). The primary purpose of the cruise was to collect water samples from different ocean depths, make temperature and conductivity measurements, and retrieve biologic particle debris collection equipment deployed as part of the NSF-sponsored Oceanic Flux Program to measure particle fluxes in the deep Sargasso Sea. A secondary objective involved the collection of plastic debris floating within the sargassum grass trapped in the North Atlantic gyre in order to investigate plastic pollution. As a member of the science team I worked alongside of Dr. Conte, scientists and graduate students, giving me a personal experience to inspire my students' interest in the marine ecosystem. In the classroom, I used a Project Based Learning (PBL) approach to translate my experience and knowledge gained into productive learning for my students. With Project Based Learning, teams of students solve a real world, open-ended challenge problem through research and experimentation. In this Problem, the challenge was to design a virtual product to motivate ordinary people to change their habits regarding their use and improper disposal of plastics. Team products included websites, social network pages, and in-school announcements to create awareness about plastic pollution in the ocean. Fulfilling one of the basic principles of the PBL approach to provide student access to experts, cruise participant and University of North Carolina graduate student Bonnie Monteleone dedicated an entire day to speak with each of my classes about her experiences studying ocean plastics and answer their questions via SKYPE. In addition, Ms. Monteleone used her extensive contacts to post the best of my
Jennie Levine Knies
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.
Keller, Thomas E.; Logan, Kay; Lindwall, Jennifer; Beals, Caitlyn
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…
Markey, Karen; Swanson, Fritz; Jenkins, Andrea; Jennings, Brian; St. Jean, Beth; Rosenberg, Victor; Yao, Xingxing; Frost, Robert
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.)
Nwangwa, Kanelechi C. K.; Yonlonfoun, Ebun; Omotere, Tope
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 &…
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…
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
Roberts, James C.
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…
Gardner, Grant E.; Forrester, Jennifer H.; Jeffrey, Penny Shumaker; Ferzli, Miriam; Shea, Damian
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.
Clark, Joe C.; Johnstone, Jennifer
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,…
Hopper, Larry J., Jr.; Schumacher, Courtney; Stachnik, Justin P.
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'…
Tuyen, Kim Thanh; Bin Osman, Shuki; Dan, Thai Cong; Ahmad, Nor Shafrin Binti
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…
Viertel, David C.; Burns, Diane M.
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.…
Sales, Jessica; Comeau, Dawn; Liddle, Kathleen; Khanna, Nikki; Perrone, Lisa; Palmer, Katrina; Lynn, David
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…
O'Brien, Martin; Freund, Katarina
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…
Mena, Irene B.; Schmitz, Sven; McLaughlin, Dennis
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,…
Varner, R. K.
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
Balster, Nicholas; Pfund, Christine; Rediske, Raelyn; Branchaw, Janet
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.
Liou-Mark, J.; Blake, R.; Norouzi, H.; Yuen-Lau, L.; Ikramova, M.
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.
Grineski, Sara; Daniels, Heather; Collins, Timothy; Morales, Danielle X.; Frederick, Angela; Garcia, Marilyn
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…
Salm, Ann E.
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…
Avery, Nikki B.; Barlow, Stephan E.
The Pacific Northwest National Laboratory (PNNL) hosted its third annual Summer Research Institute in Interfacial and Condensed Phase Chemical Physics from May through September 2006. During this period, twenty PNNL scientists hosted twenty-seven scientists from twenty-five different universities. Of the twenty-seven participants, one was a graduating senior; twenty-one were graduate students; one was a postdoctoral fellow; and four were university faculty members.
Boroson, Harold R.; Soffen, Gerald A.; Fan, Dah-Nien
The 1989 NASA-ASEE Summer Faculty Fellowship Program at the Goddard Space Flight Center was conducted during 5 Jun. 1989 to 11 Aug. 1989. The research projects were previously assigned. Work summaries are presented for the following topics: optical properties data base; particle acceleration; satellite imagery; telemetry workstation; spectroscopy; image processing; stellar spectra; optical radar; robotics; atmospheric composition; semiconductors computer networks; remote sensing; software engineering; solar flares; and glaciers.
Levis-Fitzgerald, Marc; Denson, Nida; Kerfeld, Cheryl A.
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…
Laurie M. Bridges
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.
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
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
Brown, Daniel S.
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.
Yildirim, Sefa; Hasiloglu, Mehmet Akif
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,…
Newell, James A.; Cleary, Doug D.
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…
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,…
Kulhavy, David L.; Unger, Daniel R.; Hung, I-Kuai; Douglass, David
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…
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,…
Ellington, Roni; Wachira, James; Nkwanta, Asamoah
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…
Ramler, Ivan P.; Chapman, Jessica L.
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…
Smolinski, Tomasz G.
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…
Shanahan, Jenny Olin; Ackley-Holbrook, Elizabeth; Hall, Eric; Stewart, Kearsley; Walkington, Helen
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…
Vandermaas-Peeler, Maureen; Miller, Paul C.; Peeples, Tim
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…
Clark, Ted M.; Ricciardo, Rebecca; Weaver, Tyler
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…
Hack, Catherine J.
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…
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…
Searight, H. Russell; Ratwik, Susan; Smith, Todd
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…
Roberts, Patricia; Ertubey, Candan; McMurray, Isabella; Robertson, Ian
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…
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.
Yearout, R.D. [ed.
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).
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).
Yearout, R.D. [ed.
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).
Bonine, K. E.; Dontsova, K.; Pavao-Zuckerman, M.; Paavo, B.; Hogan, D.; Oberg, E.; Gay, J.
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
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.
D. J. Mothabeng
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.
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…
The Associated Western Universities, Inc. (AWU) supports a student summer program at Lawrence Livermore National Laboratory (LLNL). This program is structured so that honors undergraduate students may participate in the Laboratory`s research program under direct supervision of senior Laboratory scientists. Included in this report is a list of the AWU participants for the summer of 1997. All students are required to submit original reports of their summer activities in a format of their own choosing. These unaltered student reports constitute the major portion of this report.
Richardson, Noel; Hardegree-Ullman, Kevin; Bjorkman, Jon Eric; Bjorkman, Karen S.; Ritter Observing Team
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.
Mitchell, Cassie S.; Cates, Ashlyn; Kim, Renaid B.; Hollinger, Sabrina K.
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
Ramjiawan, Bram; Pierce, Grant N; Anindo, Mohammad Iffat Kabir; Alkukhun, Abedalrazaq; Alshammari, Abdullah; Chamsi, Ahmad Talal; Abousaleh, Mohannad; Alkhani, Anas; Ganguly, Pallab K
An important part of training the next generation of physicians is ensuring that they are exposed to the integral role that research plays in improving medical treatment. However, medical students often do not have sufficient time to be trained to carry out any projects in biomedical and clinical research. Many medical students also fail to understand and grasp translational research as an important concept today. In addition, since medical training is often an international affair whereby a medical student/resident/fellow will likely train in many different countries during his/her early training years, it is important to provide a learning environment whereby a young medical student experiences the unique challenges and value of an international educational experience. This article describes a program that bridges the gap between the basic and clinical research concepts in a unique international educational experience. After completing two semester curricula at Alfaisal University in Riyadh, Kingdom of Saudi Arabia, six medical students undertook a summer program at St. Boniface Hospital Research Centre, in Winnipeg, MB, Canada. The program lasted for 2 mo and addressed advanced training in basic science research topics in medicine such as cell isolation, functional assessment, and molecular techniques of analysis and manipulation as well as sessions on the conduct of clinical research trials, ethics, and intellectual property management. Programs such as these are essential to provide a base from which medical students can decide if research is an attractive career choice for them during their clinical practice in subsequent years. An innovative international summer research course for medical students is necessary to cater to the needs of the medical students in the 21st century.
O'Neal, Pamela V; McClellan, Lynx Carlton; Jarosinski, Judith M
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.
This book presents some of the latest achievements in nanotechnology and nanomaterials from leading researchers in Ukraine, Europe, and beyond. It features contributions from participants in the 2nd International Summer School “Nanotechnology: From Fundamental Research to Innovations” and International Research and Practice Conference “Nanotechnology and Nanomaterials”, NANO-2013, which were held in Bukovel, Ukraine on August 25-September 1, 2013. These events took place within the framework of the European Commission FP7 project Nanotwinning, and were organized jointly by the Institute of Physics of the National Academy of Sciences of Ukraine, University of Tartu (Estonia), University of Turin (Italy), and Pierre and Marie Curie University (France). Internationally recognized experts from a wide range of universities and research institutions share their knowledge and key results on topics ranging from nanooptics, nanoplasmonics, and interface studies to energy storage and biomedical applications. Pr...
Munabi, Ian Guyton; Buwembo, William; Joseph, Ruberwa; Peter, Kawungezi; Bajunirwe, Francis; Mwaka, Erisa Sabakaki
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.
Singh, Prakarsh; Guo, Hongye; Morales, Alvaro
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…
Fisher, Sarah; Justwan, Florian
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,…
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.
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
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.
Howard, Z R; Donalson, L M; Kim, W K; Li, X; Zabala Díaz, I; Landers, K L; Maciorowski, K G; Ricke, S C
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.
Cannon, John M.
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.
Lehnen, J. N.
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.
Smith, Susan C; Penumetcha, Meera
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.
Wells, Jo Nell; Cagle, Carolyn Spence
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.
Gillies, S. L.; Marsh, S. J.; Janmaat, A.; Peucker-Ehrenbrink, B.; Voss, B.; Holmes, R. M.
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.
This book highlights the most recent advances in nanoscience from leading researchers in Ukraine, Europe, and beyond. It features contributions from participants of the 3rd International Summer School “Nanotechnology: From Fundamental Research to Innovations,” held in Yaremche, Ukraine on August 23-26, 2014 and of the 2nd International NANO-2014 Conference, held in Lviv, Ukraine on August 27-30, 2014. These events took place within the framework of the European Commission FP7 project Nanotwinning, and were organized jointly by the Institute of Physics of the National Academy of Sciences of Ukraine, University of Tartu (Estonia), University of Turin (Italy), and Pierre and Marie Curie University (France). Internationally recognized experts from a wide range of universities and research institutions share their knowledge and key results in the areas of nanocomposites and nanomaterials, nanostructured surfaces, microscopy of nano-objects, nano-optics and nanophotonics, nanoplasmonics, nanochemistry, na...
