scholarly journals Weeds in the flower garden: An exploration of plagiarism in graduate students' research proposals and its connection to enculturation, ESL, and contextual factors

2010 ◽  
Vol 6 (1) ◽  
Author(s):  
Joanna Gilmore ◽  
Denise Strickland ◽  
Briana Timmerman ◽  
Michelle Maher ◽  
David Feldon
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Research Process ◽  
Research Experience ◽  
Fine Grained ◽  
Engineering Mathematics ◽  
Primary Literature ◽  
Explicit Training ◽  
Doctoral Programmes

Existing literature provides insight into the nature and extent of plagiarism amongst undergraduate students (e.g., Ellery, 2008; Parameswaran & Devi, 2006; Selwyn, 2008). Plagiarism amongst graduate students is relatively unstudied, however, and the existing data are largely based on self-reports. This study investigated the rates and potential causes of plagiarism amongst graduate students in master's and doctoral programmes in science, technology, engineering, mathematics, and science or mathematics education by examining actual research proposals written by graduate students. Results indicate that plagiarism is a prevalent issue at each of the three university sites sampled and across all of the investigated disciplines. Fine grained analyses suggest that this plagiarism may be largely unintentional and due to a lack of disciplinary enculturation. Specifically, participants that plagiarised had approximately one less semester of research experience than graduate students who did not plagiarise. Furthermore, participants who lacked primary literature in their research proposals were significantly more likely to plagiarise and often used inappropriate citation styles. Follow-up correspondence with participants indicates that participants plagiarised, in part, because they lacked an awareness of the role of primary literature in the research process. This suggests that explicit training in the role and use of primary literature may provide an opportunity for programmes or mentors to accelerate the development of graduate students' research skills. This study also revealed that plagiarism was more common amongst English as a Second Language (ESL) participants. Potential causes of plagiarism and solutions to address plagiarism among the ESL population will be discussed. This paper is based on an earlier version presented at The Center for Academic Integrity 2009 Annual International Conference.

scholarly journals Graduate Students as Independent Instructors: Seven Things to Know about Teaching Your Own Course while in Graduate School

2010 ◽  
Vol 43 (03) ◽  
pp. 557-560 ◽  
Author(s):  
Edward M. Burmila
Keyword(s):  
Graduate Students ◽  
Novice Teachers ◽  
Student Perceptions ◽  
Graduate Student ◽  
Undergraduate Students ◽  
Graduate School ◽  
Teaching Assistants ◽  
Undergraduate Instruction ◽  
Graduate Instructors

AbstractDespite being responsible for a large percentage of undergraduate instruction, graduate students often receive little preparation for their first solo teaching assignments (J. D. Nyquist et al.,Change31 (3): 18, 1999). Furthermore, the existing literature on pedagogy fails to address the unique challenges faced by graduate students who are asked to serve as course instructors rather than teaching assistants. This article presents seven pieces of advice intended to better prepare the predoctoral graduate student to assume the role of the professor before assuming the title. By understanding the attitudes of undergraduate students toward graduate instructors, preparing in advance to handle the mistakes that novice teachers often make, and recognizing the correlation between outward confidence and student perceptions of instructor quality, graduate students can derive the most benefit from a stressful and time-consuming assignment. Most important, graduate instructors can learn to effectively manage the time spent on teaching duties to ensure that other responsibilities such as coursework, qualifying exams, and dissertation research do not suffer.

Comparing Mentor and Mentee Perspectives in a Research-Based Undergraduate Mentoring Program

2012 ◽  
Author(s):  
Janet Y. Tsai ◽  
Daria Kotys-Schwartz ◽  
Beverly Louie ◽  
Virginia Ferguson ◽  
Alyssa Berg
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Retention Rate ◽  
Mentoring Relationships ◽  
Mentoring Program ◽  
Research Experience ◽  
Engineering Research ◽  
Reflective Questions ◽  
Undergraduate Mentoring

