scholarly journals Lessons Learned from a Virtual Summer Undergraduate Research Program

2020 ◽  
Vol 4 (1) ◽  
pp. 76-77
Author(s):  
Karen Yokley ◽  
◽  
Nicholas Luke ◽  
Keyword(s):  
North Carolina ◽  
Mathematical Biology ◽  
National Science Foundation ◽  
Undergraduate Research ◽  
Lessons Learned ◽  
State University ◽  
Research Experiences ◽  
Undergraduate Research Program ◽  
National Science ◽  
T State

In summer 2020, North Carolina A&T State University and Elon University were poised to debut their Research Experiences for Undergraduates program in mathematical biology funded by the National Science Foundation (NSF). The directors decided to hold the program virtually so that students would have the opportunity. Although the directors did not have experience running a virtual program, they learned from the experience and have recommendations for program directors in similar situations.

scholarly journals Interdisciplinary Training in Mathematical Biology through Team-based Undergraduate Research and Courses

2010 ◽  
Vol 9 (3) ◽  
pp. 284-289 ◽  
Author(s):  
Jason E. Miller ◽  
Timothy Walston
Keyword(s):  
Mathematical Biology ◽  
Undergraduate Research ◽  
Lessons Learned ◽  
State University ◽  
Interdisciplinary Training ◽  
Research Experiences ◽  
Research Collaborations ◽  
Mathematics Program ◽  
And Mathematics ◽  
Interdisciplinary Courses

Inspired by BIO2010 and leveraging institutional and external funding, Truman State University built an undergraduate program in mathematical biology with high-quality, faculty-mentored interdisciplinary research experiences at its core. These experiences taught faculty and students to bridge the epistemological gap between the mathematical and life sciences. Together they created the infrastructure that currently supports several interdisciplinary courses, an innovative minor degree, and long-term interdepartmental research collaborations. This article describes how the program was built with support from the National Science Foundation's Interdisciplinary Training for Undergraduates in Biology and Mathematics program, and it shares lessons learned that will help other undergraduate institutions build their own program.

scholarly journals Correction for Schweitzer et al. , Soft tissue and cellular preservation in vertebrate skeletal elements from the Cretaceous to the present

2007 ◽  
Vol 274 (1629) ◽  
pp. 3183-3183
Author(s):  
Mary Higby Schweitzer ◽  
Jennifer L. Wittmeyer ◽  
John R. Horner
Keyword(s):  
North Carolina ◽  
Soft Tissue ◽  
National Science Foundation ◽  
State University ◽  
North Carolina State University ◽  
Related Article ◽  
Link Type ◽  
Article Type ◽  
National Science

Correction for ‘Soft tissue and cellular preservation in vertebrate skeletal elements from the Cretaceous to the present’ by Mary Higby Schweitzer, Jennifer L. Wittmeyer and John R. Horner (Proc. R. Soc. B 274 , 183–197. (doi: 10.1098/rspb.2006.3705 )). The funding acknowledgement in the acknowledgement section was incorrect, and should read as follows: Funding for this work was provided by National Science Foundation (EAR-0541744), Discovery Channel and North Carolina State University.

scholarly journals Trudi C. Miller

2008 ◽  
Vol 41 (04) ◽  
pp. 888
Author(s):  
William R. Keech
Keyword(s):  
New York ◽  
North Carolina ◽  
Political Science ◽  
National Science Foundation ◽  
Economic Science ◽  
State University ◽  
Cornell University ◽  
Chapel Hill ◽  
National Science ◽  
The University

Trudi C. Miller died on September 30, 2003, after a brief illness. After earning a BA in English from Cornell University and a Ph.D. in political science from the University of North Carolina at Chapel Hill, she spent most of her career at the National Science Foundation. After a brief stay at the State University of New York at Buffalo, she moved to NSF, where she rose to be the program director for the Decision, Risk and Management Division of Social and Economic Science.

Learning to Become Researchers: Lessons Learned from a Research Experience for Undergraduates (REU) Program Focused on Research in the Psychological Sciences with Real-World Implications

2021 ◽  
Vol 4 (4) ◽  
pp. 10-22
Author(s):  
Patricia R. DeLucia ◽  
Amanda L. Woods ◽  
Jeong-Hee Kim ◽  
Ngan Nguyen ◽  
Eugene W. Wang ◽  
...  
Keyword(s):  
Homeland Security ◽  
Real World ◽  
National Science Foundation ◽  
Research Study ◽  
Psychological Research ◽  
Lessons Learned ◽  
Research Experience ◽  
Rigorous Research ◽  
National Science ◽  
National Science Foundation Research

This research study at a National Science Foundation Research Experience for Undergraduates site focuses on psychological research with applications to the real world. Two cohorts of undergraduates engaged in rigorous research projects on, e.g., driving, homeland security, relationships, human-computer interaction, language comprehension and production, discrimination, and health psychology. Results indicated that students and mentors perceived an improvement in the students' research skills.

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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