MAKING THE JUMP TO UNDERGRADUATE RESEARCH FOR TOP-LEVEL HIGHSCHOOL STUDENT RESEARCHERS: FINDING SOME POTENTIAL SOLUTIONS

2019 ◽  
Author(s):  
Impreet Singh ◽  
◽  
Bonnie A.B. Blackwell ◽  
Israt J. Ahmed ◽  
Riyadh Ally ◽  
...  
Keyword(s):  
Undergraduate Research ◽  
Student Researchers

scholarly journals Harnessing the Undiscovered Resource of Student Research Projects

2012 ◽  
Vol 7 (6) ◽  
pp. 605-607 ◽  
Author(s):  
Jon E. Grahe ◽  
Alan Reifman ◽  
Anthony D. Hermann ◽  
Marie Walker ◽  
Kathryn C. Oleson ◽  
...  
Keyword(s):  
Undergraduate Research ◽  
Educational Experience ◽  
Research Projects ◽  
Student Research ◽  
Good Test ◽  
Geographic Locations ◽  
Student Researchers ◽  
Hypothetical Question ◽  
Psychological Studies

This article suggests that undergraduate research can help advance the science of psychology. We introduce a hypothetical “question-list paradigm” as a mechanism to do this. Each year, thousands of undergraduate projects are completed as part of the educational experience. Although many of these studies may not contain sufficient contributions for publication, they provide a good test of the replicability of established findings across populations at different institutions and geographic locations. Thus, these projects could meet the needs of recent calls for increased replications of psychological studies while simultaneously benefiting the student researchers, their instructors, and the field in general.

scholarly journals Frameworks and freedoms: Supervising research learning and the undergraduate dissertation

2018 ◽  
Vol 15 (4) ◽  
pp. 17-31
Author(s):  
Gina Wisker ◽  
Keyword(s):  
Undergraduate Student ◽  
Undergraduate Research ◽  
Skill Development ◽  
Current Debate ◽  
Research Skill ◽  
Student Research ◽  
Construction Of Knowledge ◽  
Student Researchers

Much current debate about undergraduate student research involves a focus on ‘students as partners’ and co-constructors of knowledge (Healey, Flint & Harrington 2014, 2016). This debate reveals interesting tensions between student freedom and the role of structuring frameworks. Undergraduate lecturers and research supervisors might feel we are in a quandary concerning how far we can help manage a balance between supportive frameworks and the independence that student researchers need to develop. Will the use of the Research Skill Development (Willison & O’Regan, 2006/2018) framework and other frameworks at every step of the undergraduate research journey form a constraint, or an essential scaffold? This paper considers frameworks, scaffolds and the need for freedom and creative co-construction of knowledge to enable successful undergraduate research within the context of final year research and writing at undergraduate third year (UK), honours (Australia) or senior/fourth year (US and Canada).

scholarly journals An IDeA for enhancing undergraduate research at rural primarily undergraduate institutions

2017 ◽  
Vol 41 (3) ◽  
pp. 464-471 ◽  
Author(s):  
Donald A. Sens ◽  
Karen L. Cisek ◽  
Pat Conway ◽  
Van A. Doze
Keyword(s):  
Undergraduate Students ◽  
Undergraduate Research ◽  
Baccalaureate Degree ◽  
Bachelor's Degree ◽  
The North ◽  
Undergraduate Institutions ◽  
Student Researchers ◽  
Post Baccalaureate ◽  
Academic Year ◽  
Salary Support

This study documents the efforts of the North Dakota (ND) IDeA Networks of Biomedical Research Excellence (INBRE) program to assist in the development of undergraduate research programs at four state-supported primarily undergraduate institutions (PUIs) in ND. The study was initiated in the 2004–2005 academic year and continues to the present. The study shows that gaining initial institutional support for undergraduate research was assisted by providing salary support for faculty involved in undergraduate research. Once research was ongoing, each institution evolved their own unique plan for the use of support from the ND INBRE. Undergraduate student researchers have prepared, presented, and defended their research results on 188 unique posters since initiation of the program, with many posters being presented at more than one meeting. PUI faculty have authored 35 peer-reviewed manuscripts. Evaluation has shown that over 95% of the undergraduate students performing research matriculated with their bachelor’s degree. Career choices of 77.2% of these graduates was determined, and 37% pursued a career in the health professions. Of the students not pursuing a post-baccalaureate degree, 81.2% chose careers directly linked to science. The study reinforces the concept that undergraduate research can be performed directly on the PUI campus and be of value in preparing the next generation of health professionals in research, service, and teaching.

