Lynn Gilbertson, Jeannine M. Rowe, Yeongmin Kim, Catherine W. M. Chan, Naomi Schemm, Michael Unhoch
This article describes a multidisciplinary, asynchronous,10-hour online training program for undergraduates enrolled in a mentored research apprentice program, addressing communication skills, knowledge of the research process, information literacy, and research ethics. Results revealed significant perceived gains in all four content areas (p < 0.001) with no significant differences across disciplines.
{"title":"An Online Training Program to Enhance Novice Researchers’ Knowledge and Skills","authors":"Lynn Gilbertson, Jeannine M. Rowe, Yeongmin Kim, Catherine W. M. Chan, Naomi Schemm, Michael Unhoch","doi":"10.18833/spur/4/4/4","DOIUrl":"https://doi.org/10.18833/spur/4/4/4","url":null,"abstract":"This article describes a multidisciplinary, asynchronous,10-hour online training program for undergraduates enrolled in a mentored research apprentice program, addressing communication skills, knowledge of the research process, information literacy, and research ethics. Results revealed significant perceived gains in all four content areas (p < 0.001) with no significant differences across disciplines.","PeriodicalId":29737,"journal":{"name":"SPUR-Scholarship and Practice of Undergraduate Research","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48294291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Kungullanji Summer Research Program offers research experiences for Australian Aboriginal and Torres Strait Islander undergraduates while recognizing their contributions to research. The Kungullanji program approach is a strengths-based research training framework that recognizes existing ability outside of institutional definitions of success and adapts to student needs with multilayered support. Initial results suggest that this approach increases students’ self-confidence and interest.
{"title":"The Kungullanji Program: Creating an Undergraduate Research Experience to Raise Aspirations of Australian Aboriginal and Torres Strait Islander Students in the Sciences","authors":"J. Campbell, S. Chang","doi":"10.18833/SPUR/4/3/17","DOIUrl":"https://doi.org/10.18833/SPUR/4/3/17","url":null,"abstract":"The Kungullanji Summer Research Program offers research experiences for Australian Aboriginal and Torres Strait Islander undergraduates while recognizing their contributions to research. The Kungullanji program approach is a strengths-based research training framework that recognizes existing ability outside of institutional definitions of success and adapts to student needs with multilayered support. Initial results suggest that this approach increases students’ self-confidence and interest.","PeriodicalId":29737,"journal":{"name":"SPUR-Scholarship and Practice of Undergraduate Research","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48903954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Engagement in undergraduate research experiences (UREs) positively impacts student skill development, scientific identity, and retention in STEM. Incorporating UREs into 2-year programs would greatly benefit the diverse, nontraditional student populations enrolled at community colleges. This article describes the infusion of the Bioscience/Biotechnology program at Delaware Technical Community College with course-based and mentored research experiences that could serve as a model for other institutions. Studies done with the Office of Institutional Research revealed a concurrent increase in enrollment and graduation rates. Retrospective interviews with graduates from the program highlight the critical influence of research, the mentor/student relationship, and a sense of community on the development of transferable skills, self-efficacy, and subsequent successes in pursuing higher education and employment.
{"title":"Long-Term Outcomes of Biotechnology Student Participation in Undergraduate Research Experiences at Delaware Technical Community College.","authors":"V. Balke, Linda Grusenmeyer, John McDowell","doi":"10.18833/SPUR/4/3/12","DOIUrl":"https://doi.org/10.18833/SPUR/4/3/12","url":null,"abstract":"Engagement in undergraduate research experiences (UREs) positively impacts student skill development, scientific identity, and retention in STEM. Incorporating UREs into 2-year programs would greatly benefit the diverse, nontraditional student populations enrolled at community colleges. This article describes the infusion of the Bioscience/Biotechnology program at Delaware Technical Community College with course-based and mentored research experiences that could serve as a model for other institutions. Studies done with the Office of Institutional Research revealed a concurrent increase in enrollment and graduation rates. Retrospective interviews with graduates from the program highlight the critical influence of research, the mentor/student relationship, and a sense of community on the development of transferable skills, self-efficacy, and subsequent successes in pursuing higher education and employment.","PeriodicalId":29737,"journal":{"name":"SPUR-Scholarship and Practice of Undergraduate Research","volume":"4 3 1","pages":"5-12"},"PeriodicalIF":0.6,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42548410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The authors of this study evaluate findings from a pilot implementation of a course-based undergraduate research experience integrated into a first-year general education writing classroom. In this initial pilot phase, two sections of the course were offered in fall 2018. Course partici-pants completed retrospective precourse and postcourse measures designed to assess the course’s impact on their acquisition of research skills and their confidence related to inquiry and research. Demographic data also were collected to explore outcomes of underrepresented minority and first-generation students. Findings show a statistically significant increase in perceived research skills and in confidence related to abilities as a researcher. Moreover, although there was not a large enough sample for statistical significance, first-generation students showed large gains in confidence.
