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 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 Enthusiastic but Inconsistent: Graduate Teaching Assistants’ Perceptions of Their Role in the CURE Classroom

2021 ◽  
Vol 20 (4) ◽  
Author(s):  
Emma C. Goodwin ◽  
Jessica R. Cary ◽  
Erin E. Shortlidge
Keyword(s):  
Teaching Assistants ◽  
Undergraduate Research ◽  
Graduate Teaching Assistants ◽  
Value Theory ◽  
Research Experience ◽  
Expectancy Value Theory ◽  
Expectancy Value ◽  
Graduate Teaching

Expectancy-value theory was used to explore how graduate teaching assistants (GTAs) value for teaching a course-based undergraduate research experience (CURE) impacts their motivation and perceptions of their role as CURE mentors. GTAs have varying perceptions of their role that do not closely correspond to their value for teaching CUREs.

scholarly journals Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university

2020 ◽  
Vol 44 (4) ◽  
pp. 491-507 ◽  
Author(s):  
Theresa Schnettler ◽  
Julia Bobe ◽  
Anne Scheunemann ◽  
Stefan Fries ◽  
Carola Grunschel
Keyword(s):  
Undergraduate Students ◽  
Intrinsic Value ◽  
Value Theory ◽  
Drop Out ◽  
Multilevel Regression ◽  
Expectancy Value Theory ◽  
Final Exam ◽  
Expectancy Value ◽  
Motivational Process ◽  
And Mathematics

Abstract The intraindividual process of study dropout, from forming dropout intention to deregistration, is of motivational nature. Yet typical studies investigate interindividual differences, which do not inform about intraindividual processes. Our study focused on the intraindividual process of forming dropout intention, and applied expectancy-value theory to analyze its motivational underpinnings. To expand research, we considered associations of intraindividual deviations in expectancy, intrinsic value, attainment value, utility value, and cost to intraindividual deviations in dropout intention. A total of 326 undergraduate students of law and mathematics rated motivational variables and dropout intention three times from semester start to the final exam period. Multilevel regression analyses revealed that intraindividual changes in intrinsic value, attainment, and cost, but not in expectancy and utility, related to intraindividual changes in dropout intention. Further, we considered students’ demographics as moderators. Only age moderated the association between intrinsic value and dropout intention. Our results stress the crucial role of certain value components, including cost, for emerging dropout intention.

scholarly journals A Comprehensive Faculty, Staff, and Student Training Program Enhances Student Perceptions of a Course-Based Research Experience at a Two-Year Institution

2014 ◽  
Vol 13 (4) ◽  
pp. 724-737 ◽  
Author(s):  
Thomas D. Wolkow ◽  
Lisa T. Durrenberger ◽  
Michael A. Maynard ◽  
Kylie K. Harrall ◽  
Lisa M. Hines
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Staff Training ◽  
Undergraduate Research ◽  
Randomized Study ◽  
Geographic Region ◽  
Support Staff ◽  
Early Research ◽  
Research Experience ◽  
Research Experiences

Early research experiences must be made available to all undergraduate students, including those at 2-yr institutions who account for nearly half of America's college students. We report on barriers unique to 2-yr institutions that preclude the success of an early course-based undergraduate research experience (CURE). Using a randomized study design, we evaluated a CURE in equivalent introductory biology courses at a 4-yr institution and a 2-yr institution within the same geographic region. We found that these student populations developed dramatically different impressions of the experience. Students at the 4-yr institution enjoyed the CURE significantly more than the traditional labs. However, students at the 2-yr institution enjoyed the traditional labs significantly more, even though the CURE successfully produced targeted learning gains. On the basis of course evaluations, we enhanced instructor, student, and support staff training and reevaluated this CURE at a different campus of the same 2-yr institution. This time, the students reported that they enjoyed the research experience significantly more than the traditional labs. We conclude that early research experiences can succeed at 2-yr institutions, provided that a comprehensive implementation strategy targeting instructor, student, and support staff training is in place.

