Rachel Hayes-Harb, Mark St. Andre, Megan A. Shannahan
The authors have developed a set of undergraduate research learning outcomes that address the traditions of research and mentoring across campus. Achievement of these outcomes is assessed at annual, institution-wide, undergraduate research events by employing a poster presentation evaluation rubric and deploying graduate students, postdoctoral scholars, and faculty as ad hoc raters. Between April 2018 and April 2019, 2,721 rubrics evaluating 803 undergraduate research posters by 436 raters were collected. Students participating in the one-semester funded and mentored undergraduate research program performed significantly higher on all four quantified learning outcomes than did nonparticipants. It was further found that disciplines exhibited different profiles of relative strength and weakness with respect to the various learning outcomes. Together, these findings inform future programmatic decision-making at the institution.
{"title":"Assessment of Undergraduate Research Learning Outcomes: Poster Presentations as Artifacts","authors":"Rachel Hayes-Harb, Mark St. Andre, Megan A. Shannahan","doi":"10.18833/spur/3/4/10","DOIUrl":"https://doi.org/10.18833/spur/3/4/10","url":null,"abstract":"The authors have developed a set of undergraduate research learning outcomes that address the traditions of research and mentoring across campus. Achievement of these outcomes is assessed at annual, institution-wide, undergraduate research events by employing a poster presentation evaluation rubric and deploying graduate students, postdoctoral scholars, and faculty as ad hoc raters. Between April 2018 and April 2019, 2,721 rubrics evaluating 803 undergraduate research posters by 436 raters were collected. Students participating in the one-semester funded and mentored undergraduate research program performed significantly higher on all four quantified learning outcomes than did nonparticipants. It was further found that disciplines exhibited different profiles of relative strength and weakness with respect to the various learning outcomes. Together, these findings inform future programmatic decision-making at the institution.","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":"42477706","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}
Undergraduate research has been shown to provide numerous benefits to students. In recent years an effort to scale the experience has led to development of course-based undergraduate research that often focuses on data collection or analysis. This article describes the design of a mentoring course-based undergraduate research experience (M-CURE) that focuses on the publication and career growth aspects of the research experience. A survey of students who completed the course indicated that they appreciated both the publication and mentoring facets of the course. The first three cohorts of the M-CURE course have resulted in 83 percent of students with a viable paper for publication. Eighty-one percent of the students indicated that they were extremely or somewhat likely to attend graduate programs in the next five years.
{"title":"Development of a Mentoring Course-Based Undergraduate Research Experience (M-CURE)","authors":"H. Dillon","doi":"10.18833/spur/3/4/7","DOIUrl":"https://doi.org/10.18833/spur/3/4/7","url":null,"abstract":"Undergraduate research has been shown to provide numerous benefits to students. In recent years an effort to scale the experience has led to development of course-based undergraduate research that often focuses on data collection or analysis. This article describes the design of a mentoring course-based undergraduate research experience (M-CURE) that focuses on the publication and career growth aspects of the research experience. A survey of students who completed the course indicated that they appreciated both the publication and mentoring facets of the course. The first three cohorts of the M-CURE course have resulted in 83 percent of students with a viable paper for publication. Eighty-one percent of the students indicated that they were extremely or somewhat likely to attend graduate programs in the next five years.","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":"48438718","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}
Heather Haeger, J. Banks, Camille A. Smith, Monique Armstrong-Land
To assess what questions are already answered and what still needs to be discovered about the high-impact practice of undergraduate research (UR), the authors conducted a mixed-methods study, including a systematic analysis of literature that assessed the impact of UR, and interviewed faculty and administrators actively engaged in UR. Findings demonstrated that most studies on UR have focused on STEM fields and student outcomes. Fewer studies have examined other disciplines or other outcomes such as the impact of UR on faculty or institution. Despite ample research that demonstrates outcomes associated with UR, more work is needed to establish a causal relationship between UR and these outcomes, to diversify the topics and scope of scholarship on UR, and to demonstrate the far-ranging impacts of UR.