{"title":"Piloting an Oral History–Based CURE in a General Education Writing Course for First-Year Students","authors":"J. M. Parsons, J. Parsons, K. Kohls, Jim Ridolfo","doi":"10.18833/SPUR/4/2/5","DOIUrl":"https://doi.org/10.18833/SPUR/4/2/5","url":null,"abstract":"The authors of this study evaluate findings from a pilot implementation of a course-based undergraduate research experience integrated into a first-year general education writing classroom. In this initial pilot phase, two sections of the course were offered in fall 2018. Course partici-pants completed retrospective precourse and postcourse measures designed to assess the course’s impact on their acquisition of research skills and their confidence related to inquiry and research. Demographic data also were collected to explore outcomes of underrepresented minority and first-generation students. Findings show a statistically significant increase in perceived research skills and in confidence related to abilities as a researcher. Moreover, although there was not a large enough sample for statistical significance, first-generation students showed large gains in confidence.","PeriodicalId":29737,"journal":{"name":"SPUR-Scholarship and Practice of Undergraduate Research","volume":"1 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41354292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I. Sperano, Ross Shaw, Robert Andruchow, Dana Cobzas, Cory Efird, Brian Brookwell, William Deng
In a three-year, practice-based, creative research project, the team designed a video game for undergraduate biology students that aimed to find the right balance between educational content and entertainment. The project involved 7 faculty members and 14 undergraduate students from biological science, design, computer science, and music. This nontraditional approach to research was attractive to students. Working on an interdisciplinary practice-based research project required strategies related to timeline, recruitment, funding, team management, and mentoring. Although this project was time-consuming and full of challenges, it created meaningful learning experiences not only for students but also for faculty members.
{"title":"Creative, Interdisciplinary Undergraduate Research: An Educational Cell Biology Video Game Designed by Students for Students","authors":"I. Sperano, Ross Shaw, Robert Andruchow, Dana Cobzas, Cory Efird, Brian Brookwell, William Deng","doi":"10.18833/SPUR/4/2/7","DOIUrl":"https://doi.org/10.18833/SPUR/4/2/7","url":null,"abstract":"In a three-year, practice-based, creative research project, the team designed a video game for undergraduate biology students that aimed to find the right balance between educational content and entertainment. The project involved 7 faculty members and 14 undergraduate students from biological science, design, computer science, and music. This nontraditional approach to research was attractive to students. Working on an interdisciplinary practice-based research project required strategies related to timeline, recruitment, funding, team management, and mentoring. Although this project was time-consuming and full of challenges, it created meaningful learning experiences not only for students but also for faculty members.","PeriodicalId":29737,"journal":{"name":"SPUR-Scholarship and Practice of Undergraduate Research","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44365384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article focuses on teaching and mentoring course-based undergraduate research in a vocationally focused higher education setting. At the Culinary Institute of America (CIA), students are immersed in hands-on experiential classes. Their education begins with basic culinary techniques, and they gradually progress toward more specialized cooking skills such as the techniques of specific world regions or the production of specialty products such as chocolates and wedding cakes. The author discusses pedagogical techniques used to teach these learners, who are not the usual participants in independent research projects during a senior capstone. This article examines how to blend and utilize hands-on, experiential activities as part of teaching data gathering and the research process.
