Inclusivity in the Archives

2019 ◽  
pp. 1-12
Author(s):  
Amy J. Lueck ◽  
Beverlyn Law ◽  
Isabella Zhang
Keyword(s):  
Undergraduate Students ◽  
Hidden Curriculum ◽  
Public Memory ◽  
Writing Studies ◽  
Archival Research ◽  
Research Experiences ◽  
University Archives ◽  
Conducting Research

This chapter uses the experience of two undergraduate students conducting research in their university archives to consider the “hidden curriculum” entailed in archival research at some institutions. When diverse identities and experiences are not represented in our archives, we run the risk of communicating a lack of value for those identities, producing a feeling of marginalization and exclusion for some students and foreclosing an opportunity to build solidarity across difference for others. In light of the limited holdings at many university archives and the increased prevalence of archival research in the undergraduate classroom, the authors draw on research from writing studies, anthropology, archival research, and public memory to produce recommendations for students, faculty, and institutions working to compose inclusive archives and research experiences.

Ethical Issues Relevant to the Assessment of Suicide Risk in Nonclinical Research Settings

Crisis ◽  
2012 ◽  
Vol 33 (1) ◽  
pp. 54-59 ◽  
Author(s):  
Carolyn M. Wilson ◽  
Bruce K. Christensen
Keyword(s):  
Undergraduate Students ◽  
Suicide Risk ◽  
Ethical Issues ◽  
Current Paper ◽  
Self Report ◽  
Ethical Guidelines ◽  
Schizotypal Personality ◽  
Increased Risk ◽  
Genetic Features ◽  
Conducting Research

Background: Our laboratory recently confronted this issue while conducting research with undergraduate students at the University of Waterloo (UW). Although our main objective was to examine cognitive and genetic features of individuals with schizotypal personality disorder (SPD), the study protocol also entailed the completion of various self-report measures to identify participants deemed at increased risk for suicide. Aims and Methods: This paper seeks to review and discuss the relevant ethical guidelines and legislation that bear upon a psychologist’s obligation to further assess and intervene when research participants reveal that they are at increased risk for suicide. Results and Conclusions: In the current paper we argue that psychologists are ethically impelled to assess and appropriately intervene in cases of suicide risk, even when such risk is revealed within a research context. We also discuss how any such obligation may potentially be modulated by the research participant’s expectations of the role of a psychologist, within such a context. Although the focus of the current paper is on the ethical obligations of psychologists, specifically those practicing within Canada, the relevance of this paper extends to all regulated health professionals conducting research in nonclinical settings.

Three-Year Study of the Impact of a Research Experience Program in Aerospace Engineering on Undergraduate Students

2021 ◽  
Vol 4 (4) ◽  
pp. 23-32
Author(s):  
Jacques C. Richard ◽  
So Yoon Yoon
Keyword(s):  
Undergraduate Students ◽  
Career Paths ◽  
Research University ◽  
Aerospace Engineering ◽  
Research Experience ◽  
Research Knowledge ◽  
Research Experiences ◽  
Public Research University ◽  
The Impact ◽  
Engineering Career

This study reports results from a three-year implementation of a Research Experiences for Undergraduates (REU) program funded by the National Science Foundation in aerospace engineering at a public research university in the southwestern United States. Students’ perceptions of research knowledge, skills, and engineering career paths were all positively affected.

scholarly journals A Framework for Implementing Course-Based Undergraduate Research Experiences (CUREs) in Freshman Biology Labs

2016 ◽  
Vol 78 (6) ◽  
pp. 448-455 ◽  
Author(s):  
Arundhati Bakshi ◽  
Lorelei E. Patrick ◽  
E. William Wischusen
Keyword(s):  
Undergraduate Students ◽  
Research University ◽  
Undergraduate Research ◽  
Research Projects ◽  
Implementation Barriers ◽  
Research Experiences ◽  
Undergraduate Research Experiences ◽  
Widespread Implementation ◽  
Flexible Framework ◽  
Large Research

There have been many calls to make research experiences available to more undergraduate students. One way to do this is to provide course-based undergraduate research experiences (CUREs), but providing these on a scale large enough to accommodate many students can be a daunting undertaking. Indeed, other researchers have identified time to develop materials and course size as significant barriers to widespread implementation of CUREs. Based on our own experiences implementing CUREs at a large research university, we present a flexible framework that we have adapted to multiple research projects, share class materials and rubrics we have developed, and suggest logistical strategies to lower these implementation barriers.

scholarly journals Early year undergraduate researchers’ reflections on the values and perceived costs of their research experience

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Gaye D. Ceyhan ◽  
John W. Tillotson
Keyword(s):  
Achievement Motivation ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Intrinsic Value ◽  
Value Theory ◽  
Research Experience ◽  
Expectancy Value ◽  
Research Experiences ◽  
Research Findings ◽  
Future Work

