Industrial Design/Research Experience for Undergraduate Students

2005 ◽  
Author(s):  
M. Nahvl
Keyword(s):  
Undergraduate Students ◽  
Design Research ◽  
Industrial Design ◽  
Research Experience

scholarly journals Routes to Research for Novice Undergraduate Neuroscientists

2006 ◽  
Vol 5 (2) ◽  
pp. 175-187 ◽  
Author(s):  
Kyle J. Frantz ◽  
Robert L. DeHaan ◽  
Melissa K. Demetrikopoulos ◽  
Laura L. Carruth
Keyword(s):  
Undergraduate Students ◽  
Attitudes Toward Science ◽  
Laboratory Research ◽  
Research Experience ◽  
Neuroscience Research ◽  
Long Term Follow Up ◽  
Apprenticeship Model ◽  
Design Experiments

Undergraduate students may be attracted to science and retained in science by engaging in laboratory research. Experience as an apprentice in a scientist's laboratory can be effective in this regard, but the pool of willing scientists is sometimes limited and sustained contact between students and faculty is sometimes minimal. We report outcomes from two different models of a summer neuroscience research program: an Apprenticeship Model (AM) in which individual students joined established research laboratories, and a Collaborative Learning Model (CLM) in which teams of students worked through a guided curriculum and then conducted independent experimentation. Assessed outcomes included attitudes toward science, attitudes toward neuroscience, confidence with neuroscience concepts, and confidence with science skills, measured via pre-, mid-, and postprogram surveys. Both models elevated attitudes toward neuroscience, confidence with neuroscience concepts, and confidence with science skills, but neither model altered attitudes toward science. Consistent with the CLM design emphasizing independent experimentation, only CLM participants reported elevated ability to design experiments. The present data comprise the first of five yearly analyses on this cohort of participants; long-term follow-up will determine whether the two program models are equally effective routes to research or other science-related careers for novice undergraduate neuroscientists.

Three-Year Study of the Impact of a Research Experience Program in Aerospace Engineering on Undergraduate Students

2021 ◽  
Vol 4 (4) ◽  
pp. 23-32
Author(s):  
Jacques C. Richard ◽  
So Yoon Yoon
Keyword(s):  
Undergraduate Students ◽  
Career Paths ◽  
Research University ◽  
Aerospace Engineering ◽  
Research Experience ◽  
Research Knowledge ◽  
Research Experiences ◽  
Public Research University ◽  
The Impact ◽  
Engineering Career

This study reports results from a three-year implementation of a Research Experiences for Undergraduates (REU) program funded by the National Science Foundation in aerospace engineering at a public research university in the southwestern United States. Students’ perceptions of research knowledge, skills, and engineering career paths were all positively affected.

TCS in Action

1998 ◽  
Vol 12 (1) ◽  
pp. 55-58
Author(s):  
Alison Chappell
Keyword(s):  
Hong Kong ◽  
South China ◽  
Management System ◽  
Design Research ◽  
Industrial Design ◽  
New Products ◽  
Research Centre ◽  
Design Management ◽  
Improved Design

UK houseware product suppliers Cannie plc and Brunei University's Design Research Centre established a TCS Programme in 1994. Its objective was to develop an improved design management system for Cannie, at the same time developing several new products over a two-year period. Young graduates taking part in the TCS are eligible to compete for an annual Scholarship giving the opportunity to visit Hong Kong and South China for up to six weeks. The author, an Industrial Design graduate taking part in the Cannie plc TCS, was the winner of a Scholarship that took place in April 1997. She discusses the objectives, achievements and benefits of a trip taken at such a poignant time in the former British colony's history.

scholarly journals Early year undergraduate researchers’ reflections on the values and perceived costs of their research experience

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Gaye D. Ceyhan ◽  
John W. Tillotson
Keyword(s):  
Achievement Motivation ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Intrinsic Value ◽  
Value Theory ◽  
Research Experience ◽  
Expectancy Value ◽  
Research Experiences ◽  
Research Findings ◽  
Future Work