Derouen, Timothy A; Wiesenbach, Carol
The first Summer Institute in Clinical Dental Research Methods, a faculty development program at the University of Washington, was offered in the summer of 1992 for sixteen participants. The primary objective of the program was to give clinical faculty members in dentistry an introduction to and an understanding of the fundamental principles and methods used in good clinical research. In the twentieth offering of the institute in 2011, there were thirty-five participants, and over the twenty institutes, there has been a cumulative total of 463 participants who have come from thirty U.S. states as well as forty-three countries outside the United States. The curriculum has expanded from the initial offering of biostatistics, clinical epidemiology, behavioral research methods, and ethics in clinical research to now include clinical trials, grantsmanship, data analysis, an elective in molecular biology, and a team project that provides participants with hands-on experience in research proposal development as members of an interdisciplinary team. Enrollment has doubled since the first year, yet exit evaluations of the program content have remained consistently high (rated as very good to excellent). One of the indicators of program quality is that at least 50 percent of recent participants indicated that they attended because the program was recommended by colleagues who had attended. There seems to be an ever-increasing pool of dental faculty members who are eager to learn more about clinical research methodology through the institute despite the intensive demands of full-time participation in a six-week program.
Lorena M Salto
Full Text Available An urgent need exists for graduate and professional schools to establish evidence-based STEM (science, technology, engineering, and math pipeline programs to increase the diversity of the biomedical workforce. An untapped yet promising pool of willing participants are capable high school students that have a strong STEM interest but may lack the skills and the guided mentoring needed to succeed in competitive STEM fields. This study evaluates and compares the impact of the Loma Linda University (LLU Summer Health Disparities Research Program on high school (HS and undergraduate (UG student participants. The primary focus of our summer research experience (SRE is to enhance the research self-efficacy of the participants by actively involving them in a research project and by providing the students with personalized mentoring and targeted career development activities, including education on health disparities. The results of our study show that our SRE influenced terminal degree intent and increased participant willingness to incorporate research into future careers for both the HS and the UG groups. The quantitative data shows that both the HS and the UG participants reported large, statistically significant gains in self-assessed research skills and research self-efficacy. Both participant groups identified the hands-on research and the mentor experience as the most valuable aspects of our SRE and reported increased science skills, increased confidence in science ability and increased motivation and affirmation to pursue a science career. The follow-up data indicates that 67% of the HS participants and 90% of the UG participants graduated from college with a STEM degree; for those who enrolled in graduate education, 61% and 43% enrolled in LLU, respectively. We conclude that structured SREs can be highly effective STEM strengthening interventions for both UG and HS students and may be a way to measurably increase institutional and biomedical
Thiry, Heather; Weston, Timothy J.; Laursen, Sandra L.; Hunter, Anne-Barrie
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
Fernandes, Lynette B
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.
Young, De'Etra; Trimboli, Shannon; Toomey, Rick S.; Byl, Thomas D.
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.
Kamangar, Farin; Silver, Gillian; Hohmann, Christine; Hughes-Darden, Cleo; Turner-Musa, Jocelyn; Haines, Robert Trent; Jackson, Avis; Aguila, Nelson; Sheikhattari, Payam
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
McDaris, J. R.; Hodder, J.; Macdonald, H.; Baer, E. M.; Blodgett, R. H.
Undergraduate research experiences are important for the development of expertise in geoscience disciplines. These experiences have been shown to help students learn content and skills, promote students' cognitive and affective development, and develop students' sense of self. Early exposure to research experiences has shown to be effective in the recruitment of students, improved retention and persistence in degree programs, motivation for students to learn and increase self-efficacy, improved attitudes and values about science, and overall increased student success. Just as departments at four-year institutions (4YCs) are increasingly integrating research into their introductory courses, two-year college (2YC) geoscience faculty have a great opportunity to ground their students in authentic research. The Undergraduate Research with Two-year College Students website developed by SAGE 2YC: Supporting and Advancing Geoscience Education at Two-year Colleges provides ideas and advice for 2YC and 4YC faculty who want to get more 2YC students involved in research. The continuum of possibilities for faculty to explore includes things that can be done at 2YCs (eg. doing research as part of a regular course, developing a course specifically around research on a particular topic, or independent study), done in collaboration with other local institutions (eg. using their facilities, conducting joint class research, or using research to support transfer programs), and by involving students in the kind of organized Undergraduate Research programs run by a number of institutions and organizations. The website includes profiles illustrating how 2YC geoscience faculty have tackled these various models of research and addressed potential challenges such as lack of time, space, and funding as part of supporting the wide diversity of students that attend 2YCs, most of whom have less experience than that of rising seniors who are the traditional REU participant. The website also
Yatsenko, Leonid; Brodin, Mikhaylo; Nanomaterials imaging techniques, surface studies, and applications
This book presents cutting-edge research on a wide range of nanotechnology techniques and applications. It features contributions from scientists who participated in the International Summer School “Nanotechnology: From Fundamental Research to Innovations” in Bukovel, Ukraine on August 26 – September 2, 2012 funded by the European Commission FP7 project Nanotwinning implemented by the Institute of Physics of National Academy of Sciences of Ukraine and partner institutions: University of Tartu (Estonia), European Profiles A.E. (Greece), University of Turin (Italy) and Université Pierre et Marie Curie (France). Worldwide experts present the latest results on such key topics as microscopy of nanostructures; nanocomposites; nanostructured interfaces and surfaces; nanooptics; nanoplasmonics; and enhanced vibrational spectroscopy. Imaging technique coverage ranges from atomic force microscopy and spectroscopy, multiphoton imagery, and laser diagnostics of nanomaterials and nanostructures, to resonance ...
Garrett, Bruce C.; Tonkyn, Russell G.; Avery, Nachael B.
For the fifth year, the Pacific Northwest National Laboratory in Richland, Washington, invited graduate students, postdoctoral fellows, university faculty, and students entering graduate students from around the world to participate in the Summer Research Institute in Interfacial and Condensed Phase Chemical Physics. The institute offers participants the opportunity to gain hands-on experience in top-notch research laboratories while working along internationally respected mentors. Of the 38 applicants, 20 were accepted for the 8- to 10-week program. The participants came from universities as close as Seattle and Portland and as far away as Germany and Singapore. At Pacific Northwest National Laboratory, the 20 participants were mentored by 13 scientists. These mentors help tailor the participant’s experience to the needs of that person. Further, the mentors provide guidance on experimental and theoretical techniques, research design and completion, and other aspects of scientific careers in interfacial and condensed phase chemical physics. The research conducted at the institute can result in tangible benefits for the participants. For example, many have co-authored papers that have been published in peer-reviewed journals, including top-rated journals such as Science. Also, they have presented their research at conferences, such as the Gordon Research Conference on Dynamics at Surfaces and the AVS national meeting. Beyond that, many of the participants have started building professional connections with researchers at Pacific Northwest National Laboratory, connections that will serve them well during their careers.
Chester, R.O.; Roberts, D.A.
Reports summarizing activities of students assigned to the Technology Assessments Section of the Health and Safety Research Division for the summer 1980 are presented. Unless indicated otherwise, each report was written by the student whose work is being described. For each student, the student's supervisor, the name of the program under which the student was brought to ORNL, the academic level of the student, and the name of the ORNL project to which the student was assigned are tabulated. The reports are presented in alphabetical order of the students' last names.
Chester, R.O.; Roberts, D.A.
Reports summarizing activities of students assigned to the Technology Assessments Section of the Health and Safety Research Division for the summer 1980 are presented. Unless indicated otherwise, each report was written by the student whose work is being described. For each student, the student's supervisor, the name of the program under which the student was brought to ORNL, the academic level of the student, and the name of the ORNL project to which the student was assigned are tabulated. The reports are presented in alphabetical order of the students' last names
Smith, Jason T; Harris, Justine C; Lopez, Oscar J; Valverde, Laura; Borchert, Glen M
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.
Gross, N. A.; Hughes, W.
This talk will outline the organization of a summer school designed to introduce young professions to a sub-discipline of geophysics. Through out the 10 year life time of the Center for Integrated Space Weather Modeling (CISM) the CISM Team has offered a two week summer school that introduces new graduate students and other interested professional to the fundamentals of space weather. The curriculum covers basic concepts in space physics, the hazards of space weather, and the utility of computer models of the space environment. Graduate students attend from both inside and outside CISM, from all the sub-disciplines involved in space weather (solar, heliosphere, geomagnetic, and aeronomy), and from across the nation and around the world. In addition, between 1/4 and 1/3 of the participants each year are professionals involved in space weather in some way, such as: forecasters from NOAA and the Air Force, Air Force satellite program directors, NASA specialists involved in astronaut radiation safety, and representatives from industries affected by space weather. The summer school has adopted modern pedagogy that has been used successfully at the undergraduate level. A typical daily schedule involves three morning lectures followed by an afternoon lab session. During the morning lectures, student interaction is encouraged using "Timeout to Think" questions and peer instruction, along with question cards for students to ask follow up questions. During the afternoon labs students, working in groups of four, answer thought provoking questions using results from simulations and observation data from a variety of source. Through the interactions with each other and the instructors, as well as social interactions during the two weeks, students network and form bonds that will last them through out their careers. We believe that this summer school can be used as a model for summer schools in a wide variety of disciplines.
McMahon, Tracey R.; Griese, Emily R.; Kenyon, DenYelle Baete
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
Barmparas, Galinos; Fierro, Nicole; Lee, Debora; Sun, Beatrice J; Ley, Eric J
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
Thiry, Heather; Laursen, Sandra L.
