scholarly journals An Upper-Level Biology Course Designed to Develop Science Communication in STEM Majors by Examining the Biotechnology Industry

2020 ◽  
Vol 82 (6) ◽  
pp. 389-393
Author(s):  
Laura T. Laranjo ◽  
Chloe C. Greppi ◽  
Melissa S. Kosinski-Collins
Keyword(s):  
Undergraduate Students ◽  
Science Communication ◽  
Journal Club ◽  
Academic Research ◽  
Career Pathways ◽  
Science Careers ◽  
Stem Majors ◽  
Biology Students ◽  
Course Material ◽  
Upper Level

Many undergraduate students pursuing life science majors are not aware of job options outside of medicine and academic research, because many departments stress these as the only primary career pathways. In addition, biology students often do not have many opportunities to develop their science communication and presentation skills due to the rigorous course requirements inherent in these fields that would make them more competitive for careers in biotechnology. We developed a course using diverse pedagogies designed to introduce students to new careers in biotechnology, to help them understand the role of ethics in the drug development pipeline, and to incorporate more communication assignments, such as student presentations and journal-club-style paper discussions to more effectively prepare them for many STEM-based career possibilities. By the end of the course, students had broader knowledge of previously unknown science careers, had improved their scientific communication skills, and reported a greater understanding of course material as a result of the science communication assignments.

scholarly journals A Hierarchical Mentoring Program Increases Confidence and Effectiveness in Data Analysis and Interpretation for Undergraduate Biology Students

2020 ◽  
Vol 19 (3) ◽  
pp. ar23
Author(s):  
Cascade J. B. Sorte ◽  
Nancy M. Aguilar-Roca ◽  
Amy K. Henry ◽  
Jessica D. Pratt
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Science Communication ◽  
Core Competencies ◽  
Career Readiness ◽  
Mentoring Program ◽  
Undergraduate Biology ◽  
Biology Students ◽  
Upper Level

A hierarchical mentoring program incorporated into an upper-level ecology course led to improvements in perceived and demonstrated ability in data analysis and interpretation. Such a program contributes to career readiness by building core competencies in critical thinking and science communication.

Supporting learners’ STEM-oriented career pathways with digital badges

2019 ◽  
Vol 120 (1/2) ◽  
pp. 87-107 ◽  
Author(s):  
Caroline R. Pitt ◽  
Adam Bell ◽  
Rose Strickman ◽  
Katie Davis
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Career Pathways ◽  
Research Approach ◽  
Digital Badges ◽  
Content Type ◽  
Technology Industry ◽  
Learning Pathways ◽  
And Mathematics ◽  
Practical Implications

Purpose This paper aims to investigate the potential for digital badges to support alternate learning and career pathways in formal and informal learning environments. Stakeholder groups in higher education and industry discussed how digital badges might transform current processes of admitting undergraduate students and hiring young professionals. Design/methodology/approach This research uses a thematic analysis of in-depth interviews with 30 stakeholders in higher education and the technology industry. Findings Interview participants expressed optimism about the potential for digital badges to make learning pathways visible to learners and external audiences and to promote equity in STEM (STEM: science, technology, engineering, and mathematics) education and careers. Participants noted several obstacles, largely focused on issues of credibility and logistics of working with badges across settings. Research limitations/implications Though the research approach is limited in geographic scope, the findings have broad applicability and insight for the use of digital badges in general. Practical implications Education policymakers, employers and scholars will be able to use the insights from this investigation in their efforts to find innovative ways to expand and diversify the STEM workforce, as well as support a wider range of learners than is currently supported by initiatives aligned with the school-to-workforce pipeline metaphor. Originality/value This paper directly confronts issues of real-world applications of digital badges by discussing practical implications with college admissions officers and employers. The current study fills a need for research that investigates the use of digital badges across – as opposed to within – contexts.

scholarly journals Bridging the Gap: Understanding the Differing Research Expectations of First-Year Students and Professor