Abstract Background Prior research reported that motivational beliefs that individuals attach to specific tasks predict continuing interest and persistence in the task. A motivational approach may be particularly useful for understanding undergraduate students’ engagement with research in their first and second years in college. The current study utilizes the expectancy-value theory of achievement motivation to qualitatively explore how much and in what ways early year undergraduate researchers value their research experience and what kinds of costs they associate with it. Results The results revealed that intrinsic value had the highest expression in participants’ motivation to engage in research. The second most expressed value type was the utility value of undergraduate research with regards to obtaining the desired outcomes, and attainment value played the least important role in participants’ motivation to engage in research. Findings also indicated that some of the participants associated a cost(s) to their research experience. The highest mentioned perceived cost was opportunity cost, where participants commented on losing other valued alternatives when engaging in research. Participants commented on the time, effort, or amount of work needed to engage in research, and a few participants commented on the emotional cost associated with their research experience in terms of the fear of failure. Conclusion As perceived cost is the least studied in the expectancy-value framework, this study contributes to cost values within college students, particularly about early year undergraduate researchers. The findings of this study can form the basis for future work on exploring ways to increase the values and decrease the costs students experience in their undergraduate research experiences.

scholarly journals Re-thinking Re-construction New Design Strategies for the Reconstruction after Natural Disasters. A Local Research Experience for a Global Topic

2019 ◽  
Author(s):  
Roberto Bianchi ◽  
Roberto Ruggiero
Keyword(s):  
Natural Disasters ◽  
Rural Areas ◽  
Design Research ◽  
Low Cost ◽  
Central Italy ◽  
Urban System ◽  
Housing Demand ◽  
Urban Systems ◽  
Research Experience ◽  
Design Strategies

The paper presents the ongoing results of a design research carried out at the School ofArchitectureandDesign” EduardoVittoria”of Ascoli Piceno(SAAD)of the university of Camerino. Thespecificobjectiveoftheresearchistodevelopaninnovativeandreplicabledesign methodology, and to experiment new design strategies devoted to the sustainable, compatible and innovative-construction after natural disasters in rural areas and low-density urban systems. The research is based on a “local-to-global” approach: it refers to Italy as a case study but it aims to achieve general results applicable in different geographical contexts. Thespecificcasestudyrelatestotheearthquakethatin2016/2017affectedasignificant area of Central Italy and that strongly hit a large part of the so called “Italian village system”, i.e. a peculiar environmental and productive urban system that is still now in real emergency. As in most of the international reconstruction experiences, this reconstruction will certainly require along process which,still today,is full of unknowns. The massive damage caused by this disastrous event, the constraints imposed by regulations and the need for and adaptation of the buildings stock to the current housing standards, exclude the possibility of applying design strategies focused on a “where it was/as it was” model. This awareness, which increases the uncertainty about the future of the ”earthquake” communities, requires an innovative approach in relation to apparently incompatible aspects: the preservation of the identity of lost places and the upgrade of building performance often explicitly required by the population and however connected to a new housing demand. In relation to worldwide territories with a high level of disaster risk, this scenario can nowadays be considered a global issue which concerns both cultural and technical aspects. The design methodology pursued is based on a scientific approach to re-construction that focuses on a “systemic” and “design to build” approach that concerns also productive and technological aspects in relation to purposes of low-cost performance, constructive simplicity, cost-effectiveness of the interventions. This approach aims also at the introduction of the lightweight building system in contexts of traditional and massive construction, according to an idea of a construction site as an “assembly point” of prefabricated parts, light and modular, with a controlled life-cycle.

Expanding Toolkits for Heritage Perpetuation

2016 ◽  
pp. 1841-1858
Author(s):  
Karl A. Hoerig ◽  
John R. Welch ◽  
T. J. Ferguson ◽  
Gabriella Soto
Keyword(s):  
Undergraduate Students ◽  
Information Science ◽  
Community Based Participatory Research ◽  
Field Research ◽  
Science Research ◽  
Research Experience ◽  
School Students ◽  
Western Apache ◽  
Field School ◽  
Resource Managers

