scholarly journals Keeping students connected and engaged in a wet-lab research experience during a time of social distancing via mobile devices and video conferencing software

2021 ◽  
Author(s):  
Michel Shamoon-Pour ◽  
Caitlin J. Light ◽  
Megan Fegley
Keyword(s):  
Mobile Devices ◽  
Undergraduate Research ◽  
Video Conferencing ◽  
Research Process ◽  
Lessons Learned ◽  
Innovative Technology ◽  
Research Experience ◽  
Social Distancing ◽  
Wet Lab ◽  
Remote Learning

AbstractTwo major COVID-19 pandemic challenges presented for in-person instruction included adhering to social distancing guidelines and accommodating remote learners who were temporarily isolated or permanently participating from afar. At Binghamton University, our First-year Research Immersion (FRI) program was challenged with providing students with a wet lab course-based undergraduate research experience (CURE), an intense hands-on experience that emphasized student teamwork, lab protocol development, iteration, troubleshooting and other elements of the process of science that could not be replicated in a fully remote environment. We developed an innovative technology approach to maximize all students’ connection to the lab research experience utilizing dedicated mobile devices (iPod Touch) and video conferencing software (Zoom) to synchronously connect remote learners to in-person learners, peer mentors and instructors in our FRI research labs. In this way, despite limited lab capacities and fluctuating remote learning populations, we were able to connect remote learners to their peers and mentors in real-time and give them responsibilities that allowed them to be engaged and feel like meaningful participants in the research process. Although our students reported a preference for in-person labs, they noted this hybrid model was better than other traditionally employed remote-learning lab options. We believe lessons learned here can be applied to improve access to research in all situations and allow us to be prepared for other catastrophic disruptions to the educational system.

scholarly journals Student music stimuli composition in a scaffolded course-based undergraduate research experience

2020 ◽  
Vol 1 (1) ◽  
pp. 1-32
Author(s):  
Abbey L. Dvorak ◽  
Eugenia Hernandez-Ruiz ◽  
Halle Nick ◽  
Ruowen Qi ◽  
Celeste Alderete ◽  
...  
Keyword(s):  
Music Education ◽  
Music Therapy ◽  
Undergraduate Research ◽  
Lessons Learned ◽  
Teaching Model ◽  
Research Experience ◽  
Education Students ◽  
Research Experiences ◽  
Graduate Assistants ◽  
Undergraduate Research Experiences

Course-based undergraduate research experiences (CURE) allow students opportunities to develop research skills. In a scaffolded CURE, music therapy and music education students composed, evaluated, and selected the music stimuli used in a music and mindfulness study with non-musicians at Site 1 and musicians at Site 2. The purposes of this paper are to (a) describe the process of student music stimuli composition and evaluation for use in a course-based undergraduate research experience and (b) identify benefits, challenges, and lessons learned from the viewpoints of students, graduate assistants, and faculty who participated in the multi-site study. Eight students, two graduate assistants, and two faculty provide an overview of the CURE teaching model and assignments, and share first-person accounts of their experiences participating in this CURE.  

scholarly journals Recommendations for Effective Integration of Ethics and Responsible Conduct of Research (E/RCR) Education into Course-Based Undergraduate Research Experiences: A Meeting Report

2019 ◽  
Vol 18 (2) ◽  
pp. mr2 ◽  
Author(s):  
Laura A. Diaz-Martinez ◽  
Ginger R. Fisher ◽  
David Esparza ◽  
Jay M. Bhatt ◽  
Christina E. D’Arcy ◽  
...  
Keyword(s):  
Undergraduate Research ◽  
Research Process ◽  
Responsible Conduct Of Research ◽  
Meeting Report ◽  
Research Experience ◽  
Scientific Enterprise ◽  
Research Experiences ◽  
Undergraduate Research Experiences ◽  
Responsible Conduct ◽  
Effective Integration

Advancement of the scientific enterprise relies on individuals conducting research in an ethical and responsible manner. Educating emergent scholars in the principles of ethics/responsible conduct of research (E/RCR) is therefore critical to ensuring such advancement. The recent impetus to include authentic research opportunities as part of the undergraduate curriculum, via course-based undergraduate research experiences (CUREs), has been shown to increase cognitive and noncognitive student outcomes. Because of these important benefits, CUREs are becoming more common and often constitute the first research experience for many students. However, despite the importance of E/RCR in the research process, we know of few efforts to incorporate E/RCR education into CUREs. The Ethics Network for Course-based Opportunities in Undergraduate Research (ENCOUR) was created to address this concern and promote the integration of E/RCR within CUREs in the biological sciences and related disciplines. During the inaugural ENCOUR meeting, a four-pronged approach was used to develop guidelines for the effective integration of E/RCR in CUREs. This approach included: 1) defining appropriate student learning objectives; 2) identifying relevant curriculum; 3) identifying relevant assessments; and 4) defining key aspects of professional development for CURE facilitators. Meeting outcomes, including the aforementioned E/RCR guidelines, are described herein.