At the University of Colorado Boulder (CU), a research-based undergraduate mentoring program is now in its second year of implementation. The program, Your Own Undergraduate Research Experience (YOU’RE@CU) has three main goals: improve the retention rate of diverse groups in undergraduate engineering, build undergraduate interest in engineering research, and prepare graduate students to take on leadership roles in either academia or industry-based research careers. In YOU’RE@CU, undergraduate students are paired with a graduate mentor and work in the graduate student’s lab several hours a week. Undergraduate mentees enroll in a one-credit seminar course focusing on research and graduate school opportunities, and are assessed via pre- and post-surveys to gauge their excitement and interest in engineering. The undergraduates also respond to biweekly qualitative reflective questions while participating in the program. Graduate mentors complete several reflective questions about their experiences and are required to complete pre- and post-assessments. Adopting a person-centered, case study approach, this paper focuses on two telling examples of research-based mentoring relationships in the YOU’RE@CU program. Given identical mentor training through YOU’RE@CU, two graduate students start the Spring 2012 semester by meeting with their mentees to launch a research project. By examining application, pre-survey, reflective questions, and post-survey responses from these four participants, the differences in the trajectory of the two paired mentoring relationships can be clearly seen over the course of one semester. This close examination of two disparate mentoring relationships is instructive in understanding the subtle details that create either a positive learning environment or an uncomfortable lab situation for young engineers, and assists program administrators in making improvements in subsequent years.

Medicate to Graduate: Academic Strain and Nonmedical Prescription Stimulant Use Among Graduate and Undergraduate Students

2020 ◽  
Vol 51 (1) ◽  
pp. 196-217
Author(s):  
James N. Hurst ◽  
John M. Eassey ◽  
Julie Marie Baldwin ◽  
Tusty ten Bensel
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Original Data ◽  
Strain Theory ◽  
Data Set ◽  
Prescription Stimulants ◽  
Stimulant Use ◽  
Nonmedical Use ◽  
Prescription Stimulant Use

The nonmedical use of prescription stimulants has been prevalent on college campuses in recent years. Previously, nonmedical prescription stimulant use (NMPSU) has been associated with increased use of other illicit substances, drug abuse, school dropout, and arrest. It is, therefore, imperative to understand the etiology of NMPSU for prevention, intervention, and harm reduction purposes. This study builds upon previous research on the role of academic strain in NMPSU by (a) considering a measure of strain that is more consistent with strain theory and (b) extending the examination to include graduate students. By utilizing an original data set of 1,121 undergraduate and graduate students at a Southern urban university, our overall results are consistent with general strain theory but mixed with respect to the role of academic strain in particular. The implications of our study for academic strain are discussed.

scholarly journals Working with circus artists: Reflections on a process of collaborative research, participation and commitment

2018 ◽  
Vol 5 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Julieta Infantino
Keyword(s):  
Social Sciences ◽  
Collaborative Research ◽  
Buenos Aires ◽  
Research Participation ◽  
Research Process ◽  
Research Experience ◽  
Research Practices ◽  
Conducting Research ◽  
The City

The purpose of this article is to share some reflections on the long research experience I have developed with circus artists in the City of Buenos Aires, Argentina. These reflections revolve around the question of the contributions of social sciences, particularly anthropology, through research practices conducted in collaboration with artists. I am interested in rethinking the role of the researcher by understanding science from a conception in which commitment, collaboration, and participatory knowledge-building can potentiate research practices and, at the same time, create dilemmas and challenges. What are the theoretical-methodological implications of the roles we can play throughout a long research process? What are the tools we can use when conducting research on the fields we also participate in, socially and politically? How can we reconcile the time it takes to conduct academic work with the short amount of time it takes for events to unfold in real-time?

