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1.
This paper describes our experiences in leading Lumberjack Summer Camp (LSC), a 10-week undergraduate research experience in compiler-based optimization techniques for functional programs, held during the summer of 2000. Like many undergraduate research experiences, LSC was designed to provide an opportunity for students and faculty to work closely together toward a common research goal. But LSC was designed around an additional aim as well: to bring together a critical mass of researchers from two small liberal arts colleges to pursue individual research projects situated within one overarching, collaborative, cutting-edge research endeavor. We explore some important consequences of this design choice, ultimately offering LSC as an unusual, but very workable, model for undergraduate research experiences.  相似文献   

2.
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 open-ended research mentor and student survey responses, student exit interview responses, and research mentor exit interview/survey responses identified skills and knowledge from the fields of computer science, biology, and mathematics that are critical for students considering bioinformatics research. Programming knowledge and general computer skills were essential to success on bioinformatics research projects. General mathematics skills obtained through current undergraduate natural sciences programs were adequate for the research projects, although knowledge of probability and statistics should be strengthened. Biology knowledge obtained through the didactic phase of the program and prior undergraduate education was adequate, but advanced or specific knowledge could help students progress on research projects. The curriculum and assessment instruments developed for this program are available for adoption by other bioinformatics programs at http://www.calstatela.edu/SoCalBSI.  相似文献   

3.
Many undergraduate students in kinesiology are interested in clinical careers and seek research opportunities for advanced study and unique learning experiences. This article describes a process of engaging undergraduate students in a multi-disciplinary, National Institutes of Health (NIH)-funded program project investigating factors that may affect pelvic floor support and symptoms in primiparous women during the first year postpartum. Students complete general and protocol-specific training prior to engagement, have specific tasks that reinforce skill development and require independence, and are invited to participate in additional opportunities with the investigative team. The topic of pelvic floor health is novel to most students and participation in this research expands their knowledge beyond a mainstream kinesiology curriculum. Institutionalizing this type of program could formalize undergraduate student research experiences and facilitate ongoing clinical research efforts with a kinesiology focus.  相似文献   

4.
The success of interdisciplinary research teams depends largely upon skills related to team performance. We evaluated student and team performance for undergraduate biology and mathematics students who participated in summer research projects conducted in off-campus laboratories. The student teams were composed of a student with a mathematics background and an experimentally oriented biology student. The team mentors typically ranked the students'' performance very good to excellent over a range of attributes that included creativity and ability to conduct independent research. However, the research teams experienced problems meeting prespecified deadlines due to poor time and project management skills. Because time and project management skills can be readily taught and moreover typically reflect good research practices, simple modifications should be made to undergraduate curricula so that the promise of initiatives, such as MATH-BIO 2010, can be implemented.  相似文献   

5.
Abstract

To be successful, junior faculty must properly manage their time in the face of expanding responsibilities. One such responsibility is supervising undergraduate research projects. Student research projects (either single or multi-student) can be undertaken as a full-time summer experience, or as a part-time academic year commitment. With many potential undergraduate research formats, and with different types of students, junior faculty may find challenges in forming their research group, establishing a structure that promotes student productivity, picking an appropriate project, or in effectively mentoring their students. This article draws from the authors’ experiences to help junior faculty navigate these complexities so that all parties reap the benefits of undergraduate research in interdisciplinary mathematical disciplines.  相似文献   

6.
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7.
This paper reports results from evaluation of the Cosmic Ray Observatory Project (CROP), a student, teacher, scientist partnership to engage high-school students and teachers in school based cosmic ray research. Specifically, this study examined whether an intensive summer workshop experience could effectively prepare teacher—student teams to engage in cutting edge high-energy physics research. Results showed that teachers and students could acquire enough knowledge about cosmic ray physics and self-efficacy for conducting cosmic ray research during a summer workshop to be full participants in an SSP conducting research in their schools, and a capstone anchoring approach using an authentic research activity was effective for motivating student engagement in didactic classroom learning. CROP demonstrated “proof of concept” that setting up cosmic ray detector arrays in schools run by teachers and students was feasible, but found that set-up and operation in a high-school was technically difficult.  相似文献   

8.
The Graduate Partnerships Program (GPP), established in 2000, links universities with National Institutes of Health (NIH) laboratories for predoctoral training. Several partnerships required that students create collaborative dissertations between at least one NIH and one university research mentor. More than 60 students have entered into these co-mentored research collaborations, and many others established them even though not required. Much was learned about the experiences of these and other GPP students by using structured interviews as part of a formal self-study of the GPP in 2005. Complications of trying to work with two mentors are managed through careful program design and mentor selection. In the collaborative model, students develop a complex set of scientific and interpersonal skills. They lead their own independent research projects, drawing on the expertise of multiple mentors and acquiring skills at negotiating everyone's interests. They develop high levels of independence, maturity, flexibility, and the ability to see research questions from different perspectives. No evidence was found that co-mentoring diminishes the normally expected accomplishments of a student during the Ph.D. Multi-mentored dissertations require skills not all graduate students may possess this early in training, but for those who do, they can promote rapid and extensive development of skills needed for collaborative, interdisciplinary research.  相似文献   

