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1.
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 of colleges and universities strive to meet student demand for authentic scholarly experiences, it is imperative to identify what effective UR mentors do in order to ensure student engagement, quality enhancement, retention, and degree-completion. We offer an original analysis of the literature on UR mentoring in which we identify 10 significant “lessons learned,” or evidence-based practices of effective UR mentors that apply broadly across disciplines, students, institutions, and mentoring approaches.  相似文献   

2.
Undergraduate research (UR) is a valued co-curricular activity that has involved an increasing number of students and faculty members in recent years. While there is a growing body of research on student participation in UR, there is less research available examining faculty perceptions of, participation in UR, and how those factors influence student participation in UR. This study examined approximately 110,000 responses to the National Survey of Student Engagement and 40,000 responses to the Faculty Survey of Student Engagement at over 450 four-year institutions. Findings revealed that individual and institutional characteristics predicted student and faculty member involvement and that the majority of faculty members perceived UR to be of importance. Implications for fostering faculty involvement, student success, and viewing UR as an institutional asset are discussed.  相似文献   

3.
This paper presents a new approach to the Honours Undergraduate Research Course design and implementation. The course design process, assessment and evaluation rubrics are provided. Lessons learned and the experience of the faced challenges and opportunities for two cohort offerings of the course during the winter terms of 2011 and 2012 are highlighted. Assessments show that major benefits include increasing interaction with the faculty and increasing intellectual maturity, skills, knowledge and confidence for the students and for the faculty, the furthering of research projects by the participation of undergraduate students. The course can serve as a model that can be easily adapted for use across the disciplines of science, technology, engineering and mathematics.  相似文献   

4.
ABSTRACT

In this study, we investigated a profile of faculty who mentor undergraduate researchers at a four-year Hispanic-serving, public research university. Six variables were investigated: ethnicity, gender, age, tenure status, teaching evaluations, and research productivity. Data were compiled from institutional databases. Findings showed a greater percentage of tenured faculty mentoring undergraduate researchers while the percent of minority UR faculty mentors was consistent with institutional percentages. Additionally, findings included a higher percentage of Science, Technology, Engineering, and Math (STEM) Undergraduate Research (UR) underrepresented minority faculty mentors compared to STEM Institution (INST) underrepresented minority faculty. For research productivity, UR faculty mentor funding comprised 28.0% of all external grant awards and 36.0% of all external funding during the sampling period. The majority funding for INST and UR faculty were found to be in the STEM disciplines. These findings provide evidence of potential predictors to describe UR faculty mentor profiles and can be considered important information for determining future educational policies and practices.  相似文献   

5.
Undergraduate programs across the country are working to develop students as scholars, integrating independent scholarly experiences into traditional undergraduate classroom environments (see, e.g. George Mason University's Students as Scholars Quality Enhancement Plan; Boston University’s Undergraduate Research Opportunities Program; University of Houston’s Learning through Discovery; University of Michigan’s Undergraduate Research Opportunity Program; etc.). Scholars and universities have touted the benefits of engaging students in research experiences for students as well as faculty. However, there is little empirical work exploring how undergraduate students adapt to their new role as scholars. In this paper, we explore the process of students integrating research into their undergraduate classroom experience. Based on participant observation and pre and postsemester survey data, we discuss the process of students learning as scholars in a capstone Criminology, Law & Society course. We focus on how students gathered and analyzed data and integrated their research experience into their overall learning for the course. We find the process of research reinforces the learning objectives of the course.  相似文献   

6.
本科生科研训练是培养创新人才的重要举措.美国高校在20世纪60年代开始实施本科生科研训练,迄今已经形成了较为完善的训练体系,积累了丰富的经验.美国专业机构—本科生科研理事会根据会员高校多年来的实践经验,总结出了美国本科生科研训练体系的12个构成要素,即目标定位、组织管理、校园文化、研究项目、配套课程、暑期研究计划、成果管理、激励措施、评价机制、资金支持、研究平台和师资力量.本研究结合美国高校实施本科生科研训练的具体案例,对这12个要素及其运行机制展开分析.  相似文献   

7.
ABSTRACT: A research experience was made available to an undergraduate Food Science and Human Nutrition (FSHN) student through collaboration with a Masters-level Nutrition graduate student. Both students were under the supervision of a graduate FSHN faculty member. Positive, self-identified aspects for the students included learning how to work collaboratively as a team member, gaining a better understanding of the process of field-based research, and successfully completing both projects. While caveats are noted, we suggest that this process is an untapped opportunity to offer a research experience to undergraduates. It could be applicable in departments/ units that maintain both an undergraduate and graduate program or across departments where disciplines are similar.  相似文献   

