Audiology: The Undergraduate Research Assistant and the Faculty Mentor: A Mutually Beneficial Relationship

2011 ◽  
Vol 21 (2) ◽  
pp. 47-53
Keyword(s):  
Undergraduate Students ◽  
Student Motivation ◽  
Undergraduate Research ◽  
Student Research ◽  
Advanced Degrees ◽  
Teaching Philosophies ◽  
Faculty Mentor ◽  
Professional Goals ◽  
New Challenges ◽  
Research Assistants

New PhDs encounter a multitude of new challenges when first embarking on a career in academia. These challenges include establishing teaching philosophies, setting up research laboratories, mentoring student research, and fostering within undergraduate students a desire to pursue advanced degrees in the field of audiology. However, with these new challenges also come a variety of potential pitfalls, including lack of student motivation and limited funding for research assistants. So, how does the new PhD attack these problems while still achieving personal and professional goals? This article outlines guidelines for establishing research labs by recruiting undergraduate students, provides tips on mentoring student research, and explores benefits of student research from both the student and faculty perspectives.

scholarly journals Lost and found: lessons from collaborative research with undergraduate students on the Lost Girls of Sudan

1970 ◽  
Vol 11 (2) ◽  
Author(s):  
Laura DeLuca
Keyword(s):  
Undergraduate Students ◽  
Collaborative Research ◽  
Undergraduate Research ◽  
Participant Observation ◽  
The United States ◽  
Lost And Found ◽  
Anthropological Research ◽  
Faculty Supervision ◽  
Sudanese Refugees ◽  
Research Assistants

This article focuses on the challenges and rewards of working  with undergraduate research assistants. The anthropological research project involves interviews and participant observation with Sudanese refugees living  in the United States. Five undergraduates share their reflections as neophyte anthropologists. The audience for this article is primarily anthropologists and  others interested in involving students in field-based research. Undergraduate students embarking on research under faculty supervision may be interested as well.

scholarly journals The Peer Assisted Teaching Model for Undergraduate Research at a HBCU

2017 ◽  
Vol 7 (2) ◽  
pp. 50
Author(s):  
Liyun Wu ◽  
Marilyn W. Lewis
Keyword(s):  
Undergraduate Students ◽  
Computer Anxiety ◽  
Undergraduate Research ◽  
Small Sample Size ◽  
Small Sample ◽  
Mentoring Programs ◽  
Paired Samples ◽  
Professional Goals ◽  
Quasi Experimental ◽  
Doctoral Candidates

Despite wide application of research skills in higher education, undergraduate students reported research and computer anxiety, and low association between research and their professional goals. This study aims to assess whether peer-assisted mentoring programs would promote positive changes in undergraduates’ attitudes toward research. Using a quasi-experimental one-group, pretest-posttest research design, the study assessed changes in attitudes by having doctoral candidates mentor undergraduate students during a summer statistics camp. Findings from paired-samples t-test indicated that students became familiar with the twelve statistical concepts upon completion, gained more positive affect related to statistics and an increase in their positive attitude about statistical skills, whereas they had lower scores prior to it. Notwithstanding the small sample size, these data indicate that including a peer assisted statistics camp in the academic curriculum would be beneficial for undergraduate students and increase their knowledge about research and statistics. 

Integrating sustainability across the university curriculum

2016 ◽  
Vol 17 (5) ◽  
pp. 652-670 ◽  
Author(s):  
Jane Ellen Dmochowski ◽  
Dan Garofalo ◽  
Sarah Fisher ◽  
Ann Greene ◽  
Danielle Gambogi
Keyword(s):  
Undergraduate Students ◽  
Environmental Sustainability ◽  
Undergraduate Research ◽  
Research Network ◽  
Social Implications ◽  
University Of Pennsylvania ◽  
Research Experiences ◽  
Content Type ◽  
The University ◽  
Research Assistants

