Student–Faculty Research Collaboration: A Model for Success in Psychology

2007 ◽  
pp. 15-23
Author(s):  
Stephen F. Davis
Keyword(s):  
Research Collaboration ◽  
Faculty Research

Toward Greater Understanding of Faculty Research Collaboration

1995 ◽  
Vol 19 (1) ◽  
pp. 45-70 ◽  
Author(s):  
Roger G. Baldwin ◽  
Ann E. Austin
Keyword(s):  
Research Collaboration ◽  
Faculty Research

scholarly journals Implementation of a Collaborative Series of Classroom-Based Undergraduate Research Experiences Spanning Chemical Biology, Biochemistry, and Neurobiology

2016 ◽  
Vol 15 (4) ◽  
pp. ar55 ◽  
Author(s):  
Jennifer R. Kowalski ◽  
Geoffrey C. Hoops ◽  
R. Jeremy Johnson
Keyword(s):  
Research Productivity ◽  
Chemical Biology ◽  
Research Collaboration ◽  
Undergraduate Research ◽  
Central Research ◽  
Faculty Research ◽  
Research Projects ◽  
Research Experiences ◽  
Undergraduate Research Experiences ◽  
Design Skills

Classroom undergraduate research experiences (CUREs) provide students access to the measurable benefits of undergraduate research experiences (UREs). Herein, we describe the implementation and assessment of a novel model for cohesive CUREs focused on central research themes involving faculty research collaboration across departments. Specifically, we implemented three collaborative CUREs spanning chemical biology, biochemistry, and neurobiology that incorporated faculty members’ research interests and revolved around the central theme of visualizing biological processes like Mycobacterium tuberculosis enzyme activity and neural signaling using fluorescent molecules. Each CURE laboratory involved multiple experimental phases and culminated in novel, open-ended, and reiterative student-driven research projects. Course assessments showed CURE participation increased students’ experimental design skills, attitudes and confidence about research, perceived understanding of the scientific process, and interest in science, technology, engineering, and mathematics disciplines. More than 75% of CURE students also engaged in independent scientific research projects, and faculty CURE contributors saw substantial increases in research productivity, including increased undergraduate student involvement and academic outputs. Our collaborative CUREs demonstrate the advantages of multicourse CUREs for achieving increased faculty research productivity and traditional CURE-associated student learning and attitude gains. Our collaborative CURE design represents a novel CURE model for ongoing laboratory reform that benefits both faculty and students.

Announcing the 2005 school psychology research collaboration conference

2004 ◽  
Author(s):  
Shane Jimerson ◽  
Amanda VanDerHeyden ◽  
Jessica Blom-Hoffman ◽  
Matt Burns ◽  
Dan Reschly
Keyword(s):  
School Psychology ◽  
Research Collaboration ◽  
Psychology Research

RESEARCH COLLABORATION AMONG LIBRARY AND INFORMATION SCIENCE SCHOOLS IN SOUTH AFRICA (1991–2012): AN INFORMETRICS STUDY

Mousaion ◽  
2017 ◽  
Vol 34 (3) ◽  
pp. 36-59 ◽  
Author(s):  
Jan R. Maluleka ◽  
Omwoyo B. Onyancha
Keyword(s):  
South Africa ◽  
Information Science ◽  
Research Collaboration ◽  
Science And Technology ◽  
Library And Information Science ◽  
Limited Extent ◽  
Microsoft Excel ◽  
The Past ◽  
Software Packages ◽  
Collaborative Activities

This study sought to assess the extent of research collaboration in Library and Information Science (LIS) schools in South Africa between 1991 and 2012. Informetric research techniques were used to obtain relevant data for the study. The data was extracted from two EBSCO-hosted databases, namely, Library and Information Science Source (LISS) and Library, Information Science and Technology Abstracts (LISTA). The search was limited to scholarly peer reviewed articles published between 1991 and 2012. The data was analysed using Microsoft Excel ©2010 and UCINET for Windows ©2002 software packages. The findings revealed that research collaboration in LIS schools in South Africa has increased over the past two decades and mainly occurred between colleagues from the same department and institution; there were also collaborative activities at other levels, such as inter-institutional and inter-country, although to a limited extent; differences were noticeable when ranking authors according to different computations of their collaborative contributions; and educator-practitioner collaboration was rare. Several conclusions and recommendations based on the findings are offered in the article.

Sign in / Sign up

Export Citation Format

Share Document