scholarly journals OCEAN EDUCATION • Virtual and Remote—Hands-On Undergraduate Research in Plankton Ecology During the 2020 Pandemic: COVID-19 Can’t Stop This!

Oceanography ◽  
2021 ◽  
Vol 34 (1) ◽  
Author(s):  
Pierre Marrec ◽  
◽  
Andria Miller ◽  
Lucie Maranda ◽  
Susanne Menden-Deuer
Keyword(s):  
Research Training ◽  
Undergraduate Research ◽  
Learning Goals ◽  
Research Experience ◽  
Research Experiences ◽  
Safe Delivery ◽  
Research Fellowship ◽  
Hands On ◽  
Internship Programs ◽  
The University

The pandemic has had innumerable impacts on the oceanographic community, including on summer research internship programs that expose undergraduates to diverse career paths in oceanography while immersed in an active laboratory. For many students, these internships are formative in their career choices. The Summer Undergraduate Research Fellowship in Oceanography (SURFO) at the University of Rhode Island’s Graduate School of Oceanography is one of the Research Experiences for Undergraduates (REU) programs that proceeded remotely during the summer of 2020. Here, we highlight one project that, although remote, maintained a hands-on research experience focused on quantitative skill building. The pandemic forced the REU advisors to identify key learning goals and ensure their safe delivery, given the circumstances. Although all participants agreed that in-person instruction would have been preferable, we were pleased that we did not let a virus halt essential oceanographic research training.

scholarly journals A Course-Based Undergraduate Research Experience on the Evolution of Antibiotic Resistance and its Molecular Basis

2021 ◽  
Author(s):  
Katie Dickinson ◽  
Joya Mukerji ◽  
Stuart Graham ◽  
Liz Warfield ◽  
Ben Kerr
Keyword(s):  
Antibiotic Resistance ◽  
Undergraduate Research ◽  
Drug Effects ◽  
Research Experience ◽  
Research Experiences ◽  
Stem Majors ◽  
Cellular Machinery ◽  
Transformative Approach ◽  
Introductory Classes ◽  
The University

Course-based Undergraduate Research Experiences (CUREs) in high-enrollment, introductory classes are a 37 potentially transformative approach to retaining more students in STEM majors. We developed and piloted a CURE 38 in the introductory biology courses at the University of Washington. This CURE focuses on analyzing experimental 39 evolution of antibiotic resistance in Escherichia coli and generates data on two topics relevant to clinical practice: 40 compensatory mutations and cross-drug effects. By studying mutations in central cellular machinery that confer drug 41 resistance, students not only gain insight into fundamental cellular phenomena, but also recognize the molecular 42 basis of a medically important form of evolutionary change, connecting genetics, microbiology, and evolution.

Role of Research Educator in sequential course-based undergraduate research experience program

2019 ◽  
Vol 366 (12) ◽  
Author(s):  
Caitlin Light ◽  
Megan Fegley ◽  
Nancy Stamp
Keyword(s):  
Research Training ◽  
Undergraduate Research ◽  
Work Load ◽  
Assistant Professor ◽  
First Year ◽  
Research Experience ◽  
Research Experiences ◽  
Microbial Biofilms ◽  
Research Track ◽  
Teaching Responsibilities

ABSTRACT In our First-Year Research Immersion (FRI) program, students take a sequence of three CUREs (course-based undergraduate research experiences). Each Research Educator (Research Assistant Professor, aka RE) oversees the day-to-day work of about 30 first-year and 25 second-year students in a dedicated research-training lab. Instead of the typical work-load division for faculty between their teaching responsibilities (typically lecture) and research programs, REs combine these two responsibilities into one endeavour that better engages and teaches beginning students intending to major in science or engineering. Although more challenging for REs, their work in FRI expands their professional development substantially. Examples from the microbiology research track (specifically, Microbial Biofilms in Human Health) illustrate both the challenges and rewards for the REs.

scholarly journals Putting student partnership and collaboration centre-stage in a research-led context

2019 ◽  
Vol 3 (1) ◽  
pp. 160-168 ◽  
Author(s):  
Henk Huijser ◽  
James Wilson ◽  
Yao Wu ◽  
Shuang Qiu ◽  
Kangxin Wang ◽  
...  
Keyword(s):  
Poster Presentation ◽  
Undergraduate Research ◽  
Academic Staff ◽  
Research Projects ◽  
Research Experience ◽  
Research Fellowship ◽  
Practical Research ◽  
University Degree ◽  
The University

In this case study, we evaluated the Summer Undergraduate Research Fellowship (SURF) initiative at Xi’an Jiaotong-Liverpool University (XJTLU), an extracurricular programme that focuses on academic staff-student partnerships and collaborations. While not directly integrated into university degree programmes, SURF provides students with the opportunity to develop practical research skills related to knowledge they have acquired in class. Participating students receive an authentic research experience, which involves collaboration on research projects with academic staff. All students are required to present results of their projects at a public poster presentation event organised by the university. This case study is a partnership between Academic Enhancement Centre (AEC) staff, who organize and run SURF, SURF students, and a lecturer (M.B.N. Kouwenhoven), and it presents a reflection on their experiences of the SURF programme, and in particular on the notions of partnership and collaboration and the potential tension between those two concepts.