Course-Based Undergraduate Research Experience: Music Education and Music Therapy Student Outcomes

2021 ◽  
pp. 105708372110021
Author(s):  
Abbey Dvorak ◽  
Eugenia Hernandez-Ruiz ◽  
Kevin M. Weingarten
Keyword(s):  
Content Analysis ◽  
Music Education ◽  
Student Outcomes ◽  
Undergraduate Research ◽  
Reliability Estimation ◽  
Research Experience ◽  
Self Assessment ◽  
Research Knowledge ◽  
Student Researchers ◽  
Psychology Course

The purpose of this study was to evaluate a course-based undergraduate research experience (CURE) in a required music psychology course and to measure student outcomes and conduct reliability estimation for the Research Skill Development Questionnaire (RSDQ) and Undergraduate Research Student Self-Assessment (URSSA). Student researchers ( N = 33) completed the URSSA and RSDQ. We analyzed URSSA Likert-type items using descriptive statistics and performed content analysis on open-ended responses. Student researchers reported moderate improvement across three subscales of Thinking and Working Like a Scientist, Personal Gains, and Research Skills, and some change for Attitudes and Beliefs. A comparison of pretest and posttest RSDQ subscale scores showed no significant change in participants’ self-reported research knowledge, skills, or dispositions. URSSA and RSDQ subscales demonstrated strong internal consistency. Based on content analysis of URSSA open-ended responses, participants reported interest in graduate school, greater understanding of and confidence about research, and plans to use research in their career.

scholarly journals A Multi-Disciplinary Undergraduate Pedagogical Experience Looking at Attitudes Towards Solar Development in the Mojave Desert

2021 ◽  
Author(s):  
Jennifer Moore Bernstein ◽  
Cameron Audras ◽  
Charmaine Dalisay ◽  
Jennifer Swift
Keyword(s):  
Spatial Analysis ◽  
Mojave Desert ◽  
Undergraduate Research ◽  
Learning Experience ◽  
Local Level ◽  
National Level ◽  
Environmental Studies ◽  
Field Studies ◽  
Suitability Analysis ◽  
Student Researchers

This research project aimed to integrate geography, spatial analysis, environmental studies, and social psychology to understand conflicts over solar development in the Mojave Desert region. A second objective was to empower the participating undergraduate student researchers with a deep-learning experience using multidisciplinary tools. This project ran from 2019 to 2021 under the Undergraduate Research Associates Program (URAP) at the University of Southern California. The students conducted site suitability analysis, survey research, interviews, and field studies. Results combined spatial analysis, attitudinal surveys, mapping, and detailed accounts of the students’ learning experiences. An important conclusion of this project was the discovery of a discrepancy between broad support for solar development at the state and national level, and a suspicion at the local level The student researchers went on to present multiple conferences and receive awards, and based on this project, both decided to attend graduate school in environmental studies and sciences. Recommendations for further research include interpolation of attitudes toward solar development, conducting a demographically representative survey, and participatory mapping. This approach can serve as a pedagogical strategy for other institutions, as students are increasingly eager to address environmental problem solving from the perspective of both the natural and social sciences.

scholarly journals From Uncle Tom’s Cabin to “Countering Colston”: Slavery and Memory in a Transatlantic Undergraduate Research Project

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Nina Reid-Maroney ◽  
Amy Bell ◽  
Neil Brooks ◽  
Olivette Otele ◽  
Richard White
Keyword(s):  
Undergraduate Students ◽  
Public History ◽  
Undergraduate Research ◽  
Community Based ◽  
Research Project ◽  
History And Memory ◽  
Community Based Research ◽  
Uncle Tom's Cabin ◽  
Student Researchers ◽  
The Uk

AbstractIn 2016–17 and in 2018–19, undergraduate students and faculty at Huron University College in London, Canada, and at Bath Spa University in the UK collaborated on an innovative community-based research project: Phantoms of the Past: Slavery and Resistance, History and Memory in the Atlantic World. Our paper outlines the structure of the project, highlights student research, and argues that the Phantoms undergraduate student researchers helped to create an innovative and important body of work on transatlantic Public History and local commemorative practice.