8.
This article examines the validity of the Undergraduate Research Student Self-Assessment (URSSA), a survey used to evaluate undergraduate research (UR) programs. The underlying structure of the survey was assessed with confirmatory factor analysis; also examined were correlations between different average scores, score reliability, and matches between numerical and textual item responses. The study found that four components of the survey represent separate but related constructs for cognitive skills and affective learning gains derived from the UR experience. Average scores from item blocks formed reliable but moderate to highly correlated composite measures. Additionally, some questions about student learning gains (meant to assess individual learning) correlated to ratings of satisfaction with external aspects of the research experience. The pattern of correlation among individual items suggests that items asking students to rate external aspects of their environment were more like satisfaction ratings than items that directly ask about student skills attainment. Finally, survey items asking about student aspirations to attend graduate school in science reflected inflated estimates of the proportions of students who had actually decided on graduate education after their UR experiences. Recommendations for revisions to the survey include clarified item wording and increasing discrimination between item blocks through reorganization.Undergraduate research (UR) experiences have long been an important component of science education at universities and colleges but have received greater attention in recent years, as they have been identified as important ways to strengthen preparation for advanced study and work in the science fields, especially among students from underrepresented minority groups (Tsui, 2007 ; Kuh, 2008 ). UR internships provide students with the opportunity to conduct authentic research in laboratories with scientist mentors, as students help design projects, gather and analyze data, and write up and present findings (Laursen et al., 2010 ). The promised benefits of UR experiences include both increased skills and greater familiarity with how science is practiced (Russell et al., 2007 ). While students learn the basics of scientific methods and laboratory skills, they are also exposed to the culture and norms of science (Carlone and Johnson, 2007 ; Hunter et al., 2007 ; Lopatto, 2010 ). Students learn about the day-to-day world of practicing science and are introduced to how scientists design studies, collect and analyze data, and communicate their research. After participating in UR, students may make more informed decisions about their future, and some may be more likely to decide to pursue graduate education in science, technology, engineering, and mathematics (STEM) disciplines (Bauer and Bennett, 2003 ; Russell et al., 2007 ; Eagan et al. 2013 ).While UR experiences potentially have many benefits for undergraduate students, assessing these benefits is challenging (Laursen, 2015 ). Large-scale research-based evaluation of the effects of UR is limited by a range of methodological problems (Eagan et al., 2013 ). True experimental studies are almost impossible to implement, since random assignment of students into UR programs is both logistically and ethically impractical, while many simple comparisons between UR and non-UR groups of students suffer from noncomparable groups and limited generalizability (Maton and Hrabowski, 2004 ). Survey studies often rely on poorly developed measures and use nonrepresentative samples, and large-scale survey research usually requires complex statistical models to control for student self-selection into UR programs (Eagan et al., 2013 ). For smaller-scale program evaluation, evaluators also encounter a number of measurement problems. Because of the wide range of disciplines, research topics, and methods, common standardized tests assessing laboratory skills and understandings across these disciplines are difficult to find. While faculty at individual sites may directly assess products, presentations, and behavior using authentic assessments such as portfolios, rubrics, and performance assessments, these assessments can be time-consuming and not easily comparable with similar efforts at other laboratories (Stokking et al., 2004 ; Kuh et al., 2014 ). Additionally, the affective outcomes of UR are not readily tapped by direct academic assessment, as many of the benefits found for students in UR, such as motivation, enculturation, and self-efficacy, are not measured by tests or other assessments (Carlone and Johnson, 2007 ). Other instruments for assessing UR outcomes, such as Lopatto’s SURE (Lopatto, 2010 ), focus on these affective outcomes rather than direct assessments of skills and cognitive gains.The size of most UR programs also makes assessment difficult. Research Experiences for Undergraduates (REUs), one mechanism by which UR programs may be organized within an institution, are funded by the National Science Foundation (NSF), but unlike many other educational programs at NSF (e.g., TUES) that require fully funded evaluations with multiple sources of evidence (Frechtling, 2010 ), REUs are generally so small that they cannot typically support this type of evaluation unless multiple programs pool their resources to provide adequate assessment. Informal UR experiences, offered to students by individual faculty within their own laboratories, are often more common but are typically not coordinated across departments or institutions or accountable to a central office or agency for assessment. Partly toward this end, the Undergraduate Research Student Self-Assessment (URSSA) was developed as a common assessment instrument that can be compared across multiple UR sites within or across institutions. It is meant to be used as one source of assessment information about UR sites and their students.The current research examines the validity of the URSSA in the context of its use as a self-report survey for UR programs and laboratories. Because the survey has been taken by more than 3400 students, we can test some aspects of how the survey is structured and how it functions. Assessing the validity of the URSSA for its intended use is a process of testing hypotheses about how well the survey represents its intended content. This ongoing process (Messick, 1993 ; Kane, 2001 ) involves gathering evidence from a range of sources to learn whether validity claims are supported by evidence and whether the survey results can be used confidently in specific contexts. For the URSSA, our method of inquiry focuses on how the survey is used to assess consortia of REU sites. In this context, survey results are used for quality assurance and comparisons of average ratings over years and as general indicators of program success in encouraging students to pursue graduate science education and scientific careers. Our research questions focus on the meaning and reliability of “core indicators” used to track self-reported learning gains in four areas and the ability of numerical items to capture student aspirations for future plans to attend graduate school in the sciences.  相似文献   

