Integrating Research Experiences Into Public Health Curricula: Effects on Undergraduate Students’ Knowledge of Neighborhood Inequalities, Perception of Research, and Motivation to Talk About Health Issues

2019 ◽  
Vol 6 (2) ◽  
pp. 113-118
Author(s):  
Kara Zografos ◽  
Emanuel Alcala ◽  
John Capitman ◽  
Leepao Khang
Keyword(s):  
Public Health ◽  
Undergraduate Students ◽  
Comparison Group ◽  
Positive Impact ◽  
Undergraduate Research ◽  
Intervention Group ◽  
Health Issues ◽  
Research Experiences ◽  
Undergraduate Research Experiences ◽  
The Impact

Undergraduate research is defined as an inquiry or investigation conducted by an undergraduate student in collaboration with a faculty member that makes an intellectual or creative contribution to the discipline. This study assessed the impact of integrating undergraduate research experiences into public health curricula on students’ knowledge of neighborhood inequalities, perception of research, and motivation to talk about health issues. The sample consisted of 132 undergraduate students from two groups (intervention and comparison). The intervention group ( n = 71) conducted a structured social observation in various zip codes to characterize assets and liabilities of the local built environment. Self-reported questionnaires assessing the key study variables were administered to the students at baseline and at postintervention. Compared with those in the comparison group, improvements were noted in knowledge among those in the intervention group from pretest to posttest. Participants in the intervention group were also more motivated to talk about health issues compared with those in the comparison group. Perception of research among those in the intervention group also improved over time when participants were divided into two research confidence level groups (confident and nonconfident). The evaluation of this intervention demonstrates the positive impact integrating undergraduate research experiences can have on a sample of students.

scholarly journals A Framework for Implementing Course-Based Undergraduate Research Experiences (CUREs) in Freshman Biology Labs

2016 ◽  
Vol 78 (6) ◽  
pp. 448-455 ◽  
Author(s):  
Arundhati Bakshi ◽  
Lorelei E. Patrick ◽  
E. William Wischusen
Keyword(s):  
Undergraduate Students ◽  
Research University ◽  
Undergraduate Research ◽  
Research Projects ◽  
Implementation Barriers ◽  
Research Experiences ◽  
Undergraduate Research Experiences ◽  
Widespread Implementation ◽  
Flexible Framework ◽  
Large Research

There have been many calls to make research experiences available to more undergraduate students. One way to do this is to provide course-based undergraduate research experiences (CUREs), but providing these on a scale large enough to accommodate many students can be a daunting undertaking. Indeed, other researchers have identified time to develop materials and course size as significant barriers to widespread implementation of CUREs. Based on our own experiences implementing CUREs at a large research university, we present a flexible framework that we have adapted to multiple research projects, share class materials and rubrics we have developed, and suggest logistical strategies to lower these implementation barriers.

scholarly journals MUREs - a new member of the URE-CURE family of research opportunities for undergrads

2021 ◽  
Author(s):  
Holly E. Bates ◽  
Shanna Lowes ◽  
Sarah L. West
Keyword(s):  
Undergraduate Students ◽  
Undergraduate Research ◽  
Small Scale ◽  
Research Experience ◽  
Research Experiences ◽  
Research Opportunities ◽  
Biology Students ◽  
Undergraduate Research Experiences ◽  
Stem Students ◽  
Experiential Research

Undergraduate research experiences are important for the development of scientific identity, appreciation of authentic research, and to improve persistence towards science careers. We identified a gap in experiential research opportunities for undergraduate Biology students who were seeking a formal yet small-scale research experience that was unique to their own interests and career aspirations. These opportunities may be especially worthwhile for STEM students aspiring to non-research scientific careers (i.e., medicine, dentistry, forensics, communication) and underrepresented STEM students. Here, we reflect on the use of small-scale, individualized undergraduate research experiences that are based on established methods (MURE). These experiences have helped to fill this gap and create problem-centred learning opportunities for undergraduate students that are as unique as the students themselves.

scholarly journals Use of technology for public health surveillance reporting: opportunities, challenges and lessons learnt from Kenya