Abstract Background Prior research reported that motivational beliefs that individuals attach to specific tasks predict continuing interest and persistence in the task. A motivational approach may be particularly useful for understanding undergraduate students’ engagement with research in their first and second years in college. The current study utilizes the expectancy-value theory of achievement motivation to qualitatively explore how much and in what ways early year undergraduate researchers value their research experience and what kinds of costs they associate with it. Results The results revealed that intrinsic value had the highest expression in participants’ motivation to engage in research. The second most expressed value type was the utility value of undergraduate research with regards to obtaining the desired outcomes, and attainment value played the least important role in participants’ motivation to engage in research. Findings also indicated that some of the participants associated a cost(s) to their research experience. The highest mentioned perceived cost was opportunity cost, where participants commented on losing other valued alternatives when engaging in research. Participants commented on the time, effort, or amount of work needed to engage in research, and a few participants commented on the emotional cost associated with their research experience in terms of the fear of failure. Conclusion As perceived cost is the least studied in the expectancy-value framework, this study contributes to cost values within college students, particularly about early year undergraduate researchers. The findings of this study can form the basis for future work on exploring ways to increase the values and decrease the costs students experience in their undergraduate research experiences.

Book Review--The Naylor Report on Undergraduate Research in Writing Studies

2021 ◽  
Vol 4 (2) ◽  
pp. 64-64
Author(s):  
Ryan Weber ◽  
Keyword(s):  
Research Methods ◽  
Undergraduate Research ◽  
Writing Studies ◽  
Research Experiences ◽  
New Knowledge ◽  
Key Issues

This collection presents discussion, observations, and conclusions from the 2018 Naylor Symposium on Undergraduate Research in Writing Studies, and it captures both the findings and the spirit of the symposium itself. The text covers key issues in undergraduate research (UR) such as mentoring, introducing research methods, structuring research experiences, creating new knowledge, and sharing findings with audiences.

scholarly journals Repressive Experiences among China Scholars: New Evidence from Survey Data

2019 ◽  
Vol 242 ◽  
pp. 349-375 ◽  
Author(s):  
Sheena Chestnut Greitens ◽  
Rory Truex
Keyword(s):  
Survey Data ◽  
Research Report ◽  
Research Experiences ◽  
The Past ◽  
Descriptive Information ◽  
Research Climate ◽  
Real Phenomenon ◽  
Conducting Research ◽  
Original Survey ◽  
New Evidence

AbstractThis paper examines the nature of China's current research climate and its effects on foreign scholarship. Drawing on an original survey of over 500 China scholars, we find that repressive research experiences are a rare but real phenomenon and collectively present a barrier to the conduct of research in China. Roughly 9 per cent of China scholars report that they have been “invited to tea” by authorities within the past ten years; 26 per cent of scholars who conduct archival research report being denied access; and 5 per cent of researchers report some difficulty obtaining a visa. The paper provides descriptive information on the nature of these experiences and their determinants. It concludes with a discussion of self-censorship and strategies for conducting research on China.

Knowing your Place: Gender and Reflexivity in two Ethnographies

2002 ◽  
Vol 7 (2) ◽  
pp. 118-128 ◽  
Author(s):  
Fiona Gill ◽  
Catherine Maclean
Keyword(s):  
Participant Observation ◽  
Emotional Impact ◽  
Community Studies ◽  
Research Experiences ◽  
The North ◽  
Research Problems ◽  
Similarities And Differences ◽  
Conducting Research ◽  
Combination Of Methods ◽  
Gender Specific

Female ethnographers often appear to be more aware of their sexual status and its impact on fieldwork and relationships than their male colleagues (Okely 1992: 19, Coffey 1999: 79). Similarly, the behaviour of female fieldworkers is often more closely scrutinised than that of male fieldworkers (Mascarenhas-Keyes 1987: 187), and many female ethnographers’ accounts detail gender-specific issues and challenges that arose during their research (e.g. Moreno 1995: 220, Whitehead 1976, Middleton 1986). This paper draws on the authors’ experiences in two different rural British communities, conducting research using a combination of methods including participant observation and tape-recorded interviews. Catherine Maclean's research examined migration and social change in ‘Beulach’, a remote rural parish in the north of Scotland, while Fiona Gill's research focused on issues of identity in ‘Bordertown’, a small town near the border between Scotland and England. In both cases, while gender was not initially a focus of the research, it became increasingly salient during the fieldwork period. The paper discusses the similarities and differences between the authors’ research experiences, and the factors that account for these. The authors’ research is set in the wider context of ethnographic community studies. The paper explores the emotional impact of the fieldwork on the authors, and the consequences of this for the research. It concludes that although female researchers have to consider and deal with gender-related research problems not faced by their male colleagues, this also has positive consequences as the experiences of female ethnographers encourage a reflexive and self-aware approach.