9.
What early experiences attract students to pursue an education and career in science, technology, engineering, and mathematics (STEM)? Does hands-on research influence them to persevere and complete a major course of academic study in STEM? We evaluated survey responses from 149 high school and undergraduate students who gained hands-on research experience in the 2007–2013 Aspiring Scientists Summer Internship Programs (ASSIP) at George Mason University. Participants demonstrated their strong interest in STEM by volunteering to participate in ASSIP and completing 300 h of summer research. The survey queried extracurricular experiences, classroom factors, and hands-on projects that first cultivated students’ interest in the STEM fields, and separately evaluated experiences that sustained their interest in pursuing a STEM degree. The majority of students (65.5%, p < 0.0001) reported extracurricular encounters, such as the influence of a relative or family member and childhood experiences, as the most significant factors that initially ignited their interest in STEM, while hands-on lab work was stated as sustaining their interest in STEM (92.6%). Based on these findings collected from a cohort of students who demonstrated a strong talent and interest in STEM, community-based programs that create awareness about STEM for both children and their family members may be key components for igniting long-term academic interest in STEM.  相似文献   

10.
With rapid advances in biotechnology and molecular biology, instructors are challenged to not only provide undergraduate students with hands-on experiences in these disciplines but also to engage them in the “real-world” scientific process. Two common topics covered in biotechnology or molecular biology courses are gene-cloning and bioinformatics, but to provide students with a continuous laboratory-based research experience in these techniques is difficult. To meet these challenges, we have partnered with Bio-Rad Laboratories in the development of the “Cloning and Sequencing Explorer Series,” which combines wet-lab experiences (e.g., DNA extraction, polymerase chain reaction, ligation, transformation, and restriction digestion) with bioinformatics analysis (e.g., evaluation of DNA sequence quality, sequence editing, Basic Local Alignment Search Tool searches, contig construction, intron identification, and six-frame translation) to produce a sequence publishable in the National Center for Biotechnology Information GenBank. This 6- to 8-wk project-based exercise focuses on a pivotal gene of glycolysis (glyceraldehyde-3-phosphate dehydrogenase), in which students isolate, sequence, and characterize the gene from a plant species or cultivar not yet published in GenBank. Student achievement was evaluated using pre-, mid-, and final-test assessments, as well as with a survey to assess student perceptions. Student confidence with basic laboratory techniques and knowledge of bioinformatics tools were significantly increased upon completion of this hands-on exercise.  相似文献   

11.
Although students in Introductory Information Systems courses are taught new technology concepts, the complexity and constantly changing nature of these technologies makes it challenging to deliver the concepts effectively. Aiming to improve students’ learning experiences, this research utilized the five phases of design science methodology to develop an experiment to solve a real‐world problem, and then implemented it in an undergraduate classroom. As part of their classwork, students participated as subjects testing new information technologies to solve a real‐world problem. They were asked to complete a questionnaire and answer questions in a focus group to assess the effectiveness of the technologies tested and determine whether the experience had added to the learning they gained from the course. The results revealed that the students were able to use the new technologies effectively and provide useful feedback to the company sponsoring the study, contributing to the release of a new commercial product line. Students also reported that participating in this research project improved their satisfaction with the introductory MIS course. These results encourage educators to conduct hands‐on experience involving real‐world research projects since they provide valuable additional learning opportunities in introductory MIS courses.  相似文献   

12.
ABSTRACT

Undergraduate research experience has been shown to enhance student learning and improve persistence in science, technology, engineering, and mathematics (STEM). Researchers studying undergraduate research experiences have largely focused on student outcomes and have seldom investigated the outcomes of graduate and postdoctoral mentors. Here, we report a non-credit, year-long mentor professional development program designed for graduate students, postdoctoral scholars, and research staff in STEM. Mentors attended a series of six interactive and discussion-based workshops and mentored first-year undergraduate students in independent summer research projects. We report evaluation findings for three mentor cohorts using a combination of qualitative analysis of mentoring philosophies and quantitative assessment of pre- and post-surveys about mentoring objectives and skills. Results indicate that mentors gained self-efficacy in some objectives and skills. However, many other objectives and skills remained unchanged. We explore possible explanations for the lack of more broad-scale gains across survey items and present ideas for program improvement.  相似文献   

13.
《College Teaching》2013,61(4):129-135
Abstract

A collaborative research project. which was offered as an alternative to traditional undergraduate independent study courses, is discussed. The authors describe the characteristics of traditional independent study courses and how collaborative research efforts differ from them. Such projects provide an in-depth exposure to the topic under study, produce outcomes of a scholarly paper or presentation at a professional meeting, and facilitate authentic interactions between student and teacher. Specific guidelines for establishing a collaborative research project are provided. The authors, a college faculty member and an undergraduate student, outline the benefits of collaborative projects and specific lessons learned from their experiences executing a project.  相似文献   