2020 ◽  
Author(s):  
Ian Njeru ◽  
David Kareko ◽  
Ngina Kisangau ◽  
Daniel Langat ◽  
Nzisa Liku ◽  
...  
Keyword(s):  
Public Health ◽  
Surveillance System ◽  
Public Health Surveillance ◽  
Comparison Group ◽  
Intervention Group ◽  
Health Surveillance ◽  
Surveillance Data ◽  
Percentage Points ◽  
Reporting Rates ◽  
The Impact

Abstract Background: Infectious diseases remain one of the greatest threats to public health globally. Effective public health surveillance systems are therefore needed to provide timely and accurate information for early detection and response. In 2016, Kenya transitioned its surveillance system from a standalone web-based surveillance system to the more sustainable and integrated District Health Information System 2 (DHIS2). As part of Global Health Security Agenda (GHSA) initiatives in Kenya, training on use of the new system was conducted among surveillance officers. We evaluated the surveillance indicators during the transition period in order to assess the impact of this training on surveillance metrics and identify challenges affecting reporting rates. Methods: From February to May 2017, we analysed surveillance data for 13 intervention and 13 comparison counties. An intervention county was defined as one that had received refresher training on DHIS2 while a comparison county was one that had not received training. We evaluated the impact of the training by analysing completeness and timeliness of reporting 15 weeks before and 12 weeks after the training. A chi-square test of independence was used to compare the reporting rates between the two groups. A structured questionnaire was administered to the training participants to assess the challenges affecting surveillance reporting. Results: The completeness of reporting increased significantly after the training by 17 percentage points (from 45% to 62%) for the intervention group compared to 3 percentage points (49% to 52%) for the comparison group. Timeliness of reporting increased significantly by 21 percentage points (from 30% to 51%) for the intervention group compared to 7 percentage points (from 31% to 38%) for the comparison group. Major challenges identified for the low reporting rates included lack of budget support from government, lack of airtime for reporting, health workers strike, health facilities not sending surveillance data, use of wrong denominator to calculate reporting rates and surveillance officers being given other competing tasks. Conclusions: Training plays an important role in improving public health surveillance reporting. However, to improve surveillance reporting rates to the desired national targets, other challenges affecting reporting must be identified and addressed accordingly.

scholarly journals The Emerging STEM Paths and Science Identities of Hispanic/Latinx College Students: Examining the Impact of Multiple Undergraduate Research Experiences

2021 ◽  
Vol 20 (2) ◽  
pp. ar18
Author(s):  
Angela Frederick ◽  
Sara E. Grineski ◽  
Timothy W. Collins ◽  
Heather A. Daniels ◽  
Danielle X. Morales
Keyword(s):  
College Students ◽  
Graduate School ◽  
Undergraduate Research ◽  
Research Experiences ◽  
Comfort Levels ◽  
Undergraduate Research Experiences ◽  
Psychosocial Benefits ◽  
The Impact

In addition to professional and psychosocial benefits, having the opportunity to spend multiple summers in research at institutions away from home helped to strengthen Hispanic/Latinx students’ comfort levels with being away from their families and helped them recognize the broad range of graduate school opportunities available to them.

A Study of Mechanical Engineering Students’ Learning Outcomes During Summer Undergraduate Research Experiences

2008 ◽  
Author(s):  
Olga Pierrakos
Keyword(s):  
Undergraduate Students ◽  
Engineering Students ◽  
Undergraduate Research ◽  
Evaluation Studies ◽  
Research Participation ◽  
Thinking Skills ◽  
Research Experiences ◽  
Great Opportunity ◽  
Problem Solving Skills ◽  
Undergraduate Research Experiences