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
Strickland, Karen; Gray, Colin; Hill, Gordon
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.
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.
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
Nordsteien, Anita; Horntvedt, May-Elin T; Syse, Jonn
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.
Roof, S.; Werner, A.
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
Wisneski, Andrew D; Huang, Lixia; Hong, Bo; Wang, Xiaoqin
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.
Jacob T. Stanley
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.
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.
Gibson, B. A.; Bruno, B. C.
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.
Lee, Oi Sun; Gu, Mee Ock
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.
Aschenauer, A.; Qiu, Jianwei; Vogelsang, W.; Yuan, F.
Understanding the structure of the nucleon is of fundamental importance in sub-atomic physics. Already the experimental studies on the electro-magnetic form factors in the 1950s showed that the nucleon has a nontrivial internal structure, and the deep inelastic scattering experiments in the 1970s revealed the partonic substructure of the nucleon. Modern research focuses in particular on the spin and the gluonic structure of the nucleon. Experiments using deep inelastic scattering or polarized p-p collisions are carried out in the US at the CEBAF and RHIC facilities, respectively, and there are other experimental facilities around the world. More than twenty years ago, the European Muon Collaboration published their first experimental results on the proton spin structure as revealed in polarized deep inelastic lepton-nucleon scattering, and concluded that quarks contribute very little to the proton's spin. With additional experimental and theoretical investigations and progress in the following years, it is now established that, contrary to naive quark model expectations, quarks and anti-quarks carry only about 30% of the total spin of the proton. Twenty years later, the discovery from the polarized hadron collider at RHIC was equally surprising. For the phase space probed by existing RHIC experiments, gluons do not seem to contribute any to the proton's spin. To find out what carries the remaining part of proton's spin is a key focus in current hadronic physics and also a major driving force for the new generation of spin experiments at RHIC and Jefferson Lab and at a future Electron Ion Collider. It is therefore very important and timely to organize a series of annual spin physics meetings to summarize the status of proton spin physics, to focus the effort, and to layout the future perspectives. This summer program on 'Nucleon Spin Physics' held at Brookhaven National Laboratory (BNL) on July 14-27, 2010 [http://www.bnl.gov/spnsp/] is the
Full Text Available Background: The American Center for Reproductive Medicine's summer internship course in reproductive medicine and research at Cleveland Clinic is a rigorous, results-oriented annual program that began in 2008 to train both local and international students in the fundamentals of scientific research and writing. The foremost goal of the program is to encourage premedical and medical students to aspire toward a career as a physician–scientist. The internship provides participants with an opportunity to engage in original bench research and scientific writing while developing theoretical knowledge and soft skills. This study describes selected survey responses from interns who participated in the 2014 internship program. The objective of these surveys was to elicit the interns' perspective on the internship program, its strengths and weaknesses, and to obtain insight into potential areas for improvement. Methods: Questionnaires were structured around the five fundamental aspects of the program: 1 theoretical knowledge, 2 bench research, 3 scientific writing, 4 mentorship, and 5 soft skills. In addition, an exit survey gathered information on factors that attracted the interns to the program, communication with mentors, and overall impression of the research program. Results: The opportunity to experience hands-on bench research and scientific writing, personalized mentorship, and the reputation of the institution were appreciated and ranked highly among the interns. Nearly 90% of the interns responded that the program was beneficial and well worth the time and effort invested by both interns and faculty. Conclusion: The outcomes portrayed in this study will be useful in the implementation of new programs or refinement of existing medical research training programs.
Durairajanayagam, Damayanthi; Kashou, Anthony H; Tatagari, Sindhuja; Vitale, Joseph; Cirenza, Caroline; Agarwal, Ashok
The American Center for Reproductive Medicine's summer internship course in reproductive medicine and research at Cleveland Clinic is a rigorous, results-oriented annual program that began in 2008 to train both local and international students in the fundamentals of scientific research and writing. The foremost goal of the program is to encourage premedical and medical students to aspire toward a career as a physician-scientist. The internship provides participants with an opportunity to engage in original bench research and scientific writing while developing theoretical knowledge and soft skills. This study describes selected survey responses from interns who participated in the 2014 internship program. The objective of these surveys was to elicit the interns' perspective on the internship program, its strengths and weaknesses, and to obtain insight into potential areas for improvement. Questionnaires were structured around the five fundamental aspects of the program: 1) theoretical knowledge, 2) bench research, 3) scientific writing, 4) mentorship, and 5) soft skills. In addition, an exit survey gathered information on factors that attracted the interns to the program, communication with mentors, and overall impression of the research program. The opportunity to experience hands-on bench research and scientific writing, personalized mentorship, and the reputation of the institution were appreciated and ranked highly among the interns. Nearly 90% of the interns responded that the program was beneficial and well worth the time and effort invested by both interns and faculty. The outcomes portrayed in this study will be useful in the implementation of new programs or refinement of existing medical research training programs.
The NASA Faculty Fellowship Program (NFFP) is designed to give college and university faculty members a rewarding personal as well as enriching professional experience. Fellowships are awarded to engineering and science faculty for work on collaborative research projects of mutual interest to the fellow and his or her JPL host colleague. The Jet Propulsion Laboratory (JPL) and the California Institute of Technology (Caltech) have participated in the NASA Faculty Fellowship Program for more than 25 years. Administrative offices are maintained both at the Caltech Campus and at JPL; however, most of the activity takes place at JPL. The Campus handles all fiscal matters. The duration of the program is ten continuous weeks. Fellows are required to conduct their research on-site. To be eligible to participate in the program, fellows must be a U.S. citizen and hold a teaching or research appointment at a U.S. university or college. The American Society of Engineering Education (ASEE) contracts with NASA and manages program recruitment. Over the past several years, we have made attempts to increase the diversity of the participants in the NFFP Program. A great deal of attention has been given to candidates from minority-serving institutions. There were approximately 100 applicants for the 34 positions in 2002. JPL was the first-choice location for more than half of them. Faculty from 16 minority-serving institutions participated as well as four women. The summer began with an orientation meeting that included introduction of key program personnel, and introduction of the fellows to each other. During this welcome, the fellows were briefed on their obligations to the program and to their JPL colleagues. They were also given a short historical perspective on JPL and its relationship to Caltech and NASA. All fellows received a package, which included information on administrative procedures, roster of fellows, seminar program, housing questionnaire, directions to JPL, maps of
Arnone, Marilyn P.; Small, Ruth V.; Weng, Shicheng
Several instruments previously validated for use in school library research were tested for their appropriateness in the context of public libraries' summer reading programs for youth. The researchers were also interested in whether the connection between perceived competence in one's own information skills and perceived competence in one's own…
Herter, Karen; Wayland, Seth; Rasin, Josh
This report documents a field study of 78 small commercial customers in the Sacramento Municipal Utility District service territory who volunteered for an integrated energy-efficiency/demand-response (EE-DR) program in the summer of 2008. The original objective for the pilot was to provide a better understanding of demand response issues in the small commercial sector. Early findings justified a focus on offering small businesses (1) help with the energy efficiency of their buildings in exchange for occasional load shed, and (2) a portfolio of options to meet the needs of a diverse customer sector. To meet these expressed needs, the research pilot provided on-site energy efficiency advice and offered participants several program options, including the choice of either a dynamic rate or monthly payment for air-conditioning setpoint control. An analysis of hourly load data indicates that the offices and retail stores in our sample provided significant demand response, while the restaurants did not. Thermostat data provides further evidence that restaurants attempted to precool and reduce AC service during event hours, but were unable to because their air-conditioning units were undersized. On a 100 F reference day, load impacts of all participants during events averaged 14%, while load impacts of office and retail buildings (excluding restaurants) reached 20%. Overall, pilot participants including restaurants had 2007-2008 summer energy savings of 20% and bill savings of 30%. About 80% of participants said that the program met or surpassed their expectations, and three-quarters said they would probably or definitely participate again without the $120 participation incentive. These results provide evidence that energy efficiency programs, dynamic rates and load control programs can be used concurrently and effectively in the small business sector, and that communicating thermostats are a reliable tool for providing air-conditioning load shed and enhancing the ability
Zhou, Andrew F.
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.
Ray, E.; McCabe, D.; Sheldon, S.; Jankowski, K.; Haselton, L.; Luck, M.; van Houten, J.
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
Ellington, Roni; Wachira, James; Nkwanta, Asamoah
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.
Ellington, Roni; Wachira, James
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
The University Corporation for Atmospheric Research's Significant Opportunities in Atmospheric and Related Sciences (UCAR-SOARS) program: A paradigm case for a research based analysis of elements and attributes of a highly successful research experience for undergraduate (REU) program designed to broaden participation in STEM
Windham, T. L.
REU (research experience for undergraduate) programs in science serve as a centerpiece for: recruitment improved learning, retention and increased graduation rates among students in STEM fields. Structured REUs are highly effective programs for broadening participation and remedying inequities, to increase and diversify the STEM talent pool and professional workforce. Now in its 16th year, SOARS is dedicated to broadening participation in the atmospheric and related sciences. SOARS is an undergraduate through graduate program built on the structure of: a summer research internship, mentoring by professional scientists, and a supportive learning community. SOARS is an exemplar. Its structure serves as a paradigm case for the recruitment, retention, and graduation of students from underserved populations. This research-based examination of SOARS explores its program elements and identifies attributes and practices that contribute to its impact and lasting outcomes.
Rock, B. N.; Hale, S.; Graham, K.; Hayden, L. B.
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
Heim, N. A.; Saltzman, J.; Payne, J.