Purpose Colleges and universities increasingly have the mandate and motivation to integrate sustainability into their curricula. The purpose of this paper is to share the strategy used at the University of Pennsylvania (Penn) and provide an evaluation of its success and guidance to others creating similar programs. Design/methodology/approach This article summarizes Penn’s Integrating Sustainability Across the Curriculum (ISAC) program. ISAC pairs Penn undergraduate research assistants with instructors in a collaborative effort to incorporate sustainability into courses. Findings In concert with other Penn initiatives (a course inventory, faculty discussion groups and a research network), ISAC increases Penn’s sustainability-related courses and creates dialogue regarding how various disciplines contribute to sustainability. Practical implications The program described in this article is replicable at other institutions. The authors demonstrate that the logistics of recruiting students and establishing the program are straightforward. Undergraduate students are on campus; their pay requirements are modest; and they are desirous of such research experiences. Social implications The ISAC program inculcates a cultural and behavioral shift as students and faculty approach sustainability issues collaboratively, and it facilitates the development of a shared language of environmental sustainability. Such social implications are difficult to quantify, but are nonetheless valuable outcomes. Originality/value The faculty–student partnership used to facilitate the integration of sustainability into courses at Penn is original. The ISAC program provides a framework for engaging students and faculty in curriculum development around sustainability in a manner that benefits the student research assistants, the participating faculty and future students.

Faculty and Undergraduate Perceptions of Expertise within Social Media

2012 ◽  
pp. 227-246
Author(s):  
Mary J. Snyder Broussard ◽  
Rebecca A. Wilson ◽  
Janet McNeil Hurlbert ◽  
Alison S. Gregory
Keyword(s):  
Social Media ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Undergraduate Research ◽  
User Participation ◽  
Online News ◽  
Liberal Arts Institutions ◽  
Advanced Degrees ◽  
Teaching Faculty ◽  
Media Applications

Social media applications like wikis, blogs, and comments on online news feeds emphasize user participation, encouraging ongoing revision by volunteer expertise. Surveying undergraduate students and teaching faculty at two small liberal arts institutions enabled the researchers to examine how both students and faculty view this new expertise, and how appropriate each group sees this expertise for completing undergraduate research. The results show that students are using social media extensively for preliminary research and educational videos, with Wikipedia and YouTube being the most popular sites for this purpose. Students and faculty continue to value advanced degrees, publications, and experience as the most important indicators of expertise. Students and faculty agree that users must always question the accuracy of information on social media sites, but faculties are not satisfied with students’ ability to evaluate such information.

scholarly journals Efforts at Broadening Participation in the Sciences: An Examination of the Mentoring Experiences of Students from Underrepresented Groups

2016 ◽  
Vol 15 (3) ◽  
pp. ar26 ◽  
Author(s):  
Amy Prunuske ◽  
Janelle Wilson ◽  
Melissa Walls ◽  
Hannah Marrin ◽  
Benjamin Clarke
Keyword(s):  
Focus Groups ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Underrepresented Students ◽  
Primary Objective ◽  
Advanced Degrees ◽  
Research Experiences ◽  
Mentoring Relationship ◽  
Program Characteristics ◽  
The University

With the primary objective of attracting and retaining students from underrepresented backgrounds in the sciences, evaluation of one institution’s program has been ongoing over the past three years. Interviews with mentors in the program followed by focus groups conducted with mentees reveal key factors that shape undergraduate students’ research experiences. In the present study, attention is given to data gathered from 15 mentees in the program, the majority of whom have enrolled in community colleges, represent low socioeconomic backgrounds, and are nontraditional students. The results from focus groups with the mentees provide information on the benefits of participating in the program, characteristics of good mentors, challenges to the mentoring relationship, and the effects of underrepresented status on pursuit of advanced degrees. Comparisons of mentees’ comments about the mentoring relationship with mentors’ comments reveal similar themes and patterns while also demonstrating interesting differences. The qualitative findings are also juxtaposed with participants’ responses on the Survey of Undergraduate Research Experiences. Taken together, the data enhance our understanding of the experiences of underrepresented students in faculty-mentored research programs and highlight challenges and perspectives of students who are transferring to the university from a community college.

scholarly journals Undergraduate Research Program to Recycle Composite Waste

2021 ◽  
Vol 11 (7) ◽  
pp. 354
Author(s):  
Waleed Ahmed ◽  
Essam Zaneldin ◽  
Amged Al Hassan
Keyword(s):  
Mechanical Properties ◽  
Compressive Strength ◽  
Carbon Fiber ◽  
Undergraduate Students ◽  
Research Program ◽  
Modulus Of Elasticity ◽  
Undergraduate Research ◽  
Undergraduate Research Program ◽  
Structural Applications ◽  
Cfrp Composite