9.
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 themselves apprentices to faculty members. As such, research mentors of undergraduate students should be aware of the dual scientific and educational aspects of their advising role and its significance in shaping students’ identities and career trajectories.  相似文献   

10.
Undergraduate research experiences are a “high impact” educational practice that confer benefits to students. However, little attention has been paid to understanding faculty motivation to mentor undergraduate students through research training programs, even as the number of programs has grown, requiring increasing numbers of faculty mentors. To address this, we introduce a conceptual model for understanding faculty motivation to mentor and test it by using empirical data to identify factors that enable and constrain faculty engagement in an undergraduate research program. Using cross-sectional survey data collected in 2013, we employed generalized linear modeling to analyze data from 536 faculty across 13 research institutions to examine how expected costs/benefits, dispositional factors, situational factors, previous experience, and demographic factors predicted faculty motivation to mentor. Results show that faculty who placed greater value on the opportunity to increase diversity in the academy through mentorship of underrepresented minorities were more likely to be interested in serving as mentors. Faculty who agreed more strongly that mentoring undergraduate students was time consuming and their institution’s reward structures were at odds with mentoring, or who had more constrained access to undergraduate students were less likely to be interested in serving as mentors. Mid-career faculty were more likely than late-career faculty to be interested in serving as mentors. Findings have implications for improving undergraduate research experiences, since the success of training programs hinges on engaging highly motivated faculty members as mentors.  相似文献   

11.
Despite the many benefits of involving undergraduates in research and the growing number of undergraduate research programs, few scholars have investigated the factors that affect faculty members’ decisions to involve undergraduates in their research projects. We investigated the individual factors and institutional contexts that predict faculty members’ likelihood of engaging undergraduates in their research project(s). Using data from the Higher Education Research Institute’s 2007–2008 Faculty Survey, we employ hierarchical generalized linear modeling to analyze data from 4,832 science, technology, engineering, and mathematics (STEM) faculty across 194 institutions to examine how organizational citizenship behavior theory and social exchange theory relate to mentoring students in research. Key findings show that faculty who work in the life sciences and those who receive government funding for their research are more likely to involve undergraduates in their research project(s). In addition, faculty at liberal arts or historically Black colleges are significantly more likely to involve undergraduate students in research. Implications for advancing undergraduate research opportunities are discussed.  相似文献   

12.
Collaborative learning has been gaining momentum as a promising pedagogy in higher education. Research on student collaboration is increasing. However, one arena is often overlooked—faculty collaboration. In this article, a cross‐institutional faculty collaboration is presented. The context is faculty collaboration on the design of an undergraduate engineering course. Specifically, this paper examines design issues encountered in the faculty collaborations associated with developing, delivering, and redesigning a senior‐level engineering design course that was taught simultaneously at two universities. This course was taught in state‐of‐the‐art distance learning classrooms. Both within class and outside class, participating students and faculty made use of a Web‐based environment that supported a variety of synchronous and asynchronous interactions. The course itself focused on team design projects and provided instruction on the engineering design process, in various specific skills needed for the students’ projects, and on how to function effectively as part of a geographically distributed engineering design team. The participating faculty members represented different backgrounds, academic disciplines, and academic cultures. Issues related to collaborations on development, delivery, and redesign are elaborated. Based on the lessons learned, suggestions for future cross‐institutional faculty collaboration in course development are provided.  相似文献   

13.
We conducted a content-analysis of the websites of 100 institutional members of the Council of Undergraduate Research in order to examine the relationship between messages communicated on websites as compared to messages expressed within institutional procedures and policies. Findings show that public research institutions were more likely than baccalaureate institutions to have an Office of Undergraduate Research. Further incentives and supports provided by such offices are predominantly directed to students. Lastly, our analysis of promotion and tenure policies reveals that only 14 institutions out of the 100 in our sample explicitly mentioned mentoring undergraduate researchers in the evaluation criteria for faculty members. We offer implications for research and practice.  相似文献   

14.
In the burgeoning literature on infusing undergraduate research and creative activities into the curriculum of research-intensive institutions, few studies have examined the perspectives of the faculty mentors who provide the individualized opportunities for students. Based on focus group data from 50 faculty mentors, we document faculty perceptions of the challenges to infusing undergraduate student scholarship across the curriculum. We conclude with practical suggestions for other institutions seeking to implement innovative change initiatives in general and to broaden opportunities for undergraduate research and creative activities in particular.  相似文献   