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 Making a Commitment to EBLIP: The Role of Library Leadership

2007 ◽  
Vol 2 (3) ◽  
pp. 123
Author(s):  
Suzanne F Grefsheim ◽  
Jocelyn A Rankin ◽  
Susan C Whitmore
Keyword(s):  
Daily Practice ◽  
Research Process ◽  
Release Time ◽  
Research Projects ◽  
Research Experience ◽  
Library Management ◽  
Staff Members ◽  
Library Leadership ◽  
Library Research

Purpose - The role of library management and administration is pivotal to successful adoption of evidence-based practice by library practitioners. As part of its long-standing commitment to a learning organization, the leadership team of the biomedical research library serving the National Institutes of Health in Bethesda, MD, USA planned and implemented a systematic approach to fostering EBLIP practice. Method - The library initiated a program to build an environment conducive to EBLIP that included support and release time for library research projects, formal training in EBLIP methods, and team mentoring as research projects evolved. Library staff participating in the EBLIP initiative were the library’s 32 professional librarians as well as four other staff members. Many had scientific research experience but few if any had designed a library research study. All considered training as very important to the EBLIP initiative, as well as opportunities to collaborate with colleagues and present at professional meetings. Five teams undertook research projects; highlights of these team studies are described briefly. Conclusions - By providing a supportive framework for EBLIP practice, library leadership can successfully engage staff in EBLIP thinking and small research studies. Librarians with some training in the research process and ongoing mentoring can design and conduct studies that find important practical answers to the questions that arise in daily practice.

scholarly journals Connecting Classroom to Community Through Photovoice: Pedagogical Implications

2019 ◽  
Vol 12 (1) ◽  
pp. 285-301 ◽  
Author(s):  
İnci Yilmazli Trout ◽  
Beatrix Perez ◽  
M. Candace Christensen
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Course Design ◽  
Community Practice ◽  
Arts Based Research ◽  
Master Of Social Work ◽  
Work Program ◽  
Content Understanding ◽  
Social Work Program

This paper explores the pedagogical implications of using arts-based research in an advanced community practice course in a Master of Social Work program. Per the course design, graduate students implemented a photovoice project with undergraduate students focusing on transforming campus rape culture. At the end of the project, graduate students wrote reflection papers that constitute the data for this paper. The data analysis resulted in three categories: enhancing the learning of content, understanding the role of a social worker in macro-level practice, and engaging with the community.

scholarly journals The role of graduate students in research experience for undergraduates programs

2014 ◽  
Vol 7 (3) ◽  
pp. 369-372
Author(s):  
Michael Karls ◽  
David McCune ◽  
Lara Pudwell ◽  
Azadeh Rafizadeh
Keyword(s):  
Graduate Students ◽  
Research Experience

Beyond the Classroom: Educating Undergraduates in Materials Science Research and Careers via the CPIMA SURE Program

2001 ◽  
Vol 684 ◽  
Author(s):  
Marni Goldman ◽  
Charles G. Wade ◽  
Brenda E. Waller ◽  
Curtis W. Frank
Keyword(s):  
Undergraduate Students ◽  
Materials Science ◽  
Undergraduate Research ◽  
Career Decisions ◽  
Science Research ◽  
Research Process ◽  
Traditional Classroom ◽  
Polymer Interfaces ◽  
Research Experience ◽  
Macromolecular Assemblies

ABSTRACTThe Center on Polymer Interfaces and Macromolecular Assemblies (CPIMA), an NSF MRSEC and joint partnership among Stanford University, IBM Almaden, and University of California at Davis, established the Summer Undergraduate Research Experience (SURE) Program in 1995. Its mission is twofold: to expose undergraduate students to cutting-edge research and to help students with their ultimate career decisions. Approximately twenty-five students each summer are assigned a research project under the direction of a mentor. Students are exposed to a variety of research environments including universities, industry, and laboratories overseas. Regardless of site, students participate in research group meetings and learn the research process –a valuable experience that is often not obtained during a student's undergraduate years. To complete the research experience, SURE students attend a CPIMA Forum where they present posters on their research and interact with members of both academia and industry. While undergraduates are exposed to academia, they are often not exposed to industry or alternative careers. SURE students learn about industrial research by visiting IBM and getting a tour of the Almaden Research Center. A Career Day is held during the Program where students are given workshops on applying to graduate school as well as talks from people in different scientific careers, both traditional and nontraditional. Assessment surveys show that after their exposure to a number of experiences and ideas over 10 weeks, the SURE students have learned important lessons that a traditional classroom does not afford. To date, over 150 students have participated.

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.

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