The chasm between classroom science and scientific research is bridged in the History of Life Internships at Stanford University. The primary foci of the internships are collection of new scientific data and original scientific research. While traditional high school science courses focus on learning content and laboratory skills, students are rarely engaged in real scientific research. Even in experiential learning environments, students investigate phenomena with known outcomes under idealized conditions. In the History of Life Internships, high school youth worked full time during the summers of 2013 and 2014 to collect body size data on fossil Echinoderms and Ostracods, measuring more than 20,000 species in total. These data are contributed to the larger research efforts in the Stanford Paleobiology Lab, but they also serve as a source of data for interns to conduct their own scientific research. Over the course of eight weeks, interns learn about previous research on body size evolution, collect data, develop their own hypotheses, test their hypotheses, and communicate their results to their peers and the larger scientific community: the 2014 interns have submitted eight abstracts to this meeting for the youth session entitled Bright STaRS where they will present their research findings. Based on a post-internship survey, students in the 2013 History of Life cohort had more positive attitudes towards science and had a better understanding of how to conduct scientific research compared to interns in the Earth Sciences General Internship Program, where interns typically do not complete their own research project from start to finish. In 2014, we implemented both pre- and post-internship surveys to determine if these positive attitudes were developed over the course of the internship. Conducting novel research inspires both the students and instructors. Scientific data collection often involves many hours of repetitive work, but answering big questions typically
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.
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.
Briscoe, William; O'Rielly, Grant; Fissum, Kevin
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.
Raymond Talinbe Abdulai
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.
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.
Ormand, C. J.; Shipley, T. F.; Dutrow, B. L.; Goodwin, L. B.; Hickson, T. A.; Tikoff, B.; Atit, K.; Gagnier, K. M.; Resnick, I.
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.
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
Gunn, John S; Ledford, Cynthia H; Mousetes, Steven J; Grever, Michael R
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
Ogston, A. S.; Eidam, E.; Webster, K. L.; Hale, R. P.
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.
Figueroa, Carmen I.; González, Cándida
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…
Revelo, Renata A.; Loui, Michael C.
We studied mentoring relationships between undergraduate and graduate students in a summer undergraduate research program, over three years. Using a grounded theory approach, we created a model of research mentoring that describes how the roles of the mentor and the student can change. Whereas previous models of research mentoring ignored student…
Mirrah Diyana Binti Maznun
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.
Moriarty, Dick; And Others
This document reports on the model and method used to design, implement, coordinate, and evaluate a summer camp for young people with eating disorders. The basic approach used at the camp is described as the Sports Institute for Research model, a systems analysis model which focuses on: (1) the ultimate goal or mission; (2) obstacles or problems…
Hooper, Eric; Mathieu, R.; Pfund, C.; Branchaw, J.; UW-Madison Research Mentor Training Development Team
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
Hooper, Eric J.; Mathieu, R.; Pfund, C.; Branchaw, J.; UW-Madison Research Mentor Training Development Team
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
oak-B202--During the summer of 1999, 12 students from Rochester-area high schools participated in the Laboratory for Laser Energetics' Summer High School Research Program. The goal of this program is to excite a group of high school students about careers in the areas of science and technology by exposing them to research in a state-of-the-art environment. Too often, students are exposed to ''research'' only through classroom laboratories that have prescribed procedures and predictable results. In LLE's summer program, the students experience all of the trials, tribulations, and rewards of scientific research. By participating in research in a real environment, the students often become more enthusiastic about careers in science and technology. In addition, LLE gains from the contributions of the many highly talented students who are attracted to the program. The students spent most of their time working on their individual research projects with members of LLE's technical staff. The projects were related to current research activities at LLE and covered a broad range of areas of interest including laser modeling, diagnostic development, chemistry, liquid crystal devices, and opacity data visualization. The students, their high schools, their LLE supervisors and their project titles are listed in the table. Their written reports are collected in this volume. The students attended weekly seminars on technical topics associated with LLE's research. Topics this year included lasers, fusion, holography, optical materials, global warming, measurement errors, and scientific ethics. The students also received safety training, learned how to give scientific presentations, and were introduced to LLE's resources, especially the computational facilities. The program culminated with the High School Student Summer Research Symposium on 25 August at which the students presented the results of their research to an audience that
Reed, D. L.; Moore, G. F.; Bangs, N. L.; Tobin, H.
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.
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.
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.
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.
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.
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
Dolan, Erin; Johnson, Deborah
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.
Hock, Emily; Sharp, Zoe
Aspiring teachers and current teachers can gain insight about the scientific community through hands-on experience. As America's standards for elementary school and middle school become more advanced, future and current teachers must gain hands-on experience in the scientific community. For a teacher to be fully capable of teaching all subjects, they must be comfortable in the content areas, equipped to answer questions, and able to pass on their knowledge. Hands-on research experiences, like the Summer Astronomy Research Experience at California Polytechnic University, pair liberal studies students with a cooperative group of science students and instructors with the goal of doing research that benefits the scientific community and deepens the team members' perception of the scientific community. Teachers are then able to apply the basic research process in their classrooms, inspire students to do real life science, and understand the processes scientists' undergo in their workplace.
Brockman, Mark; Ordman, Alfred B.; Campbell, A. Malcolm
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.
Pacifici, Lara Brongo; Thomson, Norman
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
Pacifici, Lara Brongo; Thomson, Norman
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.
Landsberger, S.; Tipping, T.; Lott, V.; Alexander, S.; Ban, G.
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)
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…
Higgins, Robert; Hogg, Peter; Robinson, Leslie
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…
A. C., John; Manabete, S. S.
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…
Wiegant, Fred; Scager, Karin; Boonstra, Johannes
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.
Quan, Gina M.; Elby, Andrew
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.
Full Text Available The activities in the 2006-2007 austral summer of the 48th Japanese Antarctic Research Expedition (JARE-48 are reported. JARE-48 consisted of 62 personnel including 27 summer personnel and 35 wintering personnel. In addition, several observers joined to the voyage of Icebreaker Shirase (four Japanese, operation at Dome Fuji Station (two foreigners, Japan-Germany Collaborative Airborne Survey (eleven foreigners, and terrestrial observation around Syowa Station (three foreigners. Icebreaker Shirase arrived at the ice edge on 16 December 2006. She anchored at Syowa Station on 23 December and unloaded ca. 1000 t of cargo and fuel by mid-January 2007. Because weather in this season was extremely good, transportation and construction works at Syowa Station were going well. Biological, geodetic and geological field investigations and geophysical field station observations were carried out in the Ltzow-Holm Bay region. The JARE-48 summer party and JARE-47 wintering party on board Shirase left Syowa Station on 16 February. On the return voyage, oceanographic and marine biological observations, geomagnetism and other studies were carried out. All personnel disembarked at the Port of Sydney on 21 March. A 7-person special team (five summer and two wintering personnel for the deep ice-drilling project took air transportation from Cape Town via Novolazarevskaya Station. The team met the traverse party of JARE-47 wintering team at ARP2 point on 3 December. They carried out ice drilling to a depth of 3025.22 m at Dome Fuji Station. The summer members of the drilling team arrived in Tokyo on 20 February. One summer personnel, who conducted the Japan-Germany Collaborative Airborne Survey, arrived to Neumayer Station on 8 December. He conducted the airbone survey in the vicinity of Neumayer Station, and moved to S17 on 6 January. The airbone survey was conducted above Ltzow-Holm Bay region. He arrived to Japan on 8 February.
Aikens, Melissa L.; Sadselia, Sona; Watkins, Keiana; Evans, Mara; Eby, Lillian T.; Dolan, Erin L.
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
Marshall, J. S.; Gardner, T. W.; Protti, M.
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.
Novaes, Maria Rita Garbi; Guilhem, Dirce; Barragan, Elena; Mennin, Stewart
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
Brownell, Sara E.; Kloser, Matthew J.; Fukami, Tadishi; Shavelson, Rich
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…
Title: The Impact of 2006-2012 CReSIS Summer Research Programs that Influence Student's Choice of a STEM Related Major in College Authors: Dr. Darnell Johnson Djohnson@mail.ecsu.edu Elizabeth City State University, Elizabeth City, North Carolina 27909 Dr. Linda Hayden Haydenl@mindspring.com Elizabeth City State University, Elizabeth City, North Carolina, 27909
Abstract: Researchers, policymakers, business, and industry have indicated that the United States will experience a future shortage of professionals in the Science, Technology, Engineering, and Mathematics (STEM) fields. Several strategies have been suggested to address this impending shortage, one of which includes increasing the representation of females and minorities in the STEM fields. In order to increase the representation of underrepresented students in the STEM fields, it is important to understand the motivational factors that impact underrepresented students' interest in STEM academics and extracurricular programs. Research indicates that greater confidence leads to greater interest and vice versa (Denissen et al., 2007). In this paper, the mathematics research team examined the role of practical research experience during the summer for talented minority secondary students studying in STEM fields. An undergraduate research mathematics team focused on the link between summer research and the choice of an undergraduate discipline. A Chi Square Statistical Test was used to examine Likert Scale results on the attitude of students participating in the 2006-2012 Center for Remote Sensing of Ice Sheets (CReSIS) Summer Research Programs for secondary students. This research was performed at Elizabeth City State University located in northeastern North Carolina about the factors that impact underrepresented students' choices of STEM related majors in college. Results can be used to inform and guide educators, administrators, and policy makers in developing programs and policy that support and encourage the STEM development of underrepresented students. Index Terms: Science, Technology, Engineering, and Mathematics (STEM), Underrepresented students
Morrow, Jennifer Ann; Kelly, Stephanie; Skolits, Gary
Understanding and conducting research is a complex, integral skill that needs to be mastered by both undergraduate and graduate students. Yet many students are reluctant and often somewhat apprehensive about undertaking research and understanding the underlying statistical methods used to evaluate research (Dauphinee, Schau, & Stevens, 1997).…
Riley Simon C
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
Troischt, Parker; Koopmann, Rebecca A.; Haynes, Martha P.; ALFALFA Team
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. In this talk we present outcomes for the more than 250 undergraduate students who have who have participated in the program during the 8 years of funding. 40% of these students have been women and members of underrepresented groups. To date 148 undergraduate students have attended 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 159 summer research projects and 120 academic year (e.g., senior thesis) projects. 68 students have traveled to Arecibo Observatory for observing runs and 55 have presented their results at national meetings such as the AAS. Through participation in the UAT, students are made aware of career paths they may not have previously considered. More than 90% of alumni are attending graduate school and/or pursuing a career in STEM. 42% of those pursuing graduate degrees in Physics or Astronomy are women. This work has been supported by NSF grants AST-0724918/0902211, AST-075267/0903394, AST-0725380, and AST-1211005
Reed, D. L.; Bangs, N. L.; Moore, G. F.; Tobin, H.