14.
This paper backgrounds and illustrates an approach to researching didactic knowledge. Underlying the approach are some of the frameworks developed from the student learning research. Based on these frameworks the experience of learning about a particular phenomenon is theorised as having educationally critical aspects. Without addressing these aspects in learning experiences, students are highly unlikely to achieve the target understanding desired by the teacher. The approach developed to research educationally critical aspects compares scholarly and student experiences of learning about a phenomenon using the analytical framework of a structure of awareness. An application of the approach is reported in the form of a phenomenographic study which researched didactic knowledge about the concept of an information system (IS). Multiple, previously unreported, educationally critical aspects of learning about the concept of an IS were identified. Some implications of this finding for the design of IS undergraduate curricula, textbooks, teaching strategies and learning tasks are proposed. Finally, the research approach is promoted as a means to investigate didactic knowledge about other phenomena.  相似文献   

15.
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.  相似文献   

16.
The present study examined the reliability of student evaluations of summer undergraduate research experiences using the SURE (Survey of Undergraduate Research Experiences) and a follow-up survey disseminated 9 mo later. The survey further examines the hypothesis that undergraduate research enhances the educational experience of science undergraduates, attracts and retains talented students to careers in science, and acts as a pathway for minority students into science careers. Undergraduates participated in an online survey on the benefits of undergraduate research experiences. Participants indicated gains on 20 potential benefits and reported on career plans. Most of the participants began or continued to plan for postgraduate education in the sciences. A small group of students who discontinued their plans for postgraduate science education reported significantly lower gains than continuing students. Women and men reported similar levels of benefits and similar patterns of career plans. Undergraduate researchers from underrepresented groups reported higher learning gains than comparison students. The results replicated previously reported data from this survey. The follow-up survey indicated that students reported gains in independence, intrinsic motivation to learn, and active participation in courses taken after the summer undergraduate research experience.  相似文献   

17.
This study describes a new approach to undergraduate science training that offers an alternate model to the national objective of scaling up scientific research interests and capabilities among undergraduate students. With this new focus, we seek to more effectively bring scientific research methods and experiences to larger numbers of students in non-elite educational circumstances. Our model has been designed and implemented, at the John Jay College and the Borough of Manhattan Community College, both of which are part of the City University of New York (CUNY), where we have a majority non-White and economically disadvantaged student body. We have successfully engaged large numbers of undergraduate students by linking multiple classes in the social and behavioral sciences to build collective cross-disciplinary research projects that give every enrolled student an opportunity to receive high-quality research training and create cumulative data sets over years that are cumulative, collaborative, and of professional value.  相似文献   

18.
The expression “big data” is ubiquitous in the business world today, but few undergraduate business students have the opportunity to gain practical experience with how new business analytics tools can be used in decision making. This article describes a set of hands‐on labs that prepare students to incorporate streaming data analysis into group research projects. Splunk is used to help students analyze and visualize streaming social media data. An evaluation of student projects and student survey results show that this practical approach of training students to manipulate and visualize big data was largely successful in achieving instructional goals.  相似文献   

19.
Abstract: A pressing problem facing regulatory agencies, academia, and the food industry is a shortage of qualified food science graduates, particularly those with advanced degrees (that is, M.S. or Ph.D.). In 2000, the Cornell Institute of Food Science established the annual Food Science Summer Scholars Program as an experiential summer research program for undergraduate students with the goal of increasing the number of individuals enrolling in graduate programs in Food Science and entering careers in food science. In 2008, to explore expansion to other food science programs, the program also included 5 students placed at the Univ. of Massachusetts. Between 2000 and 2009, a total of 147 undergraduate students, representing a nationally and internationally diverse student body, have participated in the program. Sixty program participants have been recruited from nonfood science majors and 25 have been U.S. citizens representing traditionally underrepresented minorities. Forty‐five program alumni have completed graduate degrees with a food science or related major, and 56 alumni are currently pursuing graduate degrees in food science or related disciplines. Thirty program alumni are working in the food industry. The Food Science Summer Scholars Program at Cornell and the Univ. of Massachusetts has proved to be an effective program for recruiting students into graduate programs and careers in food science. Furthermore, the Summer Scholars Program at Cornell and the Univ. of Massachusetts serves as a model for the development of a cooperative multi‐institutional food science summer research program for undergraduates to further increase the supply of students for graduate study and careers in food science.  相似文献   

20.
This empirical study used Keller’s (Technol Instr Cogn Learn 16:79–104, 2008b) motivation, volition, and performance (MVP) theory to develop and statistically evaluate a mathematical MVP model that can serve as a research and policy tool for evaluating students’ learning experiences in digital environments. Specifically, it explored undergraduate biology students’ learning and attitudes toward e-texts using a MVP mathematical model in two different e-text environments. A data set (N = 1334) that included student motivation and e-text information processing, frustration with using e-texts, and student ability variables was used to evaluate e-text satisfaction. A regression analysis of these variables revealed a significant model that explained 77% of the variation in student e-text satisfaction in both e-text learning environments. Student motivation and intrinsic cognitive load were positive predictors of student satisfaction, while extraneous cognitive load and student prior knowledge and background variables were negative predictors. Practical implications for e-text learning and generalizability of a mathematical MVP model are discussed.  相似文献   

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