Guiding the Next Step

2022 ◽  
Vol 22 (1) ◽  
pp. 23-26
Author(s):  
Ian Golding
Keyword(s):  
Undergraduate Research ◽  
Faculty Support ◽  
Publication Process ◽  
Research Mentorship ◽  
Support Students

Abstract This article examines the mentorship gap students face between the completion of a manuscript and its subsequent submission to a journal. Without continued faculty support, students often face unexpected hurdles as they enter the publication process. To alleviate these issues, the article discusses the value of extending undergraduate research mentorship.

scholarly journals Foreword to first issue of the Aresty Undergraduate Research Journal

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Vadim Levin
Keyword(s):  
Review Process ◽  
Undergraduate Research ◽  
Research Activity ◽  
Publication Process ◽  
Crucial Element ◽  
Research Journal ◽  
Research Activities ◽  
Rutgers University ◽  
Scholarly Publications ◽  
Peer Reviewers

A unique resource for the Rutgers University community, the Aresty Research Center promotes the integral value of research in undergraduate education.This inaugural issue of the journal expands the scope of research activities the Center offers to Rutgers undergraduates to include the peer-reviewed publication process – a crucial element of any structured research activity. Students can engage with the journal in a variety of roles that all professional researchers take at different times – those of the authors of scholarly publications, those of peer reviewers who ensure the quality and soundness of the published work, and those of editors who coordinate the review process.

scholarly journals Narratives of undergraduate research, mentorship, and teaching at UCLA

2021 ◽  
Vol 93 (2) ◽  
pp. 207-221
Author(s):  
Simone L. Stevens ◽  
Alice C. Phung ◽  
Alejandra Gonzalez ◽  
Yanwu Shao ◽  
Elamar Hakim Moully ◽  
...  
Keyword(s):  
Social Media ◽  
General Chemistry ◽  
Creative Process ◽  
Research Laboratory ◽  
Undergraduate Research ◽  
Undergraduate Teaching ◽  
Research Themes ◽  
Research Mentorship ◽  
Social Media Platforms ◽  
Use Of Social Media

Abstract This work describes select narratives pertaining to undergraduate teaching and mentorship at UCLA Chemistry and Biochemistry by Alex Spokoyny and his junior colleagues. Specifically, we discuss how individual undergraduate researchers contributed and jump-started multiple research themes since the conception of our research laboratory. This work also describes several recent innovations in the inorganic and general chemistry courses taught by Spokoyny at UCLA with a focus of nurturing appreciation for research and creative process in sciences including the use of social media platforms.

The Role of the Graduate Student in Inclusive Undergraduate Research Experiences

2022 ◽  
Vol 22 (1) ◽  
pp. 121-141
Author(s):  
Hannah Franz ◽  
Anne Charity Hudley ◽  
Rachael Scarborough King ◽  
Kendra Calhoun ◽  
deandre miles-hercules ◽  
...  
Keyword(s):  
Graduate Students ◽  
Undergraduate Research ◽  
Writing Pedagogy ◽  
Archival Studies ◽  
Research Experiences ◽  
Undergraduate Research Experiences ◽  
Research Mentorship ◽  
Different Types ◽  
Institutional Contexts

Abstract The authors present a lab-based research model that engages graduate students in undergraduate research mentorship positions that are mutually beneficial for graduate students, undergraduates, and faculty. They show how this model can be scaled up and adapted across the range of English disciplines. The authors share examples of the different types of research that they have engaged in for linguistics, literary archival studies, creative writing, and writing pedagogy. These examples illustrate how undergraduate research mentorship can prepare graduate students to teach and mentor students using effective methods in various institutional contexts.

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

Working With Interpreters to Support Students Who Are English Language Learners

2016 ◽  
Vol 1 (16) ◽  
pp. 15-27 ◽  
Author(s):  
Henriette W. Langdon ◽  
Terry Irvine Saenz
Keyword(s):  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
The Other ◽  
Primary Language ◽  
Second Best ◽  
Support Students

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.

For the Undergraduate Research Methods Course

1987 ◽  
Vol 32 (2) ◽  
pp. 170-170
Author(s):  
William J. Froming
Keyword(s):  
Research Methods ◽  
Undergraduate Research ◽  
Methods Course
Sign in / Sign up

Export Citation Format

Share Document