Undergraduate Research and the Institutional Review Board: A Mismatch or Happy Marriage?

1996 ◽  
Vol 23 (1) ◽  
pp. 20-25 ◽  
Author(s):  
Carl A. Kallgren ◽  
Robert T. Tauber
Keyword(s):  
Ethical Issues ◽  
Undergraduate Research ◽  
Human Subjects ◽  
Educational Experience ◽  
Psychological Research ◽  
Institutional Review Board ◽  
Research Projects ◽  
Institutional Review ◽  
Happy Marriage ◽  
Student Researchers

Many undergraduate research projects with human subjects are not reviewed by an Institutional Review Board (IRB). Undergraduate research should be reviewed to protect subjects' welfare, ethically and legally protect instructors, enhance the reputation of psychological research, and enrich the educational experience of student researchers. A survey of undergraduate researchers (N = 53), all of whom underwent the IRB process for their research, indicated that they thought they had learned more by going through the IRB process, produced a better product, viewed instructor feedback more positively, saw the instructor as more of an ally, treated their research more seriously, and were sensitized to ethical issues. We recommend the IRB process for all undergraduate research.

scholarly journals Why Work with Undergraduate Researchers? Differences in Research Advisors’ Motivations and Outcomes by Career Stage

2017 ◽  
Vol 16 (1) ◽  
pp. ar13 ◽  
Author(s):  
Charles N. Hayward ◽  
Sandra L. Laursen ◽  
Heather Thiry
Keyword(s):  
Undergraduate Students ◽  
Undergraduate Research ◽  
Early Career ◽  
High Tech ◽  
Career Stage ◽  
High Quality Research ◽  
Research Experiences ◽  
Student Researchers ◽  
And Mathematics

Undergraduate research is often hailed as a solution to increasing the number and quality of science, technology, engineering, and mathematics graduates needed to fill the high-tech jobs of the future. Student benefits of research are well documented but the emerging literature on advisors’ perspectives is incomplete: only a few studies have included the graduate students and postdocs who often serve as research advisors, and not much is known about why research advisors choose to work with undergraduate researchers. We report the motivations for advising undergraduate researchers, and the related costs and benefits of doing so, from 30 interviews with research advisors at various career stages. Many advisors stated intrinsic motivations, but a small group of early-career advisors expressed only instrumental motivations. We explore what this means for how advisors work with student researchers, the benefits students may or may not gain from the experience, and the implications for training and retaining research advisors who can provide high-quality research experiences for undergraduate students.

MAKING THE JUMP TO UNDERGRADUATE RESEARCH FOR TOP-LEVEL HIGHSCHOOL STUDENT RESEARCHERS: THE PROBLEM

2019 ◽  
Author(s):  
Riyadh Ally ◽  
◽  
Bonnie A.B. Blackwell ◽  
Israt J. Ahmed ◽  
Shauntè M. Baboumian ◽  
...  
Keyword(s):  
Undergraduate Research ◽  
Student Researchers

scholarly journals Undergraduate Researchers: Mentees and Mentors

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jenni L. Redifer ◽  
Derick Strode ◽  
Cathleen Webb
Keyword(s):  
High School ◽  
High School Students ◽  
Undergraduate Research ◽  
First Generation College Students ◽  
School Students ◽  
Student Research ◽  
First Year Students ◽  
First Generation College ◽  
Student Researchers ◽  
And Mathematics

This article describes the tiered mentoring approach to undergraduate research at a regional comprehensive university. In addition to mentorship of undergraduate student researchers by faculty and graduate students, tiered mentoring includes high school student researchers. The high-impact practice of student research is particularly impactful at this institution, where 40% of first-year students are first-generation college students, and the campus houses a residential science, technology, engineering, and mathematics high school. The wide variety of opportunities for student research involvement, including opportunities for students to serve in both mentee and mentor roles, has contributed to tiered mentorship becoming a prominent component of our university culture. Strategies for beginning and expanding the involvement of high school students as researchers in postsecondary settings are discussed.

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