2012 ◽  
Vol 7 (3) ◽  
pp. 4 ◽  
Author(s):  
Meg Raven
Keyword(s):  
Undergraduate Students ◽  
Academic Research ◽  
First Year ◽  
First Year Students ◽  
High Expectations ◽  
Research Students ◽  
Time Required ◽  
Instruction Strategies ◽  
Research Instruction ◽  
The University

Objective: This study sought to better understand the research expectations of first-year students upon beginning university study, and how these expectations differed from those of their professors. Most academic librarians observe that the research expectations of these two groups differ considerably and being able to articulate where these differences are greatest may help us provided more focused instruction, and allow us to work more effectively with professors and student support services. Methods: 317 first-year undergraduate students and 75 professors at Mount Saint Vincent University in Halifax, NS were surveyed to determine what they each expected of first-year student research. Students were surveyed on the first day of term so as to best understand their research expectations as they transitioned from high school to university. Results: The gulf between student and professor research expectations was found to be considerable, especially in areas such as time required for reading and research, and the resources necessary to do research. While students rated their preparedness for university as high, they also had high expectations related to their ability to use non-academic sources. Not unexpectedly, the majority of professors believed that students are not prepared to do university-level research, they do not take enough responsibility for their own learning, they should use more academic research sources, and read twice as much as students believe they should. Conclusions: By better understanding differing research expectations, students can be guided very early in their studies about appropriate academic research practices, and librarians and professors can provide students with improved research instruction. Strategies for working with students, professors and the university community are discussed.

scholarly journals Snowflake Selfies: A Low-Cost, High-Impact Approach toward Student Engagement in Scientific Research (with Their Smartphones)

2020 ◽  
Vol 101 (6) ◽  
pp. E917-E935
Author(s):  
Matthew R. Kumjian ◽  
Kevin A. Bowley ◽  
Paul M. Markowski ◽  
Kelly Lombardo ◽  
Zachary J. Lebo ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Low Cost ◽  
State University ◽  
Engaged Scholarship ◽  
Mesoscale Meteorology ◽  
Penn State ◽  
Atmospheric Thermodynamics ◽  
Term Paper ◽  
Upper Level ◽  
Intensive Course

Abstract An engaged scholarship project called “Snowflake Selfies” was developed and implemented in an upper-level undergraduate course at The Pennsylvania State University (Penn State). During the project, students conducted research on snow using low-cost, low-tech instrumentation that may be readily implemented broadly and scaled as needed, particularly at institutions with limited resources. During intensive observing periods (IOPs), students measured snowfall accumulations, snow-to-liquid ratios, and took microscopic photographs of snow using their smartphones. These observations were placed in meteorological context using radar observations and thermodynamic soundings, helping to reinforce concepts from atmospheric thermodynamics, cloud physics, radar, and mesoscale meteorology courses. Students also prepared a term paper and presentation using their datasets/photographs to hone communication skills. Examples from IOPs are presented. The Snowflake Selfies project was well received by undergraduate students as part of the writing-intensive course at Penn State. Responses to survey questions highlight the project’s effectiveness at engaging students and increasing their enthusiasm for the semester-long project. The natural link to social media broadened engagement to the community level. Given the successes at Penn State, we encourage Snowflake Selfies or similar projects to be adapted or implemented at other institutions.

scholarly journals Why UGC- CARE List of Journals & Good Academic Research Practices (GARP) Both are Archaic?

2021 ◽  
Author(s):  
N Vasantha Raju ◽  
Harinarayan N.S.
Keyword(s):  
Science Communication ◽  
Academic Research ◽  
Research Practices ◽  
Scholarly Publications

This paper discusses Good Academic Research Practices (GARP) and UGC-CARE List and their limitations in engaging with emerging open publishing platforms specifically preprints. This paper through some light on preprints and its role in accelerating science communication during COVID-19 pandemic. The UGC’s opaqueness towards emerging open publishing platforms in its GARP document and propagating traditional scholarly publications through UGC-CARE List has also been deliberated.

scholarly journals Role of the Undergraduate Student Research Assistant in the New Millennium