Undergraduate research experiences, which are highly promoted and supported by NSF and other agencies, present a great opportunity for our students to learn essential problem solving skills. The National Science Foundation’s Research Experiences for Undergraduates (REU) program is one of the largest initiatives supporting active research participation by undergraduate students in all of the areas of research funded by NSF. The REU program, with more than 600 sites around the world, presently funds over 1000 active awards, totaling over $327 million. From these active REU awards, 384 (38% of the total active awards) are related to engineering (determined by having ‘engineering’ as a keyword in the title and abstract) and account for about $170 million, about half of the total amount of awards to date. In spite of such widespread support and belief in the value of undergraduate research, limited well-grounded research and evaluation studies exist [1]. Most of the existing literature reveals the predominance of program descriptions, explanation of models, and evaluation efforts, rather than studies grounded on research. Only recently have research and evaluation studies focused on assessing the benefits of undergraduate research [1–8]. Some of these benefits are (a) retention for underrepresented groups, (b) increased interest in the discipline, (c) gaining critical thinking skills, (d) increased self-confidence, and (e) clarification of career goals. Moreover, most of these studies on undergraduate research have focused on the sciences, whereas undergraduate research experiences in engineering have been understudied.

scholarly journals The Impact of Broadly Relevant Novel Discoveries on Student Project Ownership in a Traditional Lab Course Turned CURE

2019 ◽  
Vol 18 (4) ◽  
pp. ar57 ◽  
Author(s):  
Katelyn M. Cooper ◽  
Joseph N. Blattman ◽  
Taija Hendrix ◽  
Sara E. Brownell
Keyword(s):  
Immune System ◽  
Mutant Strain ◽  
Student Outcomes ◽  
Scientific Community ◽  
Undergraduate Research ◽  
Wild Type ◽  
Research Experiences ◽  
Undergraduate Research Experiences ◽  
The Impact ◽  
Insight Into

Course-based undergraduate research experiences (CUREs) have been shown to lead to multiple student benefits, but much is unknown about how CUREs lead to specific student outcomes. In this study, we examined the extent to which students making “broadly relevant novel discoveries” impacted student project ownership by comparing the experiences of students in a CURE and a traditional lab course. The CURE and traditional lab were similar in most aspects; students were exposed to an identical curriculum taught by the same instructor. However, there was one major difference between the two types of courses: the type of data that the students produced. Students in the traditional lab characterized the immune system of wild-type mice, thereby confirming results already known to the scientific community, while students in the CURE characterized the immune system of a mutant strain of mice, which produced broadly relevant novel discoveries. Compared with traditional lab students, CURE students reported higher cognitive and emotional ownership over their projects. Students’ perceptions of collaboration and making broadly relevant novel discoveries were significantly and positively related to their cognitive and emotional ownership. This work provides insight into the importance of integrating opportunities for broadly relevant novel discoveries in lab courses.

Retaining students by embedding librarians into undergraduate research experiences

2014 ◽  
Vol 42 (1) ◽  
pp. 129-147 ◽  
Author(s):  
Jeffrey A. Knapp ◽  
Nicholas J. Rowland ◽  
Eric P. Charles
Keyword(s):  
Academic Success ◽  
Student Retention ◽  
Undergraduate Students ◽  
Scientific Literacy ◽  
Undergraduate Research ◽  
Research Experiences ◽  
Content Type ◽  
College Curriculum ◽  
Institutional Goals ◽  
Undergraduate Research Experiences

Purpose – The purpose of this paper is to identify an important area for librarians to positively impact student retention. Design/methodology/approach – This programmatic and conceptual piece describes how embedding librarians into the growing enterprise of undergraduate research experiences (UREs) lays a framework for a context in which libraries and librarians directly contribute to the retention of undergraduate students. Findings – Librarians are capable of directly contributing to the retention of students. While their efforts, it is contended, contribute routinely and to the actual retention of students, it is difficult for their efforts to register in the assessment of retention used by administrators. This discrepancy can be solved if librarians play a more explicit (and quantifiable) role in retaining students. Research limitations/implications – UREs are a growing, but generally untapped trend for librarians; however, because UREs generally correlate with academic success and student retention, they offer librarians a useful entry point to contribute to the academic mission of colleges and universities, and in a measurable way. Practical implications – Embedded librarianship poses a number of hurdles for its practitioners; however, it also has the potential for libraries and librarians to become more explicitly connected to overall institutional goals and strengthen their positions in the academy more broadly. Social implications – Improving the scientific literacy of undergraduate students and aiding them on their path toward graduation is meaningfully enhanced through the embedding of librarians into the college curriculum. Originality/value – Systematically embedding librarians into UREs is not strongly represented in the literature.

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