Outcomes from a research experience for undergraduates (REU) program focused on behavioral research with real-world implications

2018 ◽  
Vol 62 (1) ◽  
pp. 1156-1156
Author(s):  
Patricia R. DeLucia ◽  
Jeong-Hee Kim ◽  
Ngan Nguyen ◽  
Eugene W. Wang ◽  
James Yang
Keyword(s):  
Training Program ◽  
Real World ◽  
Research Training ◽  
Undergraduate Research ◽  
Human Robot Interaction ◽  
Research Experience ◽  
Structured Interviews ◽  
Research Skills ◽  
Research Experiences ◽  
National Science Foundation Research

The current study examined a National Science Foundation Research Experience for Undergraduates (REU) Site which provided research training to eight female undergraduates. Although it is well known that undergraduate research experiences benefit students and help them pursue careers in science (e.g., Eagan et al., 2011; Taraban & Logue, 2012; Willis et al., 2013), it is important for students to recognize the association between their research and real-world issues (ASHA, 2015; Rhoten & Pfirman, 2007). Human Factors/Ergonomics provides rich opportunities to enhance research experiences for undergraduates. In the current study, students conducted research focused on real-world implications with topics such as driving, human-robot interaction, and relationships. Qualitative and quantitative analyses were performed to assess the effectiveness of the training. Measures included students’ ratings on the Undergraduate Research Questionnaire and the Kardash Ratings of Interns’ Research Skills; diaries of training experiences, and semi-structured interviews. Students and their faculty mentors perceived improvements in the students’ research skills after the completion of the training program. In addition, the students described positive experiences from the training and thought they gained preparation for their careers. The strengths and weakness of the training program that were identified by the students will be useful to improve REUs that are conducted in the future. In conclusion, consistent with prior research, undergraduate research training (or experience) focused on real-world applications was effective.

scholarly journals The Kungullanji Program: Creating an Undergraduate Research Experience to Raise Aspirations of Australian Aboriginal and Torres Strait Islander Students in the Sciences

2021 ◽  
Vol 4 (3) ◽  
pp. 67-75
Author(s):  
Jennifer Leigh Campbell ◽  
◽  
Sushila Chang
Keyword(s):  
Torres Strait Islander ◽  
Research Training ◽  
Undergraduate Research ◽  
Research Experience ◽  
Research Experiences ◽  
Australian Aboriginal ◽  
Self Confidence ◽  
Torres Strait ◽  
Summer Research Program ◽  
Initial Results

The Kungullanji Summer Research Program offers research experiences for Australian Aboriginal and Torres Strait Islander undergraduates while recognizing their contributions to research. The Kungullanji program approach is a strengths-based research training framework that recognizes existing ability outside of institutional definitions of success and adapts to student needs with multilayered support. Initial results suggest that this approach increases students’ self-confidence and interest.

scholarly journals Female mentors positively contribute to undergraduate STEM research experiences

PLoS ONE ◽  
2021 ◽  
Vol 16 (12) ◽  
pp. e0260646
Author(s):  
Saili Moghe ◽  
Katelyn Baumgart ◽  
Julie J. Shaffer ◽  
Kimberly A. Carlson
Keyword(s):  
Role Models ◽  
Undergraduate Research ◽  
Critical Issue ◽  
Positive Influence ◽  
Female Students ◽  
Research Experience ◽  
Stem Fields ◽  
Research Experiences ◽  
Research Mentor ◽  
The University

The positive influence of undergraduate research and mentoring on student success in STEM fields has been well-established. However, the role that the gender of a research mentor may play in the undergraduate research experience warrants further investigation. This is an especially critical issue to address, since the lack of female role models in STEM fields is acknowledged as an impediment to the success and progress of women pursuing STEM-careers. To evaluate how the gender of undergraduate research mentors influences the research experience of students, we collected and analyzed surveys from undergraduates and alumni who had completed undergraduate research at the University of Nebraska at Kearney. We found that even though students did not select mentors based on gender, there were differences in how students perceived their mentors, depending on the gender of their mentors. Interestingly, students with female mentors were more likely than students with male mentors to report that their research experience had prepared them for a career in science. Further, our gender-pairing analyses revealed that students who expressed that the gender of their mentor had contributed to their relationship with their mentor were more likely to have a female mentor. Our data indicate that female mentors favorably influence the undergraduate research experience of both male and female students. Finally, our study reinforces the conclusions of previous studies demonstrating that undergraduate research and mentoring are beneficial for students. Overall, our findings support that, for students to fully benefit from their undergraduate research experience, undergraduate research opportunities for students should include an equitable representation of female mentors.

scholarly journals Introducing electrical engineering through characterization of a handheld moisture meter: A research experience case study

2018 ◽  
Vol 56 (1) ◽  
pp. 24-37 ◽  
Author(s):  
Todd J Freeborn ◽  
Jada Damond
Keyword(s):  
Engineering Students ◽  
Undergraduate Research ◽  
Electrical Engineering ◽  
Test Equipment ◽  
Research Experience ◽  
Research Experiences ◽  
Moisture Meter ◽  
The University