{"title":"Teaching Research Skills to Vocational Learners: Teaching Chefs to Research","authors":"Willa Zhen","doi":"10.18833/SPUR/4/2/6","DOIUrl":"https://doi.org/10.18833/SPUR/4/2/6","url":null,"abstract":"This article focuses on teaching and mentoring course-based undergraduate research in a vocationally focused higher education setting. At the Culinary Institute of America (CIA), students are immersed in hands-on experiential classes. Their education begins with basic culinary techniques, and they gradually progress toward more specialized cooking skills such as the techniques of specific world regions or the production of specialty products such as chocolates and wedding cakes. The author discusses pedagogical techniques used to teach these learners, who are not the usual participants in independent research projects during a senior capstone. This article examines how to blend and utilize hands-on, experiential activities as part of teaching data gathering and the research process.","PeriodicalId":29737,"journal":{"name":"SPUR-Scholarship and Practice of Undergraduate Research","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48365630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Brian Eiler, P. Doyle, Rosemary L. Al-Kire, H. Wayment
This article provides a case study of a student-focused research experience that introduced basic data science skills and their utility for psychological research, providing practical learning experiences for students interested in learning computational social science skills. Skills included programming; acquiring, visualizing, and managing data; performing specialized analyses; and building knowledge about open-science practices.
{"title":"Teaching Computational Social Science Skills to Psychology Students: An Undergraduate Research Lab Case Study","authors":"Brian Eiler, P. Doyle, Rosemary L. Al-Kire, H. Wayment","doi":"10.18833/spur/4/1/5","DOIUrl":"https://doi.org/10.18833/spur/4/1/5","url":null,"abstract":"This article provides a case study of a student-focused research experience that introduced basic data science skills and their utility for psychological research, providing practical learning experiences for students interested in learning computational social science skills. Skills included programming; acquiring, visualizing, and managing data; performing specialized analyses; and building knowledge about open-science practices.","PeriodicalId":29737,"journal":{"name":"SPUR-Scholarship and Practice of Undergraduate Research","volume":"1 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41642617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Issue editor Lisa Gates provides an overview of SPUR fall 2020, vol. 4, no. 1.
问题编辑丽莎·盖茨提供了2020年秋季SPUR的概述，第4卷，第2号。1.
{"title":"Introduction","authors":"L. Gates","doi":"10.18833/spur/4/1/17","DOIUrl":"https://doi.org/10.18833/spur/4/1/17","url":null,"abstract":"Issue editor Lisa Gates provides an overview of SPUR fall 2020, vol. 4, no. 1.","PeriodicalId":29737,"journal":{"name":"SPUR-Scholarship and Practice of Undergraduate Research","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45193562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In an upper-division, community-engaged course at the University of Minnesota Rochester geared for health science majors, a process was implemented to meet one learning objective in the syllabus (introduction to qualitative data methods) as a response to pandemic-imposed limitations on community-engaged learning activities at UMR. The hope was for one group of students to meet these objectives by engaging in a collaborative autoethnography instead of collecting data in the community.
{"title":"Collaborative Autoethnography: An Approach to Deliver Learning Objectives of a Community-Engaged Research Course for Health Science Undergraduates during Pandemic Times","authors":"Angie P. Mejia","doi":"10.31235/osf.io/dmrze","DOIUrl":"https://doi.org/10.31235/osf.io/dmrze","url":null,"abstract":"In an upper-division, community-engaged course at the University of Minnesota Rochester geared for health science majors, a process was implemented to meet one learning objective in the syllabus (introduction to qualitative data methods) as a response to pandemic-imposed limitations on community-engaged learning activities at UMR. The hope was for one group of students to meet these objectives by engaging in a collaborative autoethnography instead of collecting data in the community.","PeriodicalId":29737,"journal":{"name":"SPUR-Scholarship and Practice of Undergraduate Research","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2020-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48982278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Introduction","authors":"Rebecca M. Jones","doi":"10.18833/spur/3/4/11","DOIUrl":"https://doi.org/10.18833/spur/3/4/11","url":null,"abstract":"","PeriodicalId":29737,"journal":{"name":"SPUR-Scholarship and Practice of Undergraduate Research","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44359037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：