The journal of scholarship of teaching and learning : JoSoTL最新文献

{"title":"Using IRB Protocols to Teach Ethical Principles for Research and Everyday Life","authors":"Kathy L. Ritchie","doi":"10.14434/josotl.v21i1.30554","DOIUrl":"https://doi.org/10.14434/josotl.v21i1.30554","url":null,"abstract":"Undergraduate research as a high-impact practice demonstrates many positive benefits for students, but little research has delved into the impact of ethical training for research, in particular submitting Institutional Review Board (IRB) protocols to determine if the study meets ethical standards for the treatment of human subjects. This study explored if students in two experimental and one nonexperimental research methods class benefited from increased knowledge of research ethics and how to apply them in daily-life situations if they participated in various aspects of IRB protocol procedures either as part of a class-based research project or by completing an IRB protocol activity for developing a hypothetical program to help families. Some students in all three classes had previously engaged in a 4-hr online extended training [the Collaborative Institutional Training Initiative (CITI) Program] in research ethics focused on the Belmont Report principles of beneficence, respect, and justice, but not in IRB protocols. Students were given a pre- and posttest to assess knowledge in both research and daily-life settings for applying the Belmont Report research ethics principles. Results indicate students gained greater knowledge of research ethics when they completed IRB protocol training during a class-based undergraduate research or program-design project, even if they had already completed some extended case-based training in the CITI Program. Results are discussed in terms of the value of using modified IRB protocol approaches as a high-impact practice to teach ethics in research and daily life to students.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89112000","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":"Tracking and Assessing Undergraduate Research Campus-wide: Demographics, Academic Success, and Post-Graduation Plans","authors":"Kimberly R. Schneider, Aubrey A Kuperman, Andre Watts, Danae Barulich, Tyler Campbell","doi":"10.14434/josotl.v21i1.30290","DOIUrl":"https://doi.org/10.14434/josotl.v21i1.30290","url":null,"abstract":"Evaluation must occur at the university level to understand the full impact of undergraduate research (UR). UR assessment is often only completed at the individual program level because of limited technology, time, and/or resources. At our large research institution, we have been documenting a wide variety of research experiences annually since the 2009–2010 academic year through an online portal. With our institutional research team and campus partners, we created interactive dashboards that display involvement in UR by semester and academic year. Here we compile data on students involved in UR compared to the university population as a whole. Consistent trends from this yearly data have shown that non-STEM (science, technology, engineering, and mathematics) students, transfer students, and part-time students are less involved in research. However, underrepresented and first-generation involvement tends to trend consistently with the university population, likely because of a wide variety of focused programming. Despite many interventions aimed at engaging students in their first three years, data show that researchers remain mostly seniors. Students are also tracked to graduation and beyond, providing a unique evaluation of UR. Grade point averages and graduation rates tend to be higher for student researchers. Time to degree is similar between researchers and nonresearchers. Students are tracked into graduate school as well and on average have an almost 50% increase in matriculation compared to nonresearchers. There are still gaps in this university-level knowledge, but this portal helps clarify campus-wide involvement and opportunities for enhancement, while serving as a comparison data set and a model system for other universities.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"75 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82614571","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":"Undergraduate Research Embedded Across Course Levels and Types Through Scaffolded Projects","authors":"S. Z. Evans, J. Evans","doi":"10.14434/josotl.v21i1.30552","DOIUrl":"https://doi.org/10.14434/josotl.v21i1.30552","url":null,"abstract":"This article explores how to embed an undergraduate research project within a course and summarizes the student experience in courses including undergraduate research. The authors specifically focus on how to modify and alter materials to fit with different course foci and different course levels. We have been leading an interdisciplinary, multi-year research project for the past four years. During that time, we have scaffolded a research project from year to year. Each piece of the project has been embedded within a course. However, the specific course level and content focus has changed from year to year.  By embedding a research project within a class, faculty members have a unique opportunity to give their students a high-impact experience and further their own research simultaneously. We have successfully mentored and supervised students in the following formats: a freshman interdisciplinary honors course, two different undergraduate criminal justice courses made up of 5-10 students that were focused around criminological theory testing, individual directed study projects with graduate students, a 30-40 person upper level criminology research methods course, and a freshman individual directed study research project. Throughout all of these modalities, we have kept a core type of course design and course requirements but modified the components and grading criteria as needed for the type and level of course. We will summarize and discuss student assessment data both on their experience in the course as well as their achievement of student learning outcomes.