Concepts from electrical engineering can be introduced to nonmajor engineering students through lectures, laboratories, or even research experiences. Often the purpose of introducing nonmajors to these concepts is to highlight that engineering problems are not limited to skills from only a single discipline as well as improve their ability to communicate and collaborate with other disciplines. This case study discusses the experience of introducing a nonmajor undergraduate student to electrical engineering through an undergraduate research project at The University of Alabama investigating the electrical properties of bamboo, which required the characterization of a portable moisture meter. These exercises were successful at improving the student’s confidence and proficiency with electrical test equipment, highlighting the limitations of test equipment, and applying concepts of resistance to a real-world application that overlaps electrical, chemical, and biological disciplines. While this exercise was a component of an undergraduate research experience, similar exercises could be easily integrated into electrical engineering laboratories for nonelectrical engineering majors to introduce and reinforce concepts from electrical engineering using a multidisciplinary application.

“Hands-On, Minds-On, and Science-Up”: A Concept-Based Learning Laboratory With a Taste of Research Experience for an Undergraduate Biomedical Engineering Course

2020 ◽  
Vol 142 (11) ◽  
Author(s):  
Taisiya Sigaeva ◽  
Cyrus J. B. M. Fiori ◽  
Maria J. Pino Alban ◽  
Youssef Beauferris ◽  
Donovan Stagg ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Biomedical Engineering ◽  
Undergraduate Research ◽  
Learning Experience ◽  
Research Experience ◽  
Laboratory Exercise ◽  
Course Content ◽  
Hands On ◽  
University Of Calgary ◽  
The University

Abstract In this paper, we bridged faculty research expertise with concept-based learning pedagogy to design and implement a unique laboratory experience for biomedical engineering undergraduate students enrolled in the biomechanics of tissues course at the University of Calgary. This laboratory aimed to increase student engagement, facilitate deeper understanding of course content, and provide an opportunity for accelerated undergraduate research through “hands-on,” “minds-on,” and “science-up” learning components, respectively. The laboratory exercise involves testing aortic tissues using a novel miniaturized planar biaxial machine. This type of machine is normally reserved for use in the context of research. The relevance of the proposed laboratory as a teaching tool was assessed using student feedback. Results indicate an overall valuable and positive learning experience for students.

scholarly journals Insights into student gains from undergraduate research using pre/post assessments

2016 ◽  
Author(s):  
Andrew McDevitt ◽  
Mainsha V Patel ◽  
Brad Rose ◽  
Aaron M Ellison
Keyword(s):  
Student Retention ◽  
Undergraduate Research ◽  
Learning Goals ◽  
Laboratory Research ◽  
Research Experience ◽  
Stem Fields ◽  
Research Experiences ◽  
Harvard Forest ◽  
Prior Experiences ◽  
Summer Research Program

Undergraduate research experiences (UREs) in STEM fields expose students to scientific research and are thought to increase student retention in STEM. We developed a pre/post survey and administered it to participants of the Harvard Forest Summer Research Program in Ecology (HF-SRPE) to evaluate effectiveness of these programmatic goals. Between 2005 and 2015, the survey was sent to all 263 HF-SRPE participants; 79% completed it. Results, controlled for prior experiences, revealed significant improvements across all learning goals. Prior laboratory research experience and perception of being a respected member of a research team were positively associated with gains in research skills and abilities to do and present research. Although the pre/post surveys did not indicate changes in students’ goals of pursuing STEM careers (or, more narrowly, ecological ones), the positive learning gains suggest that students with prior interests in STEM fields take advantage of UREs to solidify further their aspirations in STEM.

scholarly journals Insights into student gains from undergraduate research using pre/post assessments

2016 ◽  
Author(s):  
Andrew McDevitt ◽  
Mainsha V Patel ◽  
Brad Rose ◽  
Aaron M Ellison
Keyword(s):  
Student Retention ◽  
Undergraduate Research ◽  
Learning Goals ◽  
Laboratory Research ◽  
Research Experience ◽  
Stem Fields ◽  
Research Experiences ◽  
Harvard Forest ◽  
Prior Experiences ◽  
Summer Research Program

Undergraduate research experiences (UREs) in STEM fields expose students to scientific research and are thought to increase student retention in STEM. We developed a pre/post survey and administered it to participants of the Harvard Forest Summer Research Program in Ecology (HF-SRPE) to evaluate effectiveness of these programmatic goals. Between 2005 and 2015, the survey was sent to all 263 HF-SRPE participants; 79% completed it. Results, controlled for prior experiences, revealed significant improvements across all learning goals. Prior laboratory research experience and perception of being a respected member of a research team were positively associated with gains in research skills and abilities to do and present research. Although the pre/post surveys did not indicate changes in students’ goals of pursuing STEM careers (or, more narrowly, ecological ones), the positive learning gains suggest that students with prior interests in STEM fields take advantage of UREs to solidify further their aspirations in STEM.

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