Seeding undergraduate research experience: From Georgia Tech to KFUPM case study

2018 ◽  
Vol 55 (4) ◽  
pp. 313-323
Author(s):  
Samir Al-Ghadhban ◽  
Ali Muqaibel ◽  
Ghassan Alregib ◽  
Ali Al-Shaikhi
Keyword(s):  
Undergraduate Students ◽  
Undergraduate Research ◽  
Group Structure ◽  
Research Process ◽  
Georgia Tech ◽  
Research Experience ◽  
Research Experiences ◽  
Course Structure ◽  
Experience Survey

In this paper, implementation and outcomes of an undergraduate research course are presented. The associated gains and learning outcomes of the course are evaluated and benchmarked with other international undergraduate research experiences. The course was offered to undergraduate students at King Fahd University of Petroleum and Minerals (KFUPM). The research group structure adopts Georgia Tech model. The paper summarizes the course structure, content, and best practices. In addition, the results of undergraduate research experience survey are presented and analyzed. The students reported significant gains in understanding of the research process and significant improvements in writing and oral presentation skills.

scholarly journals Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report

2014 ◽  
Vol 13 (1) ◽  
pp. 29-40 ◽  
Author(s):  
Lisa Corwin Auchincloss ◽  
Sandra L. Laursen ◽  
Janet L. Branchaw ◽  
Kevin Eagan ◽  
Mark Graham ◽  
...  
Keyword(s):  
Undergraduate Research ◽  
Biology Education ◽  
Operational Definition ◽  
Future Research ◽  
Meeting Report ◽  
Research Experience ◽  
Research Experiences ◽  
Undergraduate Research Experiences ◽  
Foundation Program ◽  
Definition Of

The Course-Based Undergraduate Research Experiences Network (CUREnet) was initiated in 2012 with funding from the National Science Foundation program for Research Coordination Networks in Undergraduate Biology Education. CUREnet aims to address topics, problems, and opportunities inherent to integrating research experiences into undergraduate courses. During CUREnet meetings and discussions, it became apparent that there is need for a clear definition of what constitutes a CURE and systematic exploration of what makes CUREs meaningful in terms of student learning. Thus, we assembled a small working group of people with expertise in CURE instruction and assessment to: 1) draft an operational definition of a CURE, with the aim of defining what makes a laboratory course or project a “research experience”; 2) summarize research on CUREs, as well as findings from studies of undergraduate research internships that would be useful for thinking about how students are influenced by participating in CUREs; and 3) identify areas of greatest need with respect to CURE assessment, and directions for future research on and evaluation of CUREs. This report summarizes the outcomes and recommendations of this meeting.

Barriers, Expectancy-Value Beliefs, and Physical Activity Engagement Among Adults With Visual Impairments

2020 ◽  
pp. 1-21
Author(s):  
T.N. Kirk ◽  
Justin A. Haegele ◽  
Xihe Zhu
Keyword(s):  
Physical Activity ◽  
Intrinsic Value ◽  
Visual Impairments ◽  
Value Theory ◽  
Hierarchical Regression ◽  
Expectancy Value ◽  
Activity Engagement ◽  
Correlational Approach ◽  
The Relationship ◽  
Barriers To Physical Activity

The purpose of this inquiry was to examine the relationship between barriers to physical activity, expectancy-value variables, and physical activity engagement among adults with visual impairments. Using a descriptive correlational approach, a sample of 214 adults with visual impairments (Mage = 43.14, SD = 13.67) completed questionnaires pertaining to barriers to physical activity, expectancy-value beliefs about physical activity, and physical activity engagement. Data were analyzed via correlation and hierarchical regression. The final regression model explained 20.30% of variance in physical activity (p < .001). Intrinsic value (β = 0.26, p = .01) and expectancy beliefs (β = 0.33, p < .001) each emerged as significant predictors of physical activity engagement, which suggests that expectancy-value theory may have some utility for investigating the physical activity engagement of individuals with visual impairments. However, the lack of significant contribution of other variables such as attainment and utility values, as well as barriers factors, underscores the need for additional research in this area.

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.

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 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.  

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