A Six-Year Review of the Biomedical Engineering in Simulations, Imaging, and Modeling Undergraduate Research Experience

2020 ◽  
Vol 142 (11) ◽  
Author(s):  
Stephanie M. George ◽  
Zachary J. Domire
Keyword(s):  
Learning Outcomes ◽  
Biomedical Engineering ◽  
Undergraduate Research ◽  
Lessons Learned ◽  
Successful Implementation ◽  
Motivating Factors ◽  
Research Experience ◽  
Research Experiences ◽  
Summer Research Program ◽  
The Impact

Abstract Undergraduate research continues to serve as an effective strategy for mitigating the effects of a leaky pipeline. Significant funding from institutions and government agencies has increased the number of students participating in undergraduate research. In this paper, we report on the six-year experience of a National Science Foundation funded Research Experiences for Undergraduates (REU) Site: Biomedical Engineering in Simulations, Imaging, and Modeling (BME-SIM). The operation and evaluation of the program are both described. We report on the results from 55 students over six summers from 2014 to 2019. Our program was successful in attracting a diverse group of participants including 46% under-represented minority students and 53% women. Based on evaluation results, students reported significant gains in technical skills, communication skills, and knowledge of graduate school. Our findings indicate baseline gender differences for several learning outcomes, where women and nonbinary students report lower levels of mastery. These gaps are closed by the end of the program except for confidence in skills, which is still significantly lower than those reported by male counterparts. The impact of the experience on ultimate career path is difficult to determine due to underlying biases and other motivating factors; however, 67.6% of graduates have entered graduate programs. Finally, we have provided lessons learned for those who are interested in building a summer research program. In conclusion, we have described the successful implementation of an REU site and the positive learning outcomes of the student participants.

scholarly journals Integrating Computation and Wet Lab Methods in a Biochemistry Lab Course-Based Undergraduate Research Experience (Cure)

2020 ◽  
Vol 118 (3) ◽  
pp. 318a
Author(s):  
Julia R. Koeppe ◽  
Ashley Ringer McDonald ◽  
Rebecca Roberts ◽  
Paul A. Craig
Keyword(s):  
Undergraduate Research ◽  
Research Experience ◽  
Wet Lab

scholarly journals Simulations, Imaging, and Modeling: A Unique Theme for an Undergraduate Research Program in Biomechanics

2017 ◽  
Vol 139 (7) ◽  
Author(s):  
Stephanie M. George ◽  
Zachary J. Domire
Keyword(s):  
Computational Models ◽  
Undergraduate Research ◽  
Research Process ◽  
Successful Implementation ◽  
Research Experience ◽  
Positive Research ◽  
Research Experiences ◽  
School Based ◽  
Undergraduate Research Program ◽  
Qualitative Responses

As the reliance on computational models to inform experiments and evaluate medical devices grows, the demand for students with modeling experience will grow. In this paper, we report on the 3-yr experience of a National Science Foundation (NSF) funded Research Experiences for Undergraduates (REU) based on the theme simulations, imaging, and modeling in biomechanics. While directly applicable to REU sites, our findings also apply to those creating other types of summer undergraduate research programs. The objective of the paper is to examine if a theme of simulations, imaging, and modeling will improve students' understanding of the important topic of modeling, provide an overall positive research experience, and provide an interdisciplinary experience. The structure of the program and the evaluation plan are described. We report on the results from 25 students over three summers from 2014 to 2016. Overall, students reported significant gains in the knowledge of modeling, research process, and graduate school based on self-reported mastery levels and open-ended qualitative responses. This theme provides students with a skill set that is adaptable to other applications illustrating the interdisciplinary nature of modeling in biomechanics. Another advantage is that students may also be able to continue working on their project following the summer experience through network connections. In conclusion, we have described the successful implementation of the theme simulation, imaging, and modeling for an REU site and the overall positive response of the student participants.

scholarly journals The Experience of Completing an Undergraduate Nursing Honors Research Project on the First Professional Nursing Position

2015 ◽  
Vol 1 (1) ◽  
pp. 40-44 ◽  
Author(s):  
Katlyn R. Antior ◽  
Antoinette K. Pugh
Keyword(s):  
Nursing Practice ◽  
Undergraduate Research ◽  
Research Process ◽  
Nursing Research ◽  
Research Experience ◽  
Research Project ◽  
Research Experiences ◽  
Undergraduate Nursing ◽  
The Impact ◽  
Undergraduate Research Project

Undergraduate research experiences have become a hallmark of excellence in degree programs in the science, technology, engineering and math fields, with indications that these experiences lay important groundwork for graduate education and practice in the field. In nursing, several schools offer undergraduate nursing research experiences, though there is scant research related to outcomes among nurses at the baccalaureate level. Since evidence-based practice (EBP) is becoming increasingly important in health care, the use of research-related skill sets has become more critical for practicing nurses. The benefits of undergraduate research experience have been inadequately studied and there have been no nursing studies on the impact of undergraduate nursing research experience on the practicing registered nurse. At a research intensive public university, a robust honors program exposes students to research throughout the baccalaureate degree, with student engagement in every step of the research process alongside faculty research mentors. The purpose of this study was to qualitatively explore the experiences and outcomes of participation in a significant undergraduate research project on the first few years of nursing practice as an RN. Data analysis was conducted using an open coding method to analyze the responses of the participants and aid in the process of identifying major themes that express the phenomenon. Through this approach a descriptive analysis of the experience of completing an undergraduate research project was completed, including the impact on the nursing practice and development of the participants in their early careers. The results suggest that extensive exposure to research in undergraduate schooling increases the level of self-confidence in the first nursing position. Participants also felt that they stood out from their peers. Other benefits include expanding knowledge regarding the research process, improving writing and public speaking skills, and advancing personal and professional development.