{"title":"What We Know and What We Need to Know about Undergraduate Research","authors":"Heather Haeger, J. Banks, Camille A. Smith, Monique Armstrong-Land","doi":"10.18833/spur/3/4/4","DOIUrl":"https://doi.org/10.18833/spur/3/4/4","url":null,"abstract":"To assess what questions are already answered and what still needs to be discovered about the high-impact practice of undergraduate research (UR), the authors conducted a mixed-methods study, including a systematic analysis of literature that assessed the impact of UR, and interviewed faculty and administrators actively engaged in UR. Findings demonstrated that most studies on UR have focused on STEM fields and student outcomes. Fewer studies have examined other disciplines or other outcomes such as the impact of UR on faculty or institution. Despite ample research that demonstrates outcomes associated with UR, more work is needed to establish a causal relationship between UR and these outcomes, to diversify the topics and scope of scholarship on UR, and to demonstrate the far-ranging impacts of UR.","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":"47834091","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}
Prajukti Bhattacharyya, Catherine W. M. Chan, R. Duchesne, Aditi Ghosh, S. Girard, Jonah J. Ralston
The traditional model of undergraduate research is less effective for engaging students who have little or no previous exposure to research, are unfamiliar with available research opportunities, or face financial or time constraints that prevent them from engaging in co-or extracurricular activities. Given today’s changing student demographics, models such as course-embedded research need to be explored so that undergraduate research participation may be broadened across disciplines. This article describes how a community of practitioners was created to infuse research in courses at both two-and four-year campuses, with four examples of courses with embedded research activities. Discussed are strategies for implementing discipline-specific research activities at all levels of the undergraduate curriculum to expose a broader student population to the benefits of mentored research.
{"title":"Course-Based Research: A Vehicle for Broadening Access to Undergraduate Research in the Twenty-First Century","authors":"Prajukti Bhattacharyya, Catherine W. M. Chan, R. Duchesne, Aditi Ghosh, S. Girard, Jonah J. Ralston","doi":"10.18833/spur/3/3/7","DOIUrl":"https://doi.org/10.18833/spur/3/3/7","url":null,"abstract":"The traditional model of undergraduate research is less effective for engaging students who have little or no previous exposure to research, are unfamiliar with available research opportunities, or face financial or time constraints that prevent them from engaging in co-or extracurricular activities. Given today’s changing student demographics, models such as course-embedded research need to be explored so that undergraduate research participation may be broadened across disciplines. This article describes how a community of practitioners was created to infuse research in courses at both two-and four-year campuses, with four examples of courses with embedded research activities. Discussed are strategies for implementing discipline-specific research activities at all levels of the undergraduate curriculum to expose a broader student population to the benefits of mentored research.","PeriodicalId":29737,"journal":{"name":"SPUR-Scholarship and Practice of Undergraduate Research","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44052252","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":"The Institutional Repository: A Place for Every Undergraduate Researcher's Work","authors":"M. Berger","doi":"10.18833/spur/3/3/3","DOIUrl":"https://doi.org/10.18833/spur/3/3/3","url":null,"abstract":"","PeriodicalId":29737,"journal":{"name":"SPUR-Scholarship and Practice of Undergraduate Research","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45717560","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}
An across-the-curriculum (ATC) approach to undergraduate research (UR) is a productive addition to UR ecosys-tems at equity-oriented institutions. The ATC approach is differentiated from mentored UR experiences and laboratory course-based UR experiences by its ability to employ experiential, problem-based skills and practices for a broad variety of informal research activities at all levels of curriculum and without special facilities. In doing so, the ATC model encourages faculty to make the application of twenty-first-century student learning outcomes explicit for students who are new to research so that they see how inquiry, knowledge creation, and other aspects of problem-solving are used in practical ways that translate to professional and community contexts.
{"title":"Supporting Twenty-First-Century Students with an Across-the-Curriculum Approach to Undergraduate Research","authors":"P. Corbett, J. Rosen","doi":"10.18833/spur/3/3/9","DOIUrl":"https://doi.org/10.18833/spur/3/3/9","url":null,"abstract":"An across-the-curriculum (ATC) approach to undergraduate research (UR) is a productive addition to UR ecosys-tems at equity-oriented institutions. The ATC approach is differentiated from mentored UR experiences and laboratory course-based UR experiences by its ability to employ experiential, problem-based skills and practices for a broad variety of informal research activities at all levels of curriculum and without special facilities. In doing so, the ATC model encourages faculty to make the application of twenty-first-century student learning outcomes explicit for students who are new to research so that they see how inquiry, knowledge creation, and other aspects of problem-solving are used in practical ways that translate to professional and community contexts.","PeriodicalId":29737,"journal":{"name":"SPUR-Scholarship and Practice of Undergraduate Research","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45484390","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}
A. McCartney, Rhiannon Rio Napoli Clements, Lauren K. Cahalan, Kai Johnson, B. Pace
{"title":"Building Undergraduate Research across the Disciplines: New Ideas Outside of the Classroom with an Interdisciplinary Undergraduate Research Club","authors":"A. McCartney, Rhiannon Rio Napoli Clements, Lauren K. Cahalan, Kai Johnson, B. Pace","doi":"10.18833/spur/3/3/11","DOIUrl":"https://doi.org/10.18833/spur/3/3/11","url":null,"abstract":"","PeriodicalId":29737,"journal":{"name":"SPUR-Scholarship and Practice of Undergraduate Research","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47705891","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}
Kimberly J. McClure‐Brenchley, K. Picardo, Julia Overton-Healy
Learning outcomes can structure and enhance the undergraduate research experience, building skills such as critical thinking/problem solving, communication, and team-work/collaboration. These skills often correspond to what employers desire in their recruitment of recent college graduates: students possess career competencies that result from undergraduate research and prepare them for the workforce. However, students do not necessarily recognize the value of undergraduate research for workforce preparation, recognize how their research experience has prepared them, and/or are unable to fully articulate their preparedness. The authors discuss the value of integrating learning outcomes across the college experience to enhance undergraduate research and career readiness. They detail the implementation of an integrated model within a primarily undergraduate institution and suggest strategies to best leverage undergraduate research for workforce preparation.