From 2010 to 2013, the White Mountain Apache Tribe and the University of Arizona, with funding from the National Science Foundation, hosted the Western Apache Ethnography and Geographic Information Science Research Experience for Undergraduates. Designed to foster practical skills and scholarly capacities for future resource managers and anthropologists, this field school introduced Apache and non-native undergraduate students to ethnographic field research and GIS tools. Building upon the extensive arrays of geographical, cultural, and historical data that are available for Western Apache territory, field school students engaged in community-based participatory research with Western Apache elders and tribal natural and heritage resource personnel to contribute to the Western Apache tribes' efforts to document their cultural histories, traditional ecological knowledge, local understanding of geography, and issues of historic and contemporary resource management. This essay reviews the program and traces how student alumni have incorporated skills and perspectives gained into their subsequent academic and professional work.

Political Agenda

2019 ◽  
pp. 361-390
Author(s):  
Matthew W. Easterday ◽  
Yanna Krupnikov ◽  
Colin Fitzpatrick ◽  
Salwa Barhumi ◽  
Alexis Hope
Keyword(s):  
Undergraduate Students ◽  
Perspective Taking ◽  
Design Research ◽  
Educational Game ◽  
Political Agenda ◽  
Moral Foundations ◽  
Policy Positions ◽  
Intelligent Tutors ◽  
Political Perspective ◽  
Complex Reasoning

Engaged citizenship requires understanding why different ideologies lead to different policy positions. However, we know little about political perspective taking. How might we use games to teach citizens political perspective taking? This paper describes a design research project to develop a cognitive game for political perspective taking. Study 1 describes a political perspective taking measure created through expert and novice task analysis. Study 2 surveyed 187 undergraduate students and found relatively poor political perspective taking ability. Study 3 tests an educational game for political perspective taking and found that the game was engaging but did not promote learning. Study 4 describes a technical exploration testing the feasibility of a cognitive game with intelligent tutoring for scaffolding complex reasoning on political perspectives. This work argues games can teach political perspective taking using: (a) moral foundations theory, (b) fantasy environments that ask players to predict policy positions, and (c) embedded intelligent tutors.

scholarly journals Undergraduate Disabled Students as Knowledge Producers including Researchers: A Missed Topic in Academic Literature

2019 ◽  
Vol 9 (4) ◽  
pp. 259 ◽  
Author(s):  
Lillywhite ◽  
Wolbring
Keyword(s):  
Secondary Education ◽  
Stem Education ◽  
Undergraduate Students ◽  
Academic Career ◽  
Post Secondary Education ◽  
Research Experience ◽  
Disabled People ◽  
Disabled Students ◽  
Post Secondary ◽  
Academic Literature

Research experience is beneficial for undergraduate students for many reasons. For example, it is argued in academic literature and in reports produced by various organizations that engage with science, technology, engineering and math (STEM) education and science education that undergraduate research experience increases the graduation rate in STEM disciplines as well as the amount of students thinking about STEM careers. As such, being researchers should also be of benefit to undergraduate disabled students in all disciplines including STEM education. However, given that undergraduate disabled students encounter many problems within post-secondary education, including STEM education, undergraduate disabled students might encounter problems in becoming researchers. Policies are to be guided by knowledge and evidence. However, knowledge and evidence deficits exist in relation to the lived experience of disabled people. Undergraduate disabled students could decrease the knowledge deficit as researchers and knowledge producers. The numbers of disabled academic faculty are judged as being too low and efforts are under way to increase the number of disabled academics. Increasing the number of undergraduate disabled researchers might increase the available pool of disabled students that pursue an academic career. Given the important role research performed by undergraduate disabled students can play and given that many studies highlight problems for disabled students in post-secondary education in general, we used a scoping review approach to investigate the coverage of undergraduate disabled students as knowledge producers, including as researchers, in the academic literature. Using various search strategies, we obtained 1299 initial hits. However, only 15 had relevant content. No study investigated how undergraduate disabled students select their research topics or how they are enticed to pursue research projects outside of a course-based framework. No study looked at the linkage between being an undergraduate disabled researcher and career choices or using the obtained research skills on the undergraduate level in one’s role as a community member after graduation. Our findings suggest an opportunity for many fields, ranging from disability studies to STEM education, to generate more empirical data and conceptual work on the role of undergraduate disabled students as knowledge producers including as researchers. Such studies could help to increase the numbers of undergraduate disabled students as knowledge producers, including researchers, which in turn could help to increase (a) the number of disabled academics, (b) the number of disabled students who perform research in the community after graduation, (c) the degree success of disabled students and (d) the knowledge available on the social situation of disabled people.

