Making Undergraduate Research a Central Strategy in High-Impact Practice Reform: The PASSHE Journey

2015 ◽  
Vol 2015 (169) ◽  
pp. 61-71 ◽  
Author(s):  
James D. Moran III ◽  
Marilyn J. Wells ◽  
Angela Smith-Aumen
Keyword(s):  
Undergraduate Research ◽  
High Impact ◽  
High Impact Practice

scholarly journals Undergraduate Research as a High Impact Practice in Higher Education

2019 ◽  
Vol 9 (3) ◽  
pp. 160
Author(s):  
Shari Lanning ◽  
Mark Brown
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Critical Factor ◽  
High Impact ◽  
Positive Effects ◽  
Research Findings ◽  
Research Initiatives ◽  
High Impact Practice

Higher education research indicates that student engagement is the most critical factor in retention programs for undergraduate students (Upcraft, Gardner and Barefoot, 2005; Tinto, 2012; Pascarella, Seifert, and Whitt, 2008). These studies illustrate that if students do not feel engaged, they are at high risk for leaving their institution prematurely. Among high impact practices, undergraduate research has been shown to have the most positive effects with regard to promoting student engagement (Kuh, 2018; Kuh, 2008). Herein we highlight the use of mentored research as a high impact practice in undergraduate education, Further, we call upon the education community to share their models, approaches, observations, and research findings related to undergraduate research initiatives.

scholarly journals The Impact of Continual Reflection Students as Partners: Becoming a/r/tographers

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Diana Gregory ◽  
Jonathan Fisher ◽  
Hayley Leavitt
Keyword(s):  
Undergraduate Research ◽  
High Impact ◽  
Research Projects ◽  
Art And Design ◽  
Collaborative Creativity ◽  
Creativity Research ◽  
Working Together ◽  
High Impact Practice ◽  
The Impact ◽  
Reflective Essay

Abstract: In this reflective essay we chronicle working together from fall 2017 through spring of 2020 to discover what Rita Irwin (2013) delineated as “becoming a/r/tography” (p. 198). Our goals are to delineate how undergraduate research as a high impact practice effected the experience of an undergraduate art and design major as she matriculated through the “sticky curriculum” (Orr & Shreeve, 2018, p. 5), and how a/r/tography as a research methodology influenced our collaborative creativity research projects during this three-year period. 

scholarly journals Using IRB Protocols to Teach Ethical Principles for Research and Everyday Life

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Kathy Ritchie
Keyword(s):  
Research Ethics ◽  
Daily Life ◽  
Undergraduate Research ◽  
Human Subjects ◽  
High Impact ◽  
Belmont Report ◽  
Extended Training ◽  
Institutional Review ◽  
High Impact Practice ◽  
The Impact

Undergraduate research as a high-impact practice demonstrates many positive benefits for students, but little research has delved into the impact of ethical training for research, in particular submitting Institutional Review Board (IRB) protocols to determine if the study meets ethical standards for the treatment of human subjects. This study explored if students in two experimental and one nonexperimental research methods class benefited from increased knowledge of research ethics and how to apply them in daily-life situations if they participated in various aspects of IRB protocol procedures either as part of a class-based research project or by completing an IRB protocol activity for developing a hypothetical program to help families. Some students in all three classes had previously engaged in a 4-hr online extended training [the Collaborative Institutional Training Initiative (CITI) Program] in research ethics focused on the Belmont Report principles of beneficence, respect, and justice, but not in IRB protocols. Students were given a pre- and posttest to assess knowledge in both research and daily-life settings for applying the Belmont Report research ethics principles. Results indicate students gained greater knowledge of research ethics when they completed IRB protocol training during a class-based undergraduate research or program-design project, even if they had already completed some extended case-based training in the CITI Program. Results are discussed in terms of the value of using modified IRB protocol approaches as a high-impact practice to teach ethics in research and daily life to students.

High-Impact Practices in Materials Science Education: Student Research Internships Leading to Pedagogical Innovation in STEM Laboratory Learning Activities

MRS Advances ◽  
2017 ◽  
Vol 2 (31-32) ◽  
pp. 1667-1672 ◽  
Author(s):  
Lon A. Porter
Keyword(s):  
Computer Aided Design ◽  
Materials Science ◽  
Undergraduate Research ◽  
Science Research ◽  
High Impact ◽  
Digital Design ◽  
Education Student ◽  
Research Experience ◽  
Student Research ◽  
Pedagogical Innovation

ABSTRACTTraditional lecture-centered approaches alone are inadequate for preparing students for the challenges of creative problem solving in the STEM disciplines. As an alternative, learnercentered and other high-impact pedagogies are gaining prominence. The Wabash College 3D Printing and Fabrication Center (3D-PFC) supports several initiatives on campus, but one of the most successful is a computer-aided design (CAD) and fabrication-based undergraduate research internship program. The first cohort of four students participated in an eight-week program during the summer of 2015. A second group of the four students was successfully recruited to participate the following summer. This intensive materials science research experience challenged students to employ digital design and fabrication in the design, testing, and construction of inexpensive scientific instrumentation for use in introductory STEM courses at Wabash College. The student research interns ultimately produced a variety of successful new designs that could be produced for less than $25 per device and successfully detect analytes of interest down to concentrations in the parts per million (ppm) range. These student-produced instruments have enabled innovations in the way introductory instrumental analysis is taught on campus. Beyond summer work, the 3D-PFC staffed student interns during the academic year, where they collaborated on various cross-disciplinary projects with students and faculty from departments such as mathematics, physics, biology, rhetoric, history, classics, and English. Thus far, the student work has led to three campus presentations, four presentations at national professional conferences, and three peer-reviewed publications. The following report highlights initial progress as well as preliminary assessment findings.

“Going Virtual Helped Me Learn That I Can Handle Everything”: Campus Magazine Production as a High Impact Practice During the COVID-19 Pandemic

2021 ◽  
pp. 107769582110232
Author(s):  
Zoe L. Lance ◽  
Chelsea J. Reynolds
Keyword(s):  
Empirical Evidence ◽  
High Impact ◽  
Theoretical Frameworks ◽  
Staff Members ◽  
Course Planning ◽  
Virtual Instruction ◽  
Professional Self ◽  
Working Media ◽  
High Impact Practice

This case study documents a large, 4-year university magazine’s transition to virtual instruction during the initial months of the COVID-19 pandemic. Using theoretical frameworks from Kuh’s work on high impact practices (HIPs), this analysis offers empirical evidence that virtual student newsrooms may provide impactful learning experiences during crisis situations. Based on interviews, surveys, and newsroom observation, 23 magazine staff members reported improvements in their professional self-efficacy as they overcame logistics challenges and interpersonal hurdles similar to working media professionals. The case study also identifies strengths and weaknesses of crisis pedagogy. Implications for post-pandemic pedagogy and course planning are discussed.

Mentoring High-Impact Undergraduate Research Experiences

2022 ◽  
Vol 22 (1) ◽  
pp. 17-21
Author(s):  
Jessie L. Moore ◽  
Angela Myers ◽  
Hayden McConnell
Keyword(s):  
Research Team ◽  
Undergraduate Research ◽  
High Impact ◽  
English Studies ◽  
High Quality ◽  
Research Experiences ◽  
Undergraduate Research Experiences ◽  
One To One

Abstract This article illustrates the Ten Salient Practices of Undergraduate Research Mentors with examples for English studies. The authors include both one-to-one and research-team examples, recognizing that although much English scholarship is solitary, peers and near peers play key roles in high-quality, mentored undergraduate research experiences.

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