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"93 4867 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90465577","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 Impact of Service-Oriented Undergraduate Research on an Ongoing Participatory Community Action Research Project at Homeless Shelters","authors":"Jennifer Leigh Zicka, R. Reeb","doi":"10.14434/josotl.v21i1.30549","DOIUrl":"https://doi.org/10.14434/josotl.v21i1.30549","url":null,"abstract":"This article provides (a) a brief description of an ongoing research project at homeless shelters, (a) an example of an undergraduate student’s independent (and unique) contributions to the Project; and (c) the student’s reflection on civic-related and professional-related development associated with the work.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73681121","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":"Leveling Up an Award-Winning Undergraduate Research Program","authors":"B. Pontari, E. Ching, Suzanne C. Klonis, D. Boyd","doi":"10.14434/josotl.v21i1.30660","DOIUrl":"https://doi.org/10.14434/josotl.v21i1.30660","url":null,"abstract":"This case study delineates the process that a small, private liberal arts university employed to amplify its high-impact practices in an already award-winning undergraduate research (UR) program. The process was catalyzed by combined institutional factors: the start of a new accreditation cycle and the launch of our university’s strategic vision, The Furman Advantage (TFA). Established in 2016–2017, TFA ensures all students have access to a high-impact engaged learning experience—UR, study away, and/or an internship. This institutional imperative provided an opportunity to assess the degree to which Furman’s UR program was meeting high-impact criteria. We compared Furman’s summer UR program against the emerging research on high-impact practices and made changes to enhance learning and to close equity gaps in access. We reoriented our UR program to focus on the characteristics of high-impact practices, particularly the mentoring relationship between faculty and students and the importance of student self-reflection. We reviewed improvements to our summer fellowship program, namely, changes in the application and review process, professional development for faculty, pre-experience training for summer research fellows, and modifications to our survey and self-analysis instruments. Broader programmatic changes included articulating common learning outcomes for engaged learning experiences and creating an evidence-driven assessment mechanism to help us meet learning outcomes and institutional objectives. Implementation of these changes required sustained collaboration at the institutional level between the Offices of Undergraduate Research, the Center for Engaged Learning, the Office of Institutional Research and Assessment, and the Faculty Development Center. In addition to measuring changes within UR over time, we have also been able to make comparisons across different engaged learning experiences, principally study away and internships, and then use this data to continue TFA improvements. Preliminary findings indicate that we have successfully enhanced our implementation of high-impact practices.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85219532","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 Impact of Applied Research: Student Research as a High Impact Practice in Freshman Environmental Science","authors":"B. Morris","doi":"10.14434/josotl.v21i1.30368","DOIUrl":"https://doi.org/10.14434/josotl.v21i1.30368","url":null,"abstract":"Abstract: Non-STEM-majors in a freshman elective Science course, Environmental Science 1, were given the opportunity to identify a research question using the course objectives as a guideline. Their research questions and investigations served to fulfill the lab component of the course in lieu of a lab manual. Students were asked to choose a question of interest that could be researched on campus. Student partnerships were encouraged, and a class of 17 students produced 11 research projects. Frequent interactions with the Instructor and peers resulted in lively discussions, new questions, and high levels of student engagement and performance. This approach to laboratory work in a non-science major course can be duplicated when access to resources and instructor/student ratio allows.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82987976","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 Impact of Continual Reflection Students as Partners: Becoming a/r/tographers","authors":"D. Gregory, Jonathan Fisher, H. Leavitt","doi":"10.14434/josotl.v21i1.30356","DOIUrl":"https://doi.org/10.14434/josotl.v21i1.30356","url":null,"abstract":"Abstract: In this reflective essay we chronicle working together from fall 2017 through spring of 2020 to discover what Rita Irwin (2013) delineated as “becoming a/r/tography” (p. 198). Our goals are to delineate how undergraduate research as a high impact practice effected the experience of an undergraduate art and design major as she matriculated through the “sticky curriculum” (Orr & Shreeve, 2018, p. 5), and how a/r/tography as a research methodology influenced our collaborative creativity research projects during this three-year period. ","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"94 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77233522","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":"Undergraduate Research at a Teaching-Oriented College: Seniors’ Perspectives and Approaches to Consider","authors":"R. Cresiski, Qingmin Shi, Sandip Thanki, Lori A. Navarrete","doi":"10.13016/M2X7IL-BP2D","DOIUrl":"https://doi.org/10.13016/M2X7IL-BP2D","url":null,"abstract":"This study examines the relationship of undergraduate research (UGR) participation on senior students’ reported engagement, perceived gains, satisfaction with their educational experience and retention, and graduation status compared to peers that have not participated in