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
Gross, F.; Williamson, C.
This report contains papers from the CEBAF accelerator facility summer workshop. Some topics covered are: baryon-baryon interactions, deuteron form factors; neutron detection; high resolution spectrometers; nuclear strangeness; parity violation; photon-deuteron interactions; chemical reactions in ion sources; quantum chromodynamics; hypernuclear magnetic moments; and photoproduction of π + from 14 N
Blake, R.; Liou-Mark, J.
The U.S. remains in grave danger of losing its global competitive edge in STEM. To find solutions to this problem, the Obama Administration proposed two new national initiatives: the Educate to Innovate Initiative and the $100 million government/private industry initiative to train 100,000 STEM teachers and graduate 1 million additional STEM students over the next decade. To assist in ameliorating the national STEM plight, the New York City College of Technology has designed its NSF Research Experience for Undergraduate (REU) program in satellite and ground-based remote sensing to target underrepresented minority students. Since the inception of the program in 2008, a total of 45 undergraduate students of which 38 (84%) are considered underrepresented minorities in STEM have finished or are continuing with their research or are pursuing their STEM endeavors. The program is comprised of the three primary components. The first component, Structured Learning Environments: Preparation and Mentorship, provides the REU Scholars with the skill sets necessary for proficiency in satellite and ground-based remote sensing research. The students are offered mini-courses in Geographic Information Systems, MATLAB, and Remote Sensing. They also participate in workshops on the Ethics of Research. Each REU student is a member of a team that consists of faculty mentors, post doctorate/graduate students, and high school students. The second component, Student Support and Safety Nets, provides undergraduates a learning environment that supports them in becoming successful researchers. Special networking and Brown Bag sessions, and an annual picnic with research scientists are organized so that REU Scholars are provided with opportunities to expand their professional community. Graduate school support is provided by offering free Graduate Record Examination preparation courses and workshops on the graduate school application process. Additionally, students are supported by college
Scalzo, F.; Frost, J.; Carlson, B. E.; Marchese, P.; Rosenzweig, C.; Austin, S. A.; Peteet, D. M.; Druyan, L.; Fulakeza, M.; Gaffin, S.; Baruh, H.; Decker, S.; Thangam, S.; Miles, J.; Moshary, F.; Rossow, W.; Greenbaum, S.; Cheung, T. K.; Johnson, L. P.
1 Frank Scalzo, 1 Barbara Carlson, 2 Leon Johnson, 3 Paul Marchese, 1 Cynthia Rosenzweig, 2 Shermane Austin, 1 Dorothy Peteet, 1 Len Druyan, 1 Matthew Fulakeza, 1 Stuart Gaffin, 4 Haim Baruh, 4 Steven Decker, 5 Siva Thangam, 5 Joe Miles, 6 James Frost, 7 Fred Moshary, 7 William Rossow, 7 Samir Ahmed, 8 Steven Greenbaum and 3 Tak Cheung 1 NASA Goddard Institute for Space Studies, USA 2 Physical, Environmental and Computer Sciences, Medgar Evers College, CUNY, Brooklyn, NY, USA 3 Physics, Queensborough Community College, CUNY, Queens, NY, USA 4 Rutgers University, Newark, NJ, USA 5 Stevens Institute of Technology, Hoboken, NJ, USA 6 Physics, LaGuardia Community College, CUNY, Queens, NY, USA 7 Electrical Engineering, City College of New York, CUNY, USA 8 Physics, Hunter College, CUNY, USA The New York City Research Initiative (NYCRI) is a research and academic program that involves high school, undergraduate and graduate students, and high school teachers in research teams under the mentorship of college/university principal investigator of NASA funded projects and/or NASA scientists. The principal investigators are at 7 colleges/universities within a 20-mile radius of New York City (NYC and Northern New Jersey), as well as the NASA Goddard Institute of Space Studies. The program supports research in Earth Science, Space Science, and Space Technology. Research investigations include: Sea Surface Temperature and Precipitation in the West African Monsoon, Urban Heat Island: Sun and Rain Effects, Decadal Changes in Aerosol and Asthma, Variations in Salinity and River Discharge in the Hudson River Estuary, Environmental Change in the Hudson Estuary Wetlands, Verification of Winter Storm Scale Developed for Nor’easters, Solar Weather and Tropical Cyclone Activity, Tropospheric and Stratospheric Ozone Investigation in Metropolitan NYC, Aerosol Optical Depth through use of a MFRSR, Detection of Concentration in the Atmosphere Using a Quantum Cascade Laser System
Rom, E. L.; Patino, L. C.; Weiler, S.; Sanchez, S. C.; Colon, Y.; Antell, L.
The Research Experience for Undergraduate (REU) Program at the U.S. National Science Foundation (NSF) provides U.S. undergraduate students from any college or university the opportunity to conduct research at a different institution and gain a better understanding of research career pathways. The Geosciences REU Sites foster research opportunities in areas closely aligned with geoscience programs, particularly those related to earth, atmospheric and ocean sciences. The aim of this paper is to provide an overview of the Geosciences REU Site programs run in 2009 through 2011. A survey requesting information on recruitment methods, student demographics, enrichment activities, and fields of research was sent to the Principal Investigators of each of the active REU Sites. Over 70% of the surveys were returned with the requested information from about 50 to 60 sites each year. The internet is the most widely used mechanism to recruit participants, with personal communication as the second most important recruiting tool. The admissions rate for REU Sites in Geosciences varies from less than 10% to 50%, with the majority of participants being rising seniors and juniors. Many of the participants come from non-PhD granting institutions. Among the participants, gender distribution varies by discipline, with ocean sciences having a large majority of women and earth sciences having a majority of men. Regarding ethnic diversity, the REU Sites reflect the difficulty of attracting diverse students into Geosciences as a discipline; a large majority of participants are Caucasian and Asian students. Furthermore, participants from minority-serving institutions and community colleges constitute a small percentage of those taking part in these research experiences. The enrichment activities are very similar across the REU Sites, and mimic activities common to the scientific community, including intellectual exchange of ideas (lab meetings, seminars, and professional meetings
Burkert, V.; Gross, F.; Mecking, B.; Mougey, J.; Nanda, S.; Whitney, R.
An informal Study Group consisting of the CEBAF scientific staff and about 43 visiting scientists met during the summer of 1987 to discuss issues of importance to planning the CEBAF scientific program. The contributions to this volume grew out of these discussions, and out of additional discussion with the User community and with CEBAF's new Associate Director for Research, John Domingo, which extended into the fall of 1987. Reports of the 1985 and 1986 Summer Study Groups have been previously published by CEBAF under the title Research Programs at CEBAF (RPAC) and hence it is appropriate to refer to this volume as RPAC III. The contributions to this volume have been organized into the following six general areas reflecting the focus of principle activities during this period: High Resolution Spectrometers; Large Acceptance Spectrometer; Out-of-Plane Experiments at CEBAF; Neutron Detection at CEBAF; Illustrative Experiments and Experimental Design; and Theory
Full Text Available TH!NK is a new initiative at NC State University focused on enhancing students’ higher-order cognitive skills. As part of this initiative, I explicitly emphasized critical and creative thinking in an existing bacteriophagediscovery first-year research course. In addition to the typical activities associated with undergraduate research such as review of primary literature and writing research papers, another strategy employed to enhance students’ critical thinking skills was the use of discipline-specific, real-world scenarios. This paper outlines a general “formula” for writing scenarios, as well as several specific scenarios created for the described course. I also present how embedding aspects of the scenarios in reviews of the primary literature enriched the activity. I assessed student gains in critical thinking skills using a pre-/posttest model of the Critical Thinking Assessment Test (CAT, developed by Tennessee Technological University. I observed apositive gain trend in most of the individual skills assessed in the CAT, with a statistically significant large effect on critical thinking skills overall in students in the test group. I also show that a higher level of criticalthinking skills was demonstrated in research papers written by students who participated in the scenarios compared with similar students who did not participate in the scenario activities. The scenario strategy described here can be modified for use in biology and other STEM disciplines, as well as in diverse disciplines in the social sciences and humanities.
TH!NK is a new initiative at NC State University focused on enhancing students’ higher-order cognitive skills. As part of this initiative, I explicitly emphasized critical and creative thinking in an existing bacteriophage discovery first-year research course. In addition to the typical activities associated with undergraduate research such as review of primary literature and writing research papers, another strategy employed to enhance students’ critical thinking skills was the use of discipline-specific, real-world scenarios. This paper outlines a general “formula” for writing scenarios, as well as several specific scenarios created for the described course. I also present how embedding aspects of the scenarios in reviews of the primary literature enriched the activity. I assessed student gains in critical thinking skills using a pre-/posttest model of the Critical Thinking Assessment Test (CAT), developed by Tennessee Technological University. I observed a positive gain trend in most of the individual skills assessed in the CAT, with a statistically significant large effect on critical thinking skills overall in students in the test group. I also show that a higher level of critical thinking skills was demonstrated in research papers written by students who participated in the scenarios compared with similar students who did not participate in the scenario activities. The scenario strategy described here can be modified for use in biology and other STEM disciplines, as well as in diverse disciplines in the social sciences and humanities. PMID:26753022
Hollie I. Swanson
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.