A Comparison of Two Different Strategies for Undergraduate Research Within the Framework of a Rotor Dynamics Laboratory

2007 ◽  
Author(s):  
Jim Meagher ◽  
Xi Wu
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Research Question ◽  
Rotor Dynamics ◽  
Research Project ◽  
Literature Searches ◽  
Research Findings ◽  
Conducting Research ◽  
Directed Research

Introductory graduate level courses and upper division technical electives often present a student with his or her first research project. Time limitations of a course require a balance between open ended discovery, development of specialized technical knowledge, and teaching the mechanics of research methodology. The case study presented in this paper is an outline of two different strategies to introduce research to undergraduate students within the framework of a rotor dynamics laboratory. The laboratory had historically been designed to demonstrate machinery malfunctions in a series of short exercises. The laboratory was changed to have several introductory labs designed to prepare students for an extended self-directed research project that included literature searches, paper reviews, design of experiments, and presentation of research findings to the class. In one strategy the students were expected to practice discovery primarily through experimentation with specific, restricted goals. In the other strategy the students were given more flexibility defining the research question and in establishing priorities. Both projects had students design an experiment whose results were compared to mathematical simulations and each led to research that was presented at a conference. Although both were considered successful in terms of student learning and research outcomes, a balance biased toward experimentation and restricted student options for discovery actually led to broader research findings and more in-depth student research but with less student appreciation for and practice with the necessary preliminary stages of conducting research. The student learning experiences and methodologies for each scenario are presented and compared in this paper.

Study on Functionally Gradient Materials Under International Research Experiences for Undergraduates Program: US - South Africa Collaboration

2018 ◽  
Author(s):  
Subha Kumpaty ◽  
Esther Akinlabi ◽  
Andrew Gray ◽  
Kevin Sivak ◽  
Mutiu Erinosho ◽  
...  
Keyword(s):  
South Africa ◽  
Undergraduate Students ◽  
International Research ◽  
Functionally Graded ◽  
Cultural Immersion ◽  
Graded Materials ◽  
Research Experiences ◽  
Ongoing Research ◽  
Scan Speed ◽  
The University

This paper details the ongoing research conducted by Milwaukee School of Engineering senior undergraduate students in South Africa under the third year of the Research Experiences for Undergraduates grant EEC-1460183 sponsored by the National Science Foundation (Principal Investigator Dr. Kumpaty). Andrew Gray and Kevin Sivak conducted research in summer of 2017 under advisement of Dr. Kumpaty and his South African collaborators, Dr. Esther Akinlabi, Dr. Mutiu Erinosho and Dr. Sisa Pityana. They extended the work of Paoli (reported in IMECE2017-71037), with varying percent of Mo (0–15%) in the combination of Ti64-Mo deposited on Ti64 substrate at laser powers of 1500 and 1700 W for a select scan speed. Laser metal deposition was completed at the CSIR – National Laser Center, in Pretoria, South Africa and the material characterization was performed at the University of Johannesburg as in the previous year. Hardness decreased with addition of Mo. Lowest hardness was observed in 10% Mo layers, and greater percent of Mo led some agglomeration issues due to its melting temperature being much higher than that of Ti64. Corrosion tests were also attempted. Etching challenges were present as percent of Mo varied in the same sample. Results are directly applicable to biomedical industry in evaluating functionally graded materials. An alumnus of MSOE, Peter Spyres served as a liaison for our international REU participants as he engaged them during the weekends in a cultural immersion which otherwise would not have been possible. Gray and Sivak were able to spend July 4th at the U.S. Consulate in Pretoria. While the research collaborators have generously provided support, it is the care taken by Peter’s remarkable household, which enhanced the beneficial value of this international research enterprise.

scholarly journals MUREs - a new member of the URE-CURE family of research opportunities for undergrads

2021 ◽  
Author(s):  
Holly E. Bates ◽  
Shanna Lowes ◽  
Sarah L. West
Keyword(s):  
Undergraduate Students ◽  
Undergraduate Research ◽  
Small Scale ◽  
Research Experience ◽  
Research Experiences ◽  
Research Opportunities ◽  
Biology Students ◽  
Undergraduate Research Experiences ◽  
Stem Students ◽  
Experiential Research

Undergraduate research experiences are important for the development of scientific identity, appreciation of authentic research, and to improve persistence towards science careers. We identified a gap in experiential research opportunities for undergraduate Biology students who were seeking a formal yet small-scale research experience that was unique to their own interests and career aspirations. These opportunities may be especially worthwhile for STEM students aspiring to non-research scientific careers (i.e., medicine, dentistry, forensics, communication) and underrepresented STEM students. Here, we reflect on the use of small-scale, individualized undergraduate research experiences that are based on established methods (MURE). These experiences have helped to fill this gap and create problem-centred learning opportunities for undergraduate students that are as unique as the students themselves.

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