Industrial Mentors: An Often Untapped Resource in Undergraduate Research Programs

2008 ◽  
Author(s):  
Laila Guessous ◽  
Brian Sangeorzan ◽  
Qian Zou ◽  
Xia Wang
Keyword(s):  
Graduate Students ◽  
Mechanical Engineering ◽  
Undergraduate Research ◽  
Lessons Learned ◽  
Research Experience ◽  
Research Programs ◽  
Untapped Resource ◽  
Made In

Students taking part in a 10-week summer research experience for undergraduates (REU) program in the department of mechanical engineering at Oakland University receive three levels of mentorship: from faculty, graduate students and researchers/engineers from industry. Industrial mentors, all of whom volunteer to take part in the experience, play a variety of roles as part of the program and are viewed by the authors as an often untapped resource in undergraduate research programs. This paper focuses on the experience gained from involving industrial mentors in the REU program and on the lessons learned: what worked, what didn’t work and what improvements can be made in the following years.

scholarly journals A Central Support System Can Facilitate Implementation and Sustainability of a Classroom-Based Undergraduate Research Experience (CURE) in Genomics

2014 ◽  
Vol 13 (4) ◽  
pp. 711-723 ◽  
Author(s):  
David Lopatto ◽  
Charles Hauser ◽  
Christopher J. Jones ◽  
Don Paetkau ◽  
Vidya Chandrasekaran ◽  
...  
Keyword(s):  
Support System ◽  
Undergraduate Research ◽  
Lessons Learned ◽  
It Services ◽  
Research Experience ◽  
Central System ◽  
Laboratory Courses ◽  
Collegial Support ◽  
Central Support ◽  
Genomics Education

In their 2012 report, the President's Council of Advisors on Science and Technology advocated “replacing standard science laboratory courses with discovery-based research courses”—a challenging proposition that presents practical and pedagogical difficulties. In this paper, we describe our collective experiences working with the Genomics Education Partnership, a nationwide faculty consortium that aims to provide undergraduates with a research experience in genomics through a scheduled course (a classroom-based undergraduate research experience, or CURE). We examine the common barriers encountered in implementing a CURE, program elements of most value to faculty, ways in which a shared core support system can help, and the incentives for and rewards of establishing a CURE on our diverse campuses. While some of the barriers and rewards are specific to a research project utilizing a genomics approach, other lessons learned should be broadly applicable. We find that a central system that supports a shared investigation can mitigate some shortfalls in campus infrastructure (such as time for new curriculum development, availability of IT services) and provides collegial support for change. Our findings should be useful for designing similar supportive programs to facilitate change in the way we teach science for undergraduates.

Recruitment and Retention of Rural African Americans in Diabetes Research

2005 ◽  
Vol 31 (2) ◽  
pp. 251-259 ◽  
Author(s):  
Wanda Anderson Loftin ◽  
Steven K. Barnett ◽  
Peggy Summers Bunn ◽  
Patra Sullivan
Keyword(s):  
African Americans ◽  
Diabetes Education ◽  
Research Process ◽  
Lessons Learned ◽  
Diabetes Research ◽  
Culturally Competent ◽  
Research Experience ◽  
Recruitment And Retention ◽  
Recruitment Methods

Purpose The purpose of this article was to describe lessons learned about recruitment and retention of rural African Americans from published literature, the authors’ research, and research experience. Two rural, communitybased research studies with African Americans with diabetes are used to illustrate different issues and strategies in recruitment and retention. Methods Relevant MEDLINE articles and clinical studies were reviewed, and the design, implementation, and results of the 2 community-based studies were evaluated. Information from the literature, research results, and sample selection, participation, and attrition experiences were synthesized to determine effective approaches for recruitment and retention. Results Research funding, design, and implementation; recruitment methods; culturally competent approaches; caring, trusting provider-patient relationships; incentives; follow-up; and factors in the rural environment emerged as important issues influencing recruitment and retention. Conclusion Recruitment and retention of African Americans in rural diabetes research is a significant challenge, and adequate funding should be sought early in the research process. Culturally competent approaches; caring, trusting relationships; incentives; and follow-up are important concepts in successful recruitment, participation, and retention of African Americans. The lessons learned may be applicable to the more widespread issue of recruitment and retention of rural African Americans in diabetes education programs.

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