TH!NK is a new initiative at NC State University focused on enhancing students' higher-order cognitive skills. As part of this initiative, I explicitly emphasized critical and creative thinking in an existing bacteriophage discovery first-year research course. In addition to the typical activities associated with undergraduate research such as review of primary literature and writing research papers, another strategy employed to enhance students' critical thinking skills was the use of discipline-specific, real-world scenarios. This paper outlines a general "formula" for writing scenarios, as well as several specific scenarios created for the described course. I also present how embedding aspects of the scenarios in reviews of the primary literature enriched the activity. I assessed student gains in critical thinking skills using a pre-/posttest model of the Critical Thinking Assessment Test (CAT), developed by Tennessee Technological University. I observed a positive gain trend in most of the individual skills assessed in the CAT, with a statistically significant large effect on critical thinking skills overall in students in the test group. I also show that a higher level of critical thinking skills was demonstrated in research papers written by students who participated in the scenarios compared with similar students who did not participate in the scenario activities. The scenario strategy described here can be modified for use in biology and other STEM disciplines, as well as in diverse disciplines in the social sciences and humanities.
Kowalski, Jennifer R.; Hoops, Geoffrey C.; Johnson, R. Jeremy
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
Rowland, Susan; Pedwell, Rhianna; Lawrie, Gwen; Lovie-Toon, Joseph; Hung, Yu
The recent push for more authentic teaching and learning in science, technology, engineering, and mathematics indicates a shared agreement that undergraduates require greater exposure to professional practices. There is considerable variation, however, in how "authentic" science education is defined. In this paper we present our definition of authenticity as it applies to an "authentic" large-scale undergraduate research experience (ALURE); we also look to the literature and the student voice for alternate perceptions around this concept. A metareview of science education literature confirmed the inconsistency in definitions and application of the notion of authentic science education. An exploration of how authenticity was explained in 604 reflections from ALURE and traditional laboratory students revealed contrasting and surprising notions and experiences of authenticity. We consider the student experience in terms of alignment with 1) the intent of our designed curriculum and 2) the literature definitions of authentic science education. These findings contribute to the conversation surrounding authenticity in science education. They suggest two things: 1) educational experiences can have significant authenticity for the participants, even when there is no purposeful design for authentic practice, and 2) the continuing discussion of and design for authenticity in UREs may be redundant. © 2016 S. Rowland 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).
The long-running REU-program is tacitly intended to increase retention and provide "an important educational experience" for undergraduates, particularly women, minorities and underrepresented groups. This longitudinal, two-stage study was designed to explore the ways in which the REU acted as an educational experience for 51 women in the field of astronomy. Stage-1 consisted of an ex post facto analysis of data collected over 8 years, including multiple interviews with each participant during their REU, annual open-ended alumni surveys, faculty interviews, and extensive field notes. Four themes emerged, related to developing understandings of the nature of professional scientific work, the scientific process, the culture of academia, and an understanding of the "self." Analysis provided an initial theory that was used to design the Stage-2 interview protocol. In Stage-2, over 10 hours of interviews were conducted with 8 participants selected for their potential to disconfirm the initial theory. Results indicate that the REU provided a limited impact in terms of participants’ knowledge of professional astronomy as a largely computer-based endeavor. The REU did not provide a substantive educational experience related to the nature of scientific work, the scientific process, the culture of academia, participants' conceptions about themselves as situated in science, or other aspects of the "self,” were limited. Instead, the data suggests that these women began the REU with pre-existing and remarkably strong conceptions in these areas, and that the REU did not functional to alter those states. These conceptions were frequently associated with other mentors/scientist interactions, from middle school into the undergraduate years. Instructors and family members also served as crucial forces in shaping highly developed, stable science identities. Sustained relationships with mentors were particularly transformational. These findings motivate an ongoing research agenda
Ward, Jennifer Rhode; Clarke, H. David; Horton, Jonathan L.
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…
Brobst, Joseph Arthur
This Executive Position Paper describes the findings of a study investigating the utility of Facebook Groups in fostering community among participants in the Delaware INBRE and EPSCoR undergraduate research internship programs. In the first phase of the study, findings from the existing evaluation of the programs and themes from the literature…
Craig, Paul A.
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…
Karpenko, Lara; Dietz, Lauri
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…
Theobald, Roddy; Freeman, Scott
Although researchers in undergraduate science, technology, engineering, and mathematics education are currently using several methods to analyze learning gains from pre- and posttest data, the most commonly used approaches have significant shortcomings. Chief among these is the inability to distinguish whether differences in learning gains are due…
Lichtenstein, Gary; Loshbaugh, Heidi G.; Claar, Brittany; Chen, Helen L.; Jackson, Kristyn; Sheppard, Sheri
This paper explores the career-related decision making of seniors enrolled in undergraduate engineering programs at two nationally recognized institutions. This strand of the Academic Pathways Study (APS) research revealed that many engineering students were undecided about their career plans, even late into their senior years and that many were…
Almeida, Maria Strecht; Quintanilha, Alexandre
We explore the integration of societal issues in undergraduate training within the life sciences. Skills in thinking about science, scientific knowledge production and the place of science in society are crucial in the context of the idea of responsible research and innovation. This idea became institutionalized and it is currently well-present in…
Eves, Robert L.; Davis, Larry E.; Brown, D. Gordon; Lamberts, William L.
According to Carl Sagan (1987), "Science is a way of thinking much more than it is a body of knowledge." Field studies and undergraduate research provide students with the best opportunities for "thinking" about science, while at the same time acquiring a body of knowledge. Natural History of Tropical Carbonate Ecosystems is a…
Carter, Deborah Faye; Ro, Hyun Kyoung; Alcott, Benjamin; Lattuca, Lisa R.
This study examined the impact of undergraduate research (UR) in engineering, focusing on three particular learning outcomes: communication, teamwork, and leadership. The study included 5126 students across 31 colleges of engineering. The authors employed propensity score matching method to address the selection bias for selection into (and…
Oldmixon, Elizabeth A.
Undergraduates frequently approach research methods classes with trepidation and skepticism, owing in part to math-phobia and confusion over how methodology is relevant to their interests. These self-defeating barriers to learning undermine the efficacy of methods classes. This essay discusses a strategy for overcoming these barriers--use of a…
Wang, Jack T. H.; Schembri, Mark A.; Ramakrishna, Mathitha; Sagulenko, Evgeny; Fuerst, John A.
Molecular cloning skills are an essential component of biological research, yet students often do not receive this training during their undergraduate studies. This can be attributed to the complexities of the cloning process, which may require many weeks of progressive design and experimentation. To address this issue, we incorporated an…
Cantor, Alida; DeLauer, Verna; Martin, Deborah; Rogan, John
Management of "wicked problems", messy real-world problems that defy resolution, requires thinkers who can transcend disciplinary boundaries, work collaboratively, and handle complexity and obstacles. This paper explores how educators can train undergraduates in these skills through applied community-based research, using the example of…
Kelly, Kevin L.; Poteracki, James M.; Steury, Michael D.; Wehrwein, Erica A.
Michigan State University's senior-level undergraduate physiology capstone laboratory uses a simple exercise termed "Physiology in the News," to help students explore the current research within the field of physiology while also learning to communicate science in lay terms. "Physiology in the News" is an activity that charges…
Healey, Mick; Jenkins, Alan
The focus of this article is on the role of academic developers in supporting and influencing undergraduate research and inquiry, a high-impact activity. We examine the levels at which academic developers can influence undergraduate research and inquiry practices by distinguishing between staff and student practices; disciplinary and departmental…
Miao, B.; Lin, J. Y.; Liu, C.
El Nino is a typical climate phenomena. Such phenomena would have influence on climate in China and furthermore impact the electricity condition. This paper is purposed to explore how El Nino phenomena affecting electricity and make prediction on summer electricity consumption. Since meteorological characteristics are complex and multiplex, a variety of meteorological factors should be considered and the paper used Body Feeling Temperature to measure it. Furthermore, to make prediction on summer electricity, the paper used the Pearson Analysis to measure the correlation between weather and electricity and then extracted the weather-used electricity from the whole society electricity using least square method. Finally, the paper built the model on relation between weather-used electricity and body feeling temperature, and took Beijing as an example to make electricity prediction. The prediction idea and model the paper put forward is reliable and practicable.
Mbabu, Loyd Gitari; Bertram, Albert; Varnum, Ken
Authentication data was utilized to explore undergraduate usage of subscription electronic databases. These usage patterns were linked to the information literacy curriculum of the library. The data showed that out of the 26,208 enrolled undergraduate students, 42% of them accessed a scholarly database at least once in the course of the entire…
351-2807 R. H. Cofer Degree: PhD Professor Specialty: Electrical Eng. Florida Institute Assigned: Avionics Laboratory 150 W. University Blvd. Melbourne ...West University Blvd. Melbourne , FL 32901 407\\768-8000 Ernest Hallford Degree: PhD Assistant Prof. Specialty: Psychology Moorhead State Univ. Assigned...3. Henisch, Heinz K., Semiconductor Contacts: An Approach to Ideas and Models, Oxford, England, Clarendon Press, 1984. 118-15 1989 USAF-UES SUMMER
been invested in this problem during the Summer Program, and the results obtained so far already provide a significant extension of the theory of the...device temperature. 52-7 For further studies into the fundementals of noise see the references at the end of this report. Let us now look at the noise...require a sig- nificant investment of effort at AFWL. After S/N improvements are made, a schedule of experiments will be executed. An analysis of the
Gallagher, Cathal T; McDonald, Lisa J; McCormack, Niamh P
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.