Comparing Mentor and Mentee Perspectives in a Research-Based Undergraduate Mentoring Program

2012 ◽  
Author(s):  
Janet Y. Tsai ◽  
Daria Kotys-Schwartz ◽  
Beverly Louie ◽  
Virginia Ferguson ◽  
Alyssa Berg
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Retention Rate ◽  
Mentoring Relationships ◽  
Mentoring Program ◽  
Research Experience ◽  
Engineering Research ◽  
Reflective Questions ◽  
Undergraduate Mentoring

At the University of Colorado Boulder (CU), a research-based undergraduate mentoring program is now in its second year of implementation. The program, Your Own Undergraduate Research Experience (YOU’RE@CU) has three main goals: improve the retention rate of diverse groups in undergraduate engineering, build undergraduate interest in engineering research, and prepare graduate students to take on leadership roles in either academia or industry-based research careers. In YOU’RE@CU, undergraduate students are paired with a graduate mentor and work in the graduate student’s lab several hours a week. Undergraduate mentees enroll in a one-credit seminar course focusing on research and graduate school opportunities, and are assessed via pre- and post-surveys to gauge their excitement and interest in engineering. The undergraduates also respond to biweekly qualitative reflective questions while participating in the program. Graduate mentors complete several reflective questions about their experiences and are required to complete pre- and post-assessments. Adopting a person-centered, case study approach, this paper focuses on two telling examples of research-based mentoring relationships in the YOU’RE@CU program. Given identical mentor training through YOU’RE@CU, two graduate students start the Spring 2012 semester by meeting with their mentees to launch a research project. By examining application, pre-survey, reflective questions, and post-survey responses from these four participants, the differences in the trajectory of the two paired mentoring relationships can be clearly seen over the course of one semester. This close examination of two disparate mentoring relationships is instructive in understanding the subtle details that create either a positive learning environment or an uncomfortable lab situation for young engineers, and assists program administrators in making improvements in subsequent years.

scholarly journals Attitudes and perceptions towards research among final year medical students in a private medical college of coastal Karnataka: A cross-sectional study

2017 ◽  
Vol 07 (01) ◽  
pp. 007-011
Author(s):  
Sanjay Kini ◽  
Muthukumar R. ◽  
Rakesh G. Maiya ◽  
Nishanth Krishna K. ◽  
N. Udaya Kiran
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Research Methodology ◽  
Medical Curriculum ◽  
Cross Sectional Study ◽  
Research Experience ◽  
Sectional Study ◽  
Cross Sectional ◽  
Medical College ◽  
Attitudes And Perceptions

Abstract Introduction: Research experience gained by medical students during their under graduate tenure plays a significant role in their future endeavours in the field of medical research. The present study was a cross-sectional study conducted to know the attitudes and perceptions towards research among final year medical students in a private medical college. Methods: A total of 220 students participated in the study. Results: The majority of the students agreed that research is important in the medical field (88.6%, 195/220). The majority also believed that research methodology to be part of medical curriculum (72.7%, 160/220). 31.8% (70/220) felt that Research methodology will be helpful to enter competitive exams (USMLE, PLAB). The barriers for conducting research as believed by students were: Lack of interest (32.7%, 72/220), Lack of time (31.4%, 135/220), Inadequate knowledge about research methodology (51.4%, 113/230), Lack of guidance by faculties (27.7%, 61/220), Lack of research curriculum (34.1%, 75/230) Inadequate facilities for research (35.5%, 78/220), Inadequate financial support (30.9%, 68/220) and others 2.9% (6/220). Of the participating students, 23.2% (51/220) participated in research during medical school, while 76.8% (179/220) did not. Conclusion: Medical colleges should emphasize more on research among the undergraduate students. There is a need to reform the medical curriculum with more weightage towards research methodology.

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