{"title":"Beyond Learning: Leveraging Undergraduate Research into Marketable Workforce Skills","authors":"Kimberly J. McClure‐Brenchley, K. Picardo, Julia Overton-Healy","doi":"10.18833/spur/3/3/10","DOIUrl":"https://doi.org/10.18833/spur/3/3/10","url":null,"abstract":"Learning outcomes can structure and enhance the undergraduate research experience, building skills such as critical thinking/problem solving, communication, and team-work/collaboration. These skills often correspond to what employers desire in their recruitment of recent college graduates: students possess career competencies that result from undergraduate research and prepare them for the workforce. However, students do not necessarily recognize the value of undergraduate research for workforce preparation, recognize how their research experience has prepared them, and/or are unable to fully articulate their preparedness. The authors discuss the value of integrating learning outcomes across the college experience to enhance undergraduate research and career readiness. They detail the implementation of an integrated model within a primarily undergraduate institution and suggest strategies to best leverage undergraduate research for workforce preparation.","PeriodicalId":29737,"journal":{"name":"SPUR-Scholarship and Practice of Undergraduate Research","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42334441","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}
E. Faulconer, J. Griffith, Zachary Dixon, D. Roberts
Undergraduate research benefits students by strengthening skills, providing professional growth, and improving retention. Yet significant barriers exist, including low awareness of opportunities, restrictive cultural norms, and resource constraints. The proliferation of online education potentially increases barriers, both real and perceived. This study compared participation rates and perceived barriers between undergraduate distance and traditional students. Survey results indicated no significant differences in self-reported participation or overall interest in research. Despite inherent structural limitations of online education, there were no significant differences in the respondents’ perceptions of access to opportunities, physical resources, or human resources. Significant differences were seen regarding awareness of research opportunities. Although institution-specific moderating factors may influence results, this information is valuable for strategic planning aimed at increasing opportunities and awareness for undergraduates.
{"title":"Comparing Online and Traditional Student Engagement and Perceptions of Undergraduate Research","authors":"E. Faulconer, J. Griffith, Zachary Dixon, D. Roberts","doi":"10.18833/spur/3/3/1","DOIUrl":"https://doi.org/10.18833/spur/3/3/1","url":null,"abstract":"Undergraduate research benefits students by strengthening skills, providing professional growth, and improving retention. Yet significant barriers exist, including low awareness of opportunities, restrictive cultural norms, and resource constraints. The proliferation of online education potentially increases barriers, both real and perceived. This study compared participation rates and perceived barriers between undergraduate distance and traditional students. Survey results indicated no significant differences in self-reported participation or overall interest in research. Despite inherent structural limitations of online education, there were no significant differences in the respondents’ perceptions of access to opportunities, physical resources, or human resources. Significant differences were seen regarding awareness of research opportunities. Although institution-specific moderating factors may influence results, this information is valuable for strategic planning aimed at increasing opportunities and awareness for undergraduates.","PeriodicalId":29737,"journal":{"name":"SPUR-Scholarship and Practice of Undergraduate Research","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48202537","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 Rebecca M. Jones provides an overview of SPUR winter 2019, vol. 3, no. 2, "A Retrospective on Undergraduate Research"
问题编辑丽贝卡·m·琼斯概述了2019年SPUR冬季，第3卷，第2号。2、“本科研究回顾”
{"title":"Introduction: A Retrospective on Undergraduate Research","authors":"Rebecca M. Jones","doi":"10.18833/spur/3/2/6","DOIUrl":"https://doi.org/10.18833/spur/3/2/6","url":null,"abstract":"Issue Editor Rebecca M. Jones provides an overview of SPUR winter 2019, vol. 3, no. 2, \"A Retrospective on Undergraduate Research\"","PeriodicalId":29737,"journal":{"name":"SPUR-Scholarship and Practice of Undergraduate Research","volume":"1 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41395241","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}
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