With the rapid growth in the manufacturing industry and increased urbanization, higher amounts of composite material waste are being produced, causing severe threats to the environment. These environmental concerns, coupled with the fact that undergraduate students typically have minimal experience in research, have initiated the need at the UAE University to promote research among undergraduate students, leading to the development of a summer undergraduate research program. In this study, a recycling methodology is presented to test lab-fabricated Carbon-Fiber-Reinforced Polymer (CFRP) for potential applications in industrial composite waste. The work was conducted by two groups of undergraduate students at the UAE University. The methodology involved the chemical dissolution of the composite waste, followed by compression molding and adequate heat treatment for rapid curing of CFRP. Subsequently, the CFRP samples were divided into three groups based on their geometrical distinctions. The mechanical properties (i.e., modulus of elasticity and compressive strength) were determined through material testing, and the results were then compared with steel for prompt reference. The results revealed that the values of mechanical properties range from 2 to 4.3 GPa for the modulus of elasticity and from 203.7 to 301.5 MPa for the compressive strength. These values are considered competitive and optimal, and as such, carbon fiber waste can be used as an alternate material for various structural applications. The inconsistencies in the values are due to discrepancies in the procedure as a result of the lack of specialized equipment for handling CFRP waste material. The study concluded that the properties of CFRP composite prepreg scrap tend to be reusable instead of disposable. Despite the meager experimental discrepancies, test values and mechanical properties indicate that CFRP composite can be successfully used as a material for nonstructural applications.

scholarly journals UTILIZING UNDERGRADUATE RESEARCH TO INFORM COMMUNITY RESOURCES FOR OLDER ADULTS: A SERVICE-LEARNING PROJECT

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S537-S538
Author(s):  
Amanda E Barnett ◽  
Sara Olinger
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Best Practices ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Community Resources ◽  
Home Visitor ◽  
Aging Societies ◽  
Theory Research ◽  
The Impact

Abstract Engaging undergraduate students with aging-focused community resources is critical for preparing students to work with older adults and make positive contributions to aging societies. During the fall, 2018 semester, undergraduate students in a human development course on middle and late adulthood partnered with a county aging and disability resource center (ADRC) in Wisconsin to evaluate and update several of their existing programs and resources using empirical research. Upon completion of this project, students synthesized course material to meet all course learning objectives such as: (1) critically analyze physical, psychological, and sociological processes of aging across categories of difference (e.g. cultural, ethnic, class); (2) evaluate social policies and their multigenerational implications for midlife and older adults; and (3) construct a personal position on aging that integrates theory, research, and policy to demonstrate a sensitive and competent approach to working with midlife and older adults. Students researched, wrote reports, and presented to ADRC staff on the impact of social isolation on older adults, best practices for home visitor and transportation programs serving older adults, cognitive competency tools and best practices for utilizing memory assessments, grief supports and groups for family caregivers, and best practices for supporting veterans as they age. The outcome of these projects are research-based recommendations for any ADRC to consider when developing and implementing related programs. All stakeholders (students, professor, and ADRC staff) were satisfied with the process and outcomes of the project. Strengths and challenges of carrying out such a collaborative project will be reviewed.

High-Impact Practices in Materials Science Education: Student Research Internships Leading to Pedagogical Innovation in STEM Laboratory Learning Activities

MRS Advances ◽  
2017 ◽  
Vol 2 (31-32) ◽  
pp. 1667-1672 ◽  
Author(s):  
Lon A. Porter
Keyword(s):  
Computer Aided Design ◽  
Materials Science ◽  
Undergraduate Research ◽  
Science Research ◽  
High Impact ◽  
Digital Design ◽  
Education Student ◽  
Research Experience ◽  
Student Research ◽  
Pedagogical Innovation