2004 ◽  
Vol 3 (4) ◽  
pp. 235-240 ◽  
Author(s):  
Thais Dutra Nascimento Silva ◽  
Lúcia Cristina da Cunha Aguiar ◽  
Jaqueline Leta ◽  
Dilvani Oliveira Santos ◽  
Fernanda Serpa Cardoso ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Undergraduate Student ◽  
Critical Role ◽  
Academic Research ◽  
Scientific Data ◽  
Research Assistant ◽  
Age Related ◽  
Research Careers ◽  
New Research

In this study, we analyze the contribution of the undergraduate student who participates in the process of generating scientific data and developing a research project using Brazilian research as an example. Historically, undergraduate students have performed the critical role of research assistants in developing countries. This aspect has been underappreciated as a means of generating scientific data in Brazilian research facilities. Brazilian educational institutions are facing major age-related generational changes among the science faculty within the next 5–10 yr. A lack of adequate support for graduate students leads to a concern that undergraduates will not be interested in choosing research assistant programs and, subsequently, academic research careers. To remedy this situation it is important to focus on ways to encourage new research careers and enhance university–industry collaborations.

Blended Learning & the Redesign of Psyc 100

2016 ◽  
Author(s):  
Bawks Jordan ◽  
Sammy Boggs
Keyword(s):  
Undergraduate Students ◽  
Conceptual Understanding ◽  
Group Learning ◽  
Active Role ◽  
Small Group Learning ◽  
Group Discussions ◽  
Student Centered ◽  
Traditional Lecture ◽  
Learning Labs ◽  
Course Material

A great deal of research has shown that lectures with large class sizes struggle to promote active learning resulting in poor knowledge acquisition and retention as well as limited conceptual understanding. Based on the benefits observed for blending learning models and small group learning in the literature, Introductory Psychology (Psyc 100) at Queen’s has recently undergone a massive redesign with the goal of improving the student experience.The structure of Psyc 100 has been changed from 3 hours of traditional lecture a week to 1 hour of lecture, 1 hour of online learning, and 1 hour of learning lab per week. The goal of this redesign is to increase student engagement through learning labs, grant more freedom to pursue the course material via interactive online tasks, and delve deeper into exciting and relevant topics with more in-depth lectures.The labs are specially designed with a student-centered approach that helps learners to engage with fellow students and the material through group discussions, quizzes, games, and debates. Upper year students majoring in Psychology comprise approximately 2/3 of the tutorial facilitators for these labs, which provide undergraduate students with an important opportunity to take a more active role in the Psychology department and develop a love for teaching.We will present the research behind this redesign, demonstrate how it has been incorporated into the new Psyc 100 curriculum, and share our experiences as student facilitators through the ongoing refinement of the course.

E-Learning

2015 ◽  
pp. 1545-1560
Author(s):  
Marie de Beer ◽  
Roger B. Mason
Keyword(s):  
Research Method ◽  
Academic Research ◽  
Pass Rate ◽  
Teaching Methodology ◽  
Research Project ◽  
Learner Centered ◽  
E Learning ◽  
Course Material ◽  
Main Intervention

This paper investigates a method for increasing the involvement of marketing fourth year learners in academic research, by encouraging greater participation in, and commitment to, their research project in the Applied Marketing IV subject. It is assumed that greater involvement will result in a greater pass rate. The main reasons for this lack of interest were found to be a sense of incompetence and a lack of resources which were the main objectives of a research project. These objectives were addressed by using learner centered methodologies with the research method Action Research. This research method with the slow resolution of problems was used together with a teaching methodology whose objectives supported the resolution of the learners' inadequacies. Formative assessment was used at the start of the measuring of the learners' progress and was found useful with its quick and positive feedback in supporting the learners' confidence. An eClassroom was structured for the implementation of the Applied Marketing IV course. It was designed in such a way that it facilitated the learners' use of the more commonly used devices such as surfing the web, email and Internet over and above the chosen course material. Although it was not possible to complete the main intervention of the project it was possible to use the participants' experiences in the navigation of the course material in the eClassroom, to further develop future follow-up courses.

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