Nanotechnology Summer Undergraduate Research Intern Program: Comprehensive Introduction to Life as a Researcher

2004 ◽  
Vol 827 ◽  
Author(s):  
M.R. Melloch ◽  
J. Lax
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Graduate School ◽  
Technical Writing ◽  
Undergraduate Research ◽  
Diverse Group ◽  
Research Projects ◽  
Research Project ◽  
Short Courses ◽  
Molecular Conduction

AbstractWe have implemented a summer undergraduate research intern (SURI) program, the purpose of which is to give the undergraduates as real a picture as possible of what it is like to be a research scientist and what will be encountered in graduate school. Our first SURI class, the summer of 2003, consisted of a diverse group of 18 students from 9 different universities. Each student joined an ongoing cross-disciplinary research project team comprised of faculty and graduate students who have been working on research projects throughout the year. Coordinated with the students' research project was a technical writing/presentation course. The SURIs also participated in professional development activities, short courses, and a molecular conduction workshop. The culmination of the students' research and the technical writing/presentation course was a one-day conference at the end of their program in which all the SURIs presented the results of their summer research.

scholarly journals (139) Enhancing Professional Development of Graduate Students through a Scientific Writing Course

HortScience ◽  
2005 ◽  
Vol 40 (4) ◽  
pp. 1043B-1043
Author(s):  
Kent D. Kobayashi
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Graduate Program ◽  
Technical Writing ◽  
Learning Experience ◽  
Scientific Paper ◽  
Scientific Writing ◽  
Student Survey ◽  
Master's Students ◽  
Writing Assignments

How do we enhance the learning experience of graduate students in scientific writing, an essential skill in their professional development? A graduate course TPSS 711 “Scientific Writing for Graduate Students” was developed to address this need. Its objectives were to help students write, analyze, and revise parts of a scientific paper; critically evaluate their own writing and the writings of others; and become familiar with types of publications. The diverse topics included purpose of scientific writing; organizing your writing; parts of a scientific paper; data analysis and growth analysis; writing the content of a poster or oral presentation; newspaper articles and popular works; extension publications; technical writing for the general public; thesis/dissertation writing; a journal editor's perspective; and reviewing a manuscript. TPSS 711 had an enrollment of 11 TPSS master's students. Students were in their second through fifth semesters of their graduate program. A student survey showed no student had submitted a manuscript to a peer-reviewed journal, had a peer-reviewed article published, or had a newspaper, trade magazine, or popular work published. Only 9% of the students had a paper published in a conference proceedings or presented a scientific paper outside Hawaii, with only 18% having presented a paper in Hawaii. Writing assignments, in-class activities, and evaluations of the writings of others helped students gain intensive hands-on experience in scientific writing. As a course requirement, students submitted an abstract and presented a paper at our college's annual scientific symposium. Course evaluations indicated this course was important and valuable in helping enhance the students' learning experience.

scholarly journals PLACE AND ROLE OF "PREPARATION AND PRESENTATION OF RESEARCH RESULTS RESEARCH" DISCIPLINE IN TERMS OF TRAINING OF PH.D. WITHIN THE FIELD OF THE POSTGRADUATE HIGHER EDUCATION (RESEARCH INSTITUTIONS)

2021 ◽  
pp. 7-14
Author(s):  
Serhiy Lytvyn
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Graduate School ◽  
Analytical Description ◽  
Research Project ◽  
Holistic View ◽  
Research Results ◽  
Public Defense ◽  
Analysis And Synthesis

The purpose of the article is to highlight the place and role of the discipline "Preparation of a research project and presentation of research results" as part of the educational and scientific program of training doctors of philosophy in the graduate school of higher education (scientific institutions) and its importance in the acquisition of professional competencies, systems knowledge, and skills preparation of scientific research and presentation of its results. The methodology consists of the application of general scientific methods of analysis and synthesis, induction and deduction, generalization and abstraction, review-analytical, description, and comparison, which made it possible to identify the place and role of this discipline. The scientific novelty of the work lies in the generalization and systematization of knowledge about the discipline "Preparation of a research project and presentation of research results", in focusing on its features in terms of the present and prospects for its development. Conclusions. A feature of the discipline "Preparation of a research project and presentation of research results" is the consideration of all stages of preparation of graduate students: from admission to graduate school and choosing a dissertation research topic and to public defense of the dissertation and certification in the light of modern requirements. In the process of studying the course graduate students will be able to form a holistic view of science as a system of knowledge and tools of knowledge, to form views on the methodology of scientific knowledge, the essence of general and special methods and principles of research and presentation of their results.