ABSTRACTTraditional lecture-centered approaches alone are inadequate for preparing students for the challenges of creative problem solving in the STEM disciplines. As an alternative, learnercentered and other high-impact pedagogies are gaining prominence. The Wabash College 3D Printing and Fabrication Center (3D-PFC) supports several initiatives on campus, but one of the most successful is a computer-aided design (CAD) and fabrication-based undergraduate research internship program. The first cohort of four students participated in an eight-week program during the summer of 2015. A second group of the four students was successfully recruited to participate the following summer. This intensive materials science research experience challenged students to employ digital design and fabrication in the design, testing, and construction of inexpensive scientific instrumentation for use in introductory STEM courses at Wabash College. The student research interns ultimately produced a variety of successful new designs that could be produced for less than $25 per device and successfully detect analytes of interest down to concentrations in the parts per million (ppm) range. These student-produced instruments have enabled innovations in the way introductory instrumental analysis is taught on campus. Beyond summer work, the 3D-PFC staffed student interns during the academic year, where they collaborated on various cross-disciplinary projects with students and faculty from departments such as mathematics, physics, biology, rhetoric, history, classics, and English. Thus far, the student work has led to three campus presentations, four presentations at national professional conferences, and three peer-reviewed publications. The following report highlights initial progress as well as preliminary assessment findings.

scholarly journals Evaluating undergraduate research conferences as vehicles for novice researcher development

2016 ◽  
Vol 7 (2) ◽  
pp. 159-177 ◽  
Author(s):  
Pauline Kneale ◽  
Andrew Edwards-Jones ◽  
Helen Walkington ◽  
Jennifer Hill
Keyword(s):  
Undergraduate Students ◽  
Undergraduate Research ◽  
Skills Development ◽  
Learning Context ◽  
Content Type ◽  
Research Conference ◽  
Researcher Development ◽  
Development Framework ◽  
Wide Range ◽  
The Impact

Purpose This paper aims to focus on the undergraduate research conference as its sphere of study and investigate the impact of significance of participation and socialisation in such activities on student attitudes and professional development. Using situated learning to theoretically position the undergraduate research conference as an authentic learning context, connection is also made with the concept of graduate attributes. Design/methodology/approach The Vitae (2014) Researcher Development Framework (RDF) is used to provide a template for charting the experiences and development of undergraduate students as researchers. This can be applied to short-term activities and programmes and to long-term career plans. The insights from 90 undergraduate students participating in three national undergraduate research conferences were obtained through interviews, and thematically analysed to map the students’ skills development against the RDF criteria. Findings Three main aspects of undergraduate research conference participation were considered particularly important by the students: the value of paper presentations, the value of poster presentations and the value of the overall conference experience. Within these themes, participants identified a wide range of skills and attributes they felt they had developed as a result of either preparing for or participating in the conferences. The majority of these skills and attributes could be mapped against the different domains of the RDF, using a public engagement lens for comparing actual with expected developmental areas. Research limitations/implications This research helps undergraduate research conference organisers construct programme content and form it in such a way that students’ skill development can be maximised prior to, and during, the course of an event. Learning developers can also use these findings to help understand the support needs of students preparing to deliver papers at such conferences. So far, little empirical research has examined students’ skills development within the undergraduate research conference arena. Originality/value The outcomes of this study show the diversity of the skills that students developed and the value of the conference format for offering networking practice and enhancing the communication skills which employers value.

The situation of English speaker’s place of origin depending on Chinese dialects

2021 ◽  
Vol 29 (1) ◽  
pp. 161-171
Author(s):  
Min Wang
Keyword(s):  
Undergraduate Students ◽  
English Language ◽  
Native English Speakers ◽  
Speaking Rate ◽  
Advanced Degrees ◽  
Phonological Features ◽  
Place Of Origin ◽  
Chinese Dialects ◽  
Student’S T ◽  
High Degree

Abstract This study examines the ability to identify different Chinese dialects through the English language and evaluates how often respondents pay attention to phonological features and rate of speech to explain their categorizations. The research includes 100 Chinese undergraduate students and 100 young people without advanced degrees aged 20 to 25. Discrete independent data samples collected during the interview of participants are analyzed with the help of such statistical methods as Student's t-test, Mann-Whitney U-test, and Wilcoxon's test. The obtained results indirectly show the ability of respondents to identify native and non-native English speakers around the world, as well as determine their nationality. The outcomes of the paper explicate who, in general, categorize Chinese dialects better and which dialects are the most recognizable. Research data reveal a high degree of stereotypization of various dialects, especially the Beijing and U dialects. Moreover, based on the data obtained, it can be concluded that speaking rate significantly affects the perception and classification of a speaker from a particular province of China.

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