UGR. Data were drawn from 1,472 senior students at a comprehensive, teaching-oriented public college, and collected from administration of the National Survey of Student Engagement (NSSE) from 2015 to 2019, along with institutional data. This examination uniquely investigates outcomes of UGR participation besides persistence and graduation (which are already well documented) and leverages the lens of senior students in particular. In addition, this study contributes to the literature on UGR at teaching-oriented colleges, which has been sparse most likely because there are many more opportunities for UGR at research institutions. In line with several conceptual frameworks of student engagement, data analysis revealed that relative to their peers who have not participated in UGR, UGR-participating students have higher levels of engagement, perceived gains, and overall satisfaction. UGR-participating students also continued enrollment and/or graduated at a higher rate after reaching their senior status compared to non-participating peers. The implications for teaching-oriented colleges, as well as suggestions for how these institutions can enhance their undergraduate research programming, are discussed.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88629563","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":"Supporting Biomedical Research Training for Historically Underrepresented Undergraduates Using Interprofessional, Nonformal Education Structures.","authors":"Lisa K Marriott,&nbsp;Aaron Raz Link,&nbsp;Roberto Anitori,&nbsp;Ernest Blackwell,&nbsp;Andrea Blas,&nbsp;Jennifer Brock,&nbsp;Tracey Burke,&nbsp;Julia A Burrows,&nbsp;Alexis P Cabrera,&nbsp;Derek Helsham,&nbsp;Lorna B Liban,&nbsp;Marilyn R Mackiewicz,&nbsp;Mika Maruyama,&nbsp;Kathryn C A Milligan-Myhre,&nbsp;Perry J C Pangelinan,&nbsp;Margaret Hattori-Uchima,&nbsp;Russell Reed,&nbsp;Benjamin E Simon,&nbsp;Beylul Solomon,&nbsp;Alma M O Trinidad,&nbsp;Letisha R Wyatt,&nbsp;Alonso Delgado Covarrubia,&nbsp;Adrienne Zell,&nbsp;Thomas E Keller,&nbsp;Cynthia Morris,&nbsp;Carlos J Crespo","doi":"10.14434/josotl.v21i1.30430","DOIUrl":"https://doi.org/10.14434/josotl.v21i1.30430","url":null,"abstract":"<p><p>Research experience provides critical training for new biomedical research scientists. Students from underrepresented populations studying science, technology, engineering, and mathematics (STEM) are increasingly recruited into research pathways to diversify STEM fields. However, support structures outside of research settings designed to help these students navigate biomedical research pathways are not always available; nor are program support components outside the context of laboratory technical skills training and formal mentorship well understood. This study leveraged a multi-institutional research training program, Enhancing Cross-Disciplinary Infrastructure and Training at Oregon (EXITO), to explore how nine institutions designed a new curricular structure (Enrichment) to meet a common goal of enhancing undergraduate research training and student success. EXITO undergraduates participated in a comprehensive, 3-year research training program with the Enrichment component offered across nine sites: three universities and six community colleges, highly diverse in size, demographics, and location. Sites' approaches to supporting students in the training program were studied over a 30-month period. All sites independently created their own nonformal curricular structures, implemented interprofessionally via facilitated peer groups. Site data describing design and implementation were thematically coded to identify essential programmatic components across sites, with student feedback used to triangulate findings. Enrichment offered students time to critically reflect on their interests, experiences, and identities in research; network with peers and professionals; and support negotiation of hidden and implicit curricula. Students reported the low-pressure setting and student-centered curriculum balanced the high demands associated with academics and research. Core curricular themes described Enrichment as fostering a sense of community among students, exposing students to career paths and skills, and supporting development of students' professional identities. The non-formal, interprofessional curricula enabled students to model diverse biomedical identities and pathways for each other while informing institutional structures to improve diverse undergraduate students' success in academia and research.</p>","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"21 1","pages":"241-286"},"PeriodicalIF":0.0,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9390072/pdf/nihms-1799918.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40716785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Undergraduate Research as an Institutional Ethos-A Case Study Examining a Faculty Sponsored Research Symposium","authors":"Daniel M. Settlage, Latisha A. Settlage","doi":"10.14434/josotl.v21i1.29991","DOIUrl":"https://doi.org/10.14434/josotl.v21i1.29991","url":null,"abstract":"This article describes a high-impact, institutional approach of embedding undergraduate research. Using a regional, teaching-focused state university as a case study, the article documents the formation of a campus-wide annual undergraduate research symposium (URS) and examines changes in the institution’s culture toward student research. The URS has played the dual role of increasing undergraduate involvement with research and increasing faculty involvement in collaborative research. Key to the effectiveness of the URS is its openness to a wide variety of disciplines and promotion of faculty-student research mentoring. This case study provides background and direction to those wishing to replicate the transformative impact of integrating undergraduate research at their own institutions by forming a high-impact, campus-wide undergraduate research symposium.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88644506","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}