scholarly journals The Impact of Continual Reflection Students as Partners: Becoming a/r/tographers

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Diana Gregory ◽  
Jonathan Fisher ◽  
Hayley Leavitt
Keyword(s):  
Undergraduate Research ◽  
High Impact ◽  
Research Projects ◽  
Art And Design ◽  
Collaborative Creativity ◽  
Creativity Research ◽  
Working Together ◽  
High Impact Practice ◽  
The Impact ◽  
Reflective Essay

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. 

scholarly journals Using IRB Protocols to Teach Ethical Principles for Research and Everyday Life

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Kathy Ritchie
Keyword(s):  
Research Ethics ◽  
Daily Life ◽  
Undergraduate Research ◽  
Human Subjects ◽  
High Impact ◽  
Belmont Report ◽  
Extended Training ◽  
Institutional Review ◽  
High Impact Practice ◽  
The Impact

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.

Making Undergraduate Research a Central Strategy in High-Impact Practice Reform: The PASSHE Journey

2015 ◽  
Vol 2015 (169) ◽  
pp. 61-71 ◽  
Author(s):  
James D. Moran III ◽  
Marilyn J. Wells ◽  
Angela Smith-Aumen
Keyword(s):  
Undergraduate Research ◽  
High Impact ◽  
High Impact Practice

Making It Count: Using Real-World Projects for Course Assignments

2019 ◽  
Vol 47 (4) ◽  
pp. 314-324
Author(s):  
Jason Wollschleger
Keyword(s):  
Nonprofit Organizations ◽  
Real World ◽  
Applied Research ◽  
Student Evaluation ◽  
Undergraduate Research ◽  
High Impact ◽  
Course Evaluations ◽  
Research Projects ◽  
Evaluation Scores ◽  
Previous Scholarship

Previous scholarship has demonstrated the value of high-impact practices of community engagement, inquiry-based pedagogy, and collaborative learning for engagement and learning in sociology courses, especially undergraduate research methods and statistics. This article explores the changes made to an upper-division undergraduate course focused on applied research practices and community-level interventions. After teaching the course once as a lecture-based course with assignments that simulated real projects and receiving poor student evaluation scores, I revised the course by partnering with local nonprofit organizations that were in need of research assistance. I turned the major graded assignments into real-world research projects that would ultimately be presented to the local organization, thus making everything actually count—in the real world. The findings from surveys of students, course evaluations, and assessment of group projects suggest that students found this to improve their experience of the course and to increase their learning and engagement of the material and confidence in their ability to conduct applied research on their own.

scholarly journals Undergraduate Research as a High Impact Practice in Higher Education

2019 ◽  
Vol 9 (3) ◽  
pp. 160
Author(s):  
Shari Lanning ◽  
Mark Brown
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Critical Factor ◽  
High Impact ◽  
Positive Effects ◽  
Research Findings ◽  
Research Initiatives ◽  
High Impact Practice

Higher education research indicates that student engagement is the most critical factor in retention programs for undergraduate students (Upcraft, Gardner and Barefoot, 2005; Tinto, 2012; Pascarella, Seifert, and Whitt, 2008). These studies illustrate that if students do not feel engaged, they are at high risk for leaving their institution prematurely. Among high impact practices, undergraduate research has been shown to have the most positive effects with regard to promoting student engagement (Kuh, 2018; Kuh, 2008). Herein we highlight the use of mentored research as a high impact practice in undergraduate education, Further, we call upon the education community to share their models, approaches, observations, and research findings related to undergraduate research initiatives.

scholarly journals The Impact of Applied Research: Student Research as a High Impact Practice in Freshman Environmental Science

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Billy Morris
Keyword(s):  
Applied Research ◽  
Environmental Science ◽  
Research Question ◽  
High Impact ◽  
Stem Majors ◽  
Research Questions ◽  
And Performance ◽  
Science Major ◽  
High Impact Practice ◽  
The Impact

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.

scholarly journals A Proposed Plan to Implement Core Competencies and High-Impact Educational Practices in Saudi Universities in Light of The Experiences of Some International Universities

2021 ◽  
Vol 14 ◽  
pp. 223-240
Author(s):  
Hisham Saad Zaghloul ◽  
Jehan Abd-Alwahab Alandejani ◽  
Yousef Khader Sanajlawe
Keyword(s):  
Teaching And Learning ◽  
Undergraduate Research ◽  
Core Competencies ◽  
High Impact ◽  
First Year ◽  
Educational Practices ◽  
Survey Analysis ◽  
Indiana University ◽  
First Year Seminars ◽  
The Impact

Although first-year seminars and experiences have been widely considered as a high-impact educational practice, which is used to enhance academic performance, retention, and acquisition of critical 21st Century outcomes, first-year seminars and experiences tend to be loosely defined and assessed in prior studies to highlight its importance in improving the education process as a whole; therefore, this study aims to assess the impact of highimpact educational practices (HIEPs) in preparatory years in Saudi Arabia and international universities, then proposing a plan for efficiently implementing HIEPs in higher education institutions. To achieve that, case-based analysis and the survey analysis method were used wherein qualitative examination of practices in University of California and Indiana University and quantitative assessment of (130) faculty members and students’ perception of Northern Border University was conducted. Case analysis revealed that international universities implement practices suited for their institution and not the stated one i.e., Health Professional Advising Center, undergraduate research programs, or Capital academic internship program in University California, while undergraduate research, service-learning practices, or learning community in Indiana University. Survey analysis on the other hand stated that consisting of the above (20_ years respondents, implementation of core competencies and HIEPs helps in exploring relevant issues and controversies, linking of knowledge and skills, and better students and faculty bond which raise teaching and learning experience. Results revealed that core competencies and HIEPs have a significant influence on the teaching and learning outcomes. As result, an efficient implementation the plan is proposed to activate HIEPs and core competencies in the preparatory year at Saudi universities.

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