Full Text Available Raywat Deonandan, James Gomes, Eric Lavigne, Thy Dinh, Robert Blanchard Interdisciplinary School of Health Sciences, University of Ottawa, Ottawa, ON, Canada Abstract: Students in a fourth year epidemiology course were surveyed after participating in a formal Science Research Day in which they presented original research, in poster form, to be judged by scientists from the community. Of 276 participating students, 80 (29% responded to the study survey. As a result, 19% of respondents were more likely to pursue a career in science, and 27.5% were more likely to pursue a career in epidemiology. Only one respondent reported being less likely to pursue a science career, while seven were less likely to pursue epidemiology. A majority of respondents felt that the poster experience was on par with, or superior to, a comparable research paper, in terms of both educational appeal and enjoyment. Mandatory, formal poster presentations are an innovative format for teaching advanced health sciences, and may more accurately reflect the realities of a science career than do more traditional educational formats. Keywords: epidemiology, education, undergraduate, research–teaching nexus
Fracture Analysis of the F-5, 15%-Spar Bolt DR Devendra Kumar SAALC/LD 6- 16 CUNY-City College, New York, NY A Simple, Multiversion Concurrency Control...Program, University of Dayton, Dayton, OH. AFGROW, Air Force Crack Propagation Analysis Program, Version 3.82 (1997) 15-8 A SIMPLE, MULTIVERSION ...Office of Scientific Research Boiling Air Force Base, DC and San Antonio Air Logistic Center August 1997 16-1 A SIMPLE, MULTIVERSION CONCURRENCY
Silber, Herbert B. [San Jose State University
The ACS Summer Schools in Nuclear and Radiochemistry (herein called “Summer Schools”) were funded by the U.S. Department of Energy and held at San Jose State University (SJSU) and Brookhaven National Laboratory (BNL). The Summer Schools offer undergraduate students with U.S. citizenship an opportunity to complete coursework through ACS accredited chemistry degree programs at SJSU or the State University of New York at Stony Brook (SBU). The courses include lecture and laboratory work on the fundamentals and applications of nuclear and radiochemistry. The number of students participating at each site is limited to 12, and the low student-to-instructor ratio is needed due to the intense nature of the six-week program. To broaden the students’ perspectives on nuclear science, prominent research scientists active in nuclear and/or radiochemical research participate in a Guest Lecture Series. Symposia emphasizing environmental chemistry, nuclear medicine, and career opportunities are conducted as a part of the program. The Department of Energy’s Office of Basic Energy Sciences (BES) renewed the five-year proposal for the Summer Schools starting March 1, 2007, with contributions from Biological and Environmental Remediation (BER) and Nuclear Physics (NP). This Final Technical Report covers the Summer Schools held in the years 2007-2011.
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...
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.
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.
Rice, Treva K; Liu, Li; Jeffe, Donna B; Jobe, Jared B; Boutjdir, Mohamed; Pace, Betty S; Rao, Dabeeru C
The Summer Institute Program to Increase Diversity (SIPID) in Health-Related Research is a career advancement opportunity sponsored by the National Heart, Lung, and Blood Institute. Three mentored programs address difficulties experienced by junior investigators in establishing independent research careers and academic advancement. Aims are to increase the number of faculty from under-represented minority groups who successfully compete for external research funding. Data were collected using a centralized data-entry system from three Summer Institutes. Outcomes include mentees' satisfaction rating about the program, grant and publications productivity and specific comments. Fifty-eight junior faculty mentees (38% male) noticeably improved their rates of preparing/submitting grant applications and publications, with a 18-23% increase in confidence levels in planning and conducting research. According to survey comments, the training received in grantsmanship skills and one-on-one mentoring were the most valuable program components. The SIPID mentoring program was highly valued by the junior faculty mentees. The program will continue in 2011-2014 as PRIDE (PRogram to Increase Diversity among individuals Engaged in health-related research). Long-term follow-up of current mentees will be indexed at five years post training (2013). In summary, these mentoring programs hope to continue increasing the diversity of the next generation of scientists in biomedical research.
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.
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.
Pressley, S. N.; LeBeau, J. E.
Professional development workshops for undergraduate research programs can range from communicating science (i.e. oral, technical writing, poster presentations), applying for fellowships and scholarships, applying to graduate school, and learning about careers, among others. Novel methods of presenting the information on the above topics can result in positive outcomes beyond the obvious of transferring knowledge. Examples of innovative methods to present professional development information include 1) An interactive session on how to write an abstract where students are given an opportunity to draft an abstract from a short technical article, followed by discussion amongst a group of peers, and comparison with the "published" abstract. 2) Using the Process Oriented Guided Inquiry Learning (POGIL) method to evaluate and critique a research poster. 3) Inviting "experts" such as a Fulbright scholar graduate student to present on applying for fellowships and scholarships. These innovative methods of delivery provide more hands-on activities that engage the students, and in some cases (abstract writing) provide practice for the student. The methods also require that students develop team work skills, communicate amongst their peers, and develop networks with their cohort. All of these are essential non-technical skills needed for success in any career. Feedback from students on these sessions are positive and most importantly, the students walk out of the session with a smile on their face saying how much fun it was. Evaluating the impact of these sessions is more challenging and under investigation currently.
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.
Komisarczuk, Peter; Clegg, John; McDavitt, Ruth; Linton, Andy
In 2006 the Wellington Summer of Code was brought to life engaging ICT undergraduates with innovative Wellington employers, it has developed into a thriving talent pipeline engaging all levels of tertiary students and industry in the Wellington region. Summer of Code engages students during term time through industry led learning and a summer seminar and workshop series that are open to all. It has worked with the NZCS to integrate the Evening with Industry where undergraduates see young IT p...
Gross, F.; Lightbody, J.
This report contains papers from a summer workshop of the continuous electron beam accelerator facility. Some topics of these papers are: spectrometers; electron scattering from deuterons; relativistic correlations in nuclear matter; pion production on 3 He and 3 H; quantum electrodynamic processes in crystals; 12 C(e,e'p) x reaction; deuteron polarization tensor and relativistic spin rotation; electromagnetic excitation of nuclei; electron distortion and structure functions in (e,e'p) reactions; and reaction mechanism of 4 He(e,e'p) 3 H
Caudill, Lester; Hill, April; Hoke, Kathy; Lipan, Ovidiu
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...
Rector, Travis A.; Puckett, A. W.; Hinnah, K. D.
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.
Ballen, Cissy J; Blum, Jessamina E; Brownell, Sara; Hebert, Sadie; Hewlett, James; Klein, Joanna R; McDonald, Erik A; Monti, Denise L; Nold, Stephen C; Slemmons, Krista E; Soneral, Paula A G; Cotner, Sehoya
Course-based undergraduate research experiences (CUREs) for non-science majors (nonmajors) are potentially distinct from CUREs for developing scientists in their goals, learning objectives, and assessment strategies. While national calls to improve science, technology, engineering, and mathematics education have led to an increase in research revealing the positive effects of CUREs for science majors, less work has specifically examined whether nonmajors are impacted in the same way. To address this gap in our understanding, a working group focused on nonmajors CUREs was convened to discuss the following questions: 1) What are our laboratory-learning goals for nonmajors? 2) What are our research priorities to determine best practices for nonmajors CUREs? 3) How can we collaborate to define and disseminate best practices for nonmajors in CUREs? We defined three broad student outcomes of prime importance to the nonmajors CURE: improvement of scientific literacy skills, proscience attitudes, and evidence-based decision making. We evaluated the state of knowledge of best practices for nonmajors, and identified research priorities for the future. The report that follows is a summary of the conclusions and future directions from our discussion. © 2017 C. J. Ballen 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).
Liou-Mark, J.; Blake, R.
With community college and two-year program students playing pivotal roles in advancing the nation's STEM agenda now and throughout the remainder of this young millennia, it is incumbent on educators to devise innovative and sustainable STEM initiatives to attract, retain, graduate, and elevate these students to four-year programs and beyond. Involving these students in comprehensive, holistic research experiences is one approach that has paid tremendous dividends. The New York City College of Technology (City Tech) was recently awarded a National Science Foundation Research Experiences for Undergraduates (REU) supplemental grant to integrate a community college/two-year program component into its existing REU program. The program created an inviting and supportive community of scholars for these students, nurtured them through strong, dynamic mentoring, provided them with the support structures needed for successful scholarship, and challenged them to attain the same research prominence as their Bachelor degree program companions. Along with their colleagues, the community college/two-year program students were given 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) at City College and its CREST Institute Center for Remote Sensing and Earth System Science (ReSESS) at City Tech. This presentation highlights the challenges, the rewards, and the lessons learned from this necessary and timely experiment. Preliminary results indicate that this paradigm for geoscience inclusion and high expectation has been remarkably successful. (The program is supported by NSF REU grant #1062934.)
Taiana Brito MENÊZES
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.
Guertin, L. A.
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
Full Text Available The activities in the 2001-2002 austral summer of the 43rd Japanese Antarctic Research Expedition (JARE-43 are reported. JARE-43 consisted of 60 personnel including 20 summer and 40 wintering personnel. In addition, 7 observers joined the voyage of R/V Shirase. She left Harumi on Nov. 14 in 2001, and the 56 personel and 7 observers went on boad in Freemantle of Western Australia for Syowa Station, other 4 personel for another ship as mentioned below. R/V Shirase left the ground on Dec. 3 and arrived at the ice edge on Dec. 14, after carrying out marine observations on the cruise. She anchored at Syowa Station on Dec. 23, after the first flight on Dec. 18. All the cargo and fuel necessary for the wintering program of JARE-43 were unloaded and the missions for the summer party were forced to finish by the last flight on Feb. 12 in 2002. The helicopter, chartered by JARE-43, moved to Syowa Station from R/V Shirase on Dec. 23 and supported the observation programs until Feb. 3, including the inland areas of ice sheets. The observation on the Mizuho Ice Plateau for the seismic exploration programs was especially supported by air during the traverse. Constructions with engineering works and facilities update were conducted in the several areas in Syowa Station, and most of them were accomplished, some, however, left for the wintering party. In addition, 4 summer members carried out other marine observations using R/V Tangaroa chartered by JARE-43.
Swap, R. J.; Sabea, H.; Annegarn, H.; Ford, C.; Netshandama-Funyufunyu, V.; Omara-Ojungu, P.; Vaz, K.; Ribeiro, N.; Twine, W.; Terni, C.; Estes, L.