Degrees of Difference

2020 ◽  
Author(s):  
Kimberly D. McKee ◽  
Denise A. Delgado
Keyword(s):  
Graduate Students ◽  
Graduate School ◽  
Women Of Color ◽  
Personal Narrative ◽  
Self Care ◽  
Institutional Support ◽  
Racial Microaggressions ◽  
National Origin ◽  
Diverse Group ◽  
Limited Support

Degrees of Difference: Reflections of Women of Color on Graduate School uses personal narrative supported by scholarly research to identify the struggles faced by women of color in graduate school and the methods deployed by women to mitigate the academic and emotional struggles they face. Contributors represent a diverse group of women from different ethnic, racial, and national origin backgrounds in fields ranging from the humanities to sciences. The essays engage common themes that recur in many women of color’s narratives: racial microaggressions, alienation, disillusionment, a lack of departmental and institutional support, imposter syndrome, a lack of self-care, and limited support from family and partners. The authors then discuss the specific steps taken to resist the roadblocks that stop many women of color from completing their degrees. Focusing on self-care, the creation of supportive communities, finding like-minded mentors, and strategies on resisting racism and unsupportive faculty and graduate students, the contrubtors offer solutions and possible avenues to support other women of color’s success in academia.

Assessing Efficacy of a New Research-Oriented Peer Mentoring Program: YOU’RE@CU

2011 ◽  
Author(s):  
Janet Y. Tsai ◽  
Daria Kotys-Schwartz ◽  
Virginia Ferguson ◽  
Beverly Louie
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Student Interest ◽  
Research Projects ◽  
Research Experience ◽  
Engineering Research ◽  
University Of Colorado ◽  
New Research ◽  
The University

At the University of Colorado, Boulder, a new program designed to link graduate students with 1st and 2nd year undergraduate students through engineering research projects and mentoring relationships was initiated in Spring 2011. Your Own Undergraduate Research Experience at the University of Colorado (YOU’RE@CU) has three main goals: (1) increase retention of undergraduate students in engineering, particularly women and underrepresented minorities (URMs); (2) excite undergraduate student interest in research projects and future careers in academia or industry; (3) provide graduate students with training and hands-on mentoring experience with the expectation that this will positively influence graduate student choices to seek a career in academia. This paper illustrates the details of the YOU’RE@CU program during its pilot implementation in Spring 2011. The assessment strategy and methods are also explained, with presentation of qualitative data and discussion of the overall data analysis process.

scholarly journals Enhancing Teacher Trainees’ Capacity for Knowledge Creation through Undergraduate Research Projects

1970 ◽  
Vol 10 (1) ◽  
pp. 23-44
Author(s):  
Adeola Oyenike Adeosun
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Knowledge Creation ◽  
Research Productivity ◽  
Undergraduate Research ◽  
Research Capacity ◽  
Research Projects ◽  
Teacher Trainees ◽  
Academic Activities ◽  
Faculties Of Education

As a tool for discovering and creating knowledge, research is key to institutional and professional development. Hence, the teaching-research nexus has been driving academic activities in higher education, increasing pressure on academics to increase research productivity and develop students’ research capacity. This has informed the emphasis of undergraduate research projects, especially in colleges/ faculties of Education. However, there have been serious concerns for the quality and impact of these student research endeavors. It is against this background that this study focuses on efforts to expand teacher-trainees’ capacity to identify educational issues and generate research ideas from them using participatory research approaches. It reports that close links with schools spurred students’ ability to construct research ideas and that they expanded students’ experience of research; changed their perception of research; and improved their research skills. Recommendations arising out of these findings are discussed.

Groups That Work: Student Achievement in Group Research Projects and Effects on Individual Learning

2017 ◽  
Vol 45 (3) ◽  
pp. 240-251 ◽  
Author(s):  
Renee Monson
Keyword(s):  
Research Methods ◽  
Liberal Arts ◽  
Undergraduate Research ◽  
Individual Learning ◽  
Individual Characteristics ◽  
Methods Course ◽  
Research Projects ◽  
Research Project ◽  
Group Research ◽  
Average Grade

Group research projects frequently are used to teach undergraduate research methods. This study uses multivariate analyses to examine the characteristics of higher-achieving groups (those that earn higher grades on group research projects) and to estimate the effects of participating in higher-achieving groups on subsequent individual learning (grade on final paper). The sample includes 257 students who completed a sociology research methods course at a small liberal arts institution between 2004 and 2015. Group achievement (grade on group research project) is predicted by group size, gender composition of the group, and group’s average grade on midterm exams. Group achievement on the research project contributes to subsequent individual learning (grade on final paper) even after controlling for individual characteristics (student’s gender, race, and average grade on midterm exams) and group characteristics. The findings support claims that group research projects are an effective pedagogy for undergraduate sociology research methods courses and point to some guidelines for instructors’ composition of groups for research projects.

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