15.
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 practice; what the perceived benefits and challenges of UR participation are for mentors and students; how mentoring relates to faculty perceptions of their other roles (teachers, advisors, and scholars); and how participation in various communities of practice influences UR mentoring. Sixty faculty respondents at a private, midsized comprehensive institution completed an online survey. In a series of qualitative analyses, responses to open-ended questions were coded as instrumental, psychosocial, or blended. Analyses revealed that faculty perceptions of UR mentoring were impacted by faculty approach to UR mentoring and faculty rank. These findings may be helpful in the development of UR programs and faculty support programming.  相似文献   

16.
Research on teaching and learning in condensed-course formats is varied and difficult to generalize. We analyze this research and identify factors that may account for the varied findings. Additionally, we present a mixed methodology study of 20 matched-pair courses (i.e., full and condensed formats) from 11 disciplines which examines student learning and student and faculty perception data. We find that faculty and students perceive condensed courses as more effective, but that student learning varies depending upon the measures used to assess it. We conclude by considering the implications of our study for teaching and assessment practices.  相似文献   

17.
We describe a unique Research Experience for Undergraduates and Research Experience for Veterinary students summer program at the National Institute for Mathematical and Biological Synthesis on the campus of the University of Tennessee, Knoxville. The program focused on interdisciplinary research at the interface of biology and mathematics. Participants were selected to work on projects with a biology mentor and a mathematics mentor in an environment that promoted collaboration outside of the students'' respective disciplines. There were four research projects with teams of four participants and two faculty mentors. The participants consisted of a mixture of 10 undergraduates in biology- and mathematics-related disciplines, four veterinary students, and two high-school teachers. The activities included lectures on both the biological and mathematical backgrounds of the projects, tutorials for software, and sessions on ethics, graduate school, and possible career paths for individuals interested in biology and mathematics. The program was designed to give students the ability to actively participate in the scientific research process by working on a project, writing up their results in a final report, and presenting their work orally. We report on the results of our evaluation surveys of the participants.  相似文献   

18.
Scientific research exploring ocean acidification has grown significantly in past decades. However, little science education research has investigated the extent to which undergraduate science students understand this topic. Of all undergraduate students, one might predict science students to be best able to understand ocean acidification. What conceptions and misconceptions of ocean acidification do these students hold? How does their awareness and knowledge compare across disciplines? Undergraduate biology, chemistry/biochemistry, and environmental studies students, and science faculty for comparison, were assessed on their awareness and understanding. Results revealed low awareness and understanding of ocean acidification among students compared with faculty. Compared with biology or chemistry/biochemistry students, more environmental studies students demonstrated awareness of ocean acidification and identified the key role of carbon dioxide. Novel misconceptions were also identified. These findings raise the question of whether undergraduate science students are prepared to navigate socioenvironmental issues such as ocean acidification.  相似文献   

19.
Assessment in higher education serves multiple purposes such as providing information about student learning, student progress, teaching quality, and program and institutional accountability. Yet, little is known about faculty and students’ attitudes regarding different aspects of assessment that have wide-ranging implications for policy and practice in tertiary institutions. To investigate these views, parallel surveys of conceptions of assessment were administered to faculty and undergraduate students across four tertiary institutions including universities, an indigenous tertiary institution, and an institute of technology. A mean and covariance structures approach was used to test for measurement invariance and latent means differences between faculty and students regarding their conceptions of assessment. Results revealed differences in the latent means across the two groups. Faculty were likely to view assessment as a trustworthy process aiding teaching and learning, whereas students viewed assessment as focussed primarily on accountability and perceived assessment as irrelevant or even ignored in the teaching and learning process. These findings highlight the importance of ensuring that assessment policy and practices are fit for purposes, and are being carried out with integrity in ways that are transparent to and understood by both staff and students. While these results show how staff and students view assessment practices, one should keep in mind that while the sample was large and did incorporate different types of tertiary institutions, the inclusion of a broader range of disciplines would make the conclusions more generalizable.  相似文献   

20.
The emergence of online instruction has created new challenges and opportunities for administrators and faculty to work together solving problems common to both parties. In early 1998, Nova Southeastern University (NSU) began its online MBA program (eMBA). During the early adoption phase, many administrative matters affecting faculty and students emerged, requiring in some cases, unique solutions. Those matters ranged from lack of substantial online learning resources to faculty compensation for teaching online, and a host of other similar issues. During this emergence of online focus, more attention has been increasingly paid to the collaboration in business and research, and development and education [J. Adolesc. Adult Lit. 45 (2001) 52]. This paper will attempt to identify significant issues of conflict between administration and faculty, and in some cases, how those issues were resolved.  相似文献   

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