We describe an interdisciplinary course for non-specialist undergraduates in which the students experience firsthand issues of regional environmental complexity and have the unique opportunity to gain insight into the role the environment plays in shaping the people and culture of southern Africa. Undergraduates receive 3 hours of credit both in Environmental Science and Anthropology for the ``People, Culture and Environment of Southern Africa" study abroad program. The program is an intensive introduction to the physical geography, history and culture of the region and involves an intensive blend of in-class lectures and field trips with daily debriefing discussions. Over the duration of the 30 day program, students are exposed to elements of geology, ecology, hydrology and atmospheric science and how the interconnectedness of these different aspects of the physical environment help shape the history of the people and their culture in the region. Information about logistics and course development as well as to how this summer study abroad program has contributed to the development and expansion of the Southern Africa Virginia Networks and Associations (SAVANA) consortium will be detailed. The program builds upon more than 12 years of relationships between UVA faculty and their southern African colleagues developed during the course of several regional scale research programs with the most recent being the Southern African Regional Science Initiative - SAFARI 2000. Students enrolled with the UVA program are joined by their counterparts and interact with faculty from institutional partners both in the classroom and in the field. Participants operate out of four major locations: Johannesburg, RSA (Univ. of the Witwatersrand); Thohoyondou, RSA (Univ. of Venda); Maputo, MOZ (Univ. of Eduardo Mondlane); and Acornhoek, RSA (Univ. of the Witwatersrand - Rural Facility). Class size is limited to 15 students from UVA and about 6 SAVANA consortium students. This pairing with
Mellis, Birgit; Soto, Patricia; Bruce, Chrystal D; Lacueva, Graciela; Wilson, Anne M; Jayasekare, Rasitha
For undergraduate students, involvement in authentic research represents scholarship that is consistent with disciplinary quality standards and provides an integrative learning experience. In conjunction with performing research, the communication of the results via presentations or publications is a measure of the level of scientific engagement. The empirical study presented here uses generalized linear mixed models with hierarchical bootstrapping to examine the factors that impact the means of dissemination of undergraduate research results. Focusing on the research experiences in physics and chemistry of undergraduates at four Primarily Undergraduate Institutions (PUIs) from 2004-2013, statistical analysis indicates that the gender of the student does not impact the number and type of research products. However, in chemistry, the rank of the faculty advisor and the venue of the presentation do impact the number of research products by undergraduate student, whereas in physics, gender match between student and advisor has an effect on the number of undergraduate research products. This study provides a baseline for future studies of discipline-based bibliometrics and factors that affect the number of research products of undergraduate students.
Soto, Patricia; Bruce, Chrystal D.; Lacueva, Graciela; Wilson, Anne M.; Jayasekare, Rasitha
For undergraduate students, involvement in authentic research represents scholarship that is consistent with disciplinary quality standards and provides an integrative learning experience. In conjunction with performing research, the communication of the results via presentations or publications is a measure of the level of scientific engagement. The empirical study presented here uses generalized linear mixed models with hierarchical bootstrapping to examine the factors that impact the means of dissemination of undergraduate research results. Focusing on the research experiences in physics and chemistry of undergraduates at four Primarily Undergraduate Institutions (PUIs) from 2004–2013, statistical analysis indicates that the gender of the student does not impact the number and type of research products. However, in chemistry, the rank of the faculty advisor and the venue of the presentation do impact the number of research products by undergraduate student, whereas in physics, gender match between student and advisor has an effect on the number of undergraduate research products. This study provides a baseline for future studies of discipline-based bibliometrics and factors that affect the number of research products of undergraduate students. PMID:29698502
Full Text Available The 31st Antarctic Research Expedition (JARE consisted of 55 members, of which the 30 members of the wintering party at Syowa Station were led by Y. NAITO, 8 members of the wintering party at Asuka Station by K. SHIRAISHI and 17 members of the summer party by M. SANO. In addition, two Chinese scientists and two Belgian scientists participated. The icebreaker SHIRASE, leaving Tokyo on 14 November 1989,after calling at Fremantle, Western Australia, arrived at Breid Bay on 17 December. The helicopter and surface transportation of 173t of cago including two AS-350 helicopters, 8 wintering members and 14 members of the summer SΦr Rondane Mountains expedition from the ship to Asuka Station were completed by 30 December. The ship reached Syowa Station on 14 January 1990,it needed 15 days to approach Syowa Station because the pack ice and first ice in Lutzow-Holm Bay were very thick and heavy compared with a normal year. Unloading of 624t of the cargo, and the summer operations including field research work, relief of the observation team, and construction and renewal of some facilities were completedby 31 January 1990. The SHIRASE left Syowa Station 1 February and arrived again at Breid Bay on 7 February, and picked up the field party and two AS-350 helicopters. On the way from Breid Bay to Sydney, Australia, the ship stopped over at Amundsen Bay for field work between 12-19 February 1990. The SHIRASE arrived at Sydney on 20 March 1990. Members of the summer party of JARE-31 and the wintering party of JARE-30 returned to Narita by air on 28 March 1990. The SHIRASE arrived at Tokyo on 13 April 1990. The following scientific activities were carried out during the summer operations of JARE-31 : a geological, biological and geodetic observations by helicopter in the SΦr Rondane Mountains region; b biological and oceanographic observations in the Syowa Station area; c an oversnow traverse for unmanned meteorology and upper atmosphere physics observations
Anderson, S. P.; Smith, L. K.; Gold, A. U.; Batchelor, R. L.; Monday, B.
Research Experience for Undergraduates (REU) programs commonly serve students already committed to careers in science. To spark student interest in the sciences early in their college career, the CIRES diversity initiative teamed with the Boulder Creek Critical Zone Observatory to build an REU for Colorado community college students. A group of 7 students was selected from consideration of diversity, prior training, and personal statements. Each student was paired with a research science mentor. Field excursions and team-building exercises filled the first week of the 8-week program. Students received weekly training in science communication, responsible conduct of research, use of spreadsheet and graphing software, and statistical analysis. Each student presented their research in a poster session, an oral presentation, and a written report. Several aspects of this pilot program worked well. The students formed a very supportive cohort, despite the fact that they were not in residence. Cohesion grew out of the immersion in field trips, and was reinforced with weekly check-ins. The trainings were essential for seeing projects through to written and oral presentations. Teaming students for fieldwork was an effective strategy to build support, and reduce mentor fatigue. Each student produced useful data. In the future, we would include a workshop on personal finances to address a clear need. Transportation support will be provided. A residential program might attract some but could preclude participation of students with families or other life-issues. Personal tutoring tailored to research projects would address low math skills. All 7 students completed the program; several elected to submit to the undergraduate virtual poster session at Fall AGU. Students all reported enormous personal and academic growth. Some are discussing transfer and graduate school opportunities with their mentors. The enthusiasm and appreciation of the students was unparalleled.
Kempton, Colton E.; Weber, K. Scott; Johnson, Steven M.
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, experim...
Walcott, Rebecca L; Corso, Phaedra S; Rodenbusch, Stacia E; Dolan, Erin L
Institutions and administrators regularly have to make difficult choices about how best to invest resources to serve students. Yet economic evaluation, or the systematic analysis of the relationship between costs and outcomes of a program or policy, is relatively uncommon in higher education. This type of evaluation can be an important tool for decision makers considering questions of resource allocation. Our purpose with this essay is to describe methods for conducting one type of economic evaluation, a benefit-cost analysis (BCA), using an example of an existing undergraduate education program, the Freshman Research Initiative (FRI) at the University of Texas Austin. Our aim is twofold: to demonstrate how to apply BCA methodologies to evaluate an education program and to conduct an economic evaluation of FRI in particular. We explain the steps of BCA, including assessment of costs and benefits, estimation of the benefit-cost ratio, and analysis of uncertainty. We conclude that the university's investment in FRI generates a positive return for students in the form of increased future earning potential. © 2018 R. L. Walcott et al. CBE—Life Sciences Education © 2018 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).
Seib, Charrlotte; English, Rebecca; Barnard, Alan
Nurses play a pivotal role in responding to the changing needs of community health care. Therefore, nursing education must be relevant, responsive, and evidence based. We report a case study of curriculum development in a community nursing unit embedded within an undergraduate nursing degree. We used action research to develop, deliver, evaluate, and redesign the curriculum. Feedback was obtained through self-reflection, expert opinion from community stakeholders, formal student evaluation, and critical review. Changes made, especially in curriculum delivery, led to improved learner focus and more clearly linked theory and practice. The redesigned unit improved performance, measured with the university's student evaluation of feedback instrument (increased from 0.3 to 0.5 points below to 0.1 to 0.5 points above faculty mean in all domains), and was well received by teaching staff. The process confirmed that improved pedagogy can increase student engagement with content and perception of a unit as relevant to future practice. Copyright 2011, SLACK Incorporated.
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.
This article, placed the comprehensive quality improvement of undergraduates under the background of elite culture and mass culture, analyzed the influences and challenges brought by elite culture and mass culture on the undergraduate education from multiple perspectives of philosophy, ethics, economics, education, sociology and etc. and combing some foreign developed countries' experiences proposed the principles should be insisted by high schools in the context of elite culture and mass culture. With the development of times, undergraduate education should also constantly develop into new historical starting points and thoroughly reform the undergraduate education from content to essence, perception to format with a globalized horizon, so as to be able to reflect the time characteristics and better promote the overall development of undergraduates. Exactly based on such a view, this article, on the premise of full recognition that the flourishing and development of elite culture and mass culture has promoted China into a multicultural situation, proposed the principles for university moral education, such as education should promote the integration of undergraduate multi-values, sticking to the integration of unary guidance with diverse development, insisting on seeking common points while reserving differences and harmony but with differences, and etc.
Krilowicz, Beverly; Johnston, Wendie; Sharp, Sandra B.; Warter-Perez, Nancy; Momand, Jamil
A summer program was created for undergraduates and graduate students that teaches bioinformatics concepts, offers skills in professional development, and provides research opportunities in academic and industrial institutions. We estimate that 34 of 38 graduates (89%) are in a career trajectory that will use bioinformatics. Evidence from…
Al-Ismaily, Said; Kacimov, Anvar; Al-Maktoumi, Ali
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