Invited presentation; Psi Chi Journal of Undergraduate Research: Advice to students and faculty mentors from the interim editor

2010 ◽  
Author(s):  
Marthat S. Zlokovich
Keyword(s):  
Undergraduate Research ◽  
Faculty Mentors

scholarly journals A Comparison of Internal Dispositions and Career Trajectories after Collaborative versus Apprenticed Research Experiences for Undergraduates

2017 ◽  
Vol 16 (1) ◽  
pp. ar1 ◽  
Author(s):  
Kyle J. Frantz ◽  
Melissa K. Demetrikopoulos ◽  
Shari L. Britner ◽  
Laura L. Carruth ◽  
Brian A. Williams ◽  
...  
Keyword(s):  
Undergraduate Research ◽  
Stem Careers ◽  
Science Anxiety ◽  
Research Experiences ◽  
Institutional Settings ◽  
Career Trajectories ◽  
Active Research ◽  
And Mathematics ◽  
Faculty Mentors ◽  
Summer Research Program

Undergraduate research experiences confer benefits on students bound for science, technology, engineering, and mathematics (STEM) careers, but the low number of research professionals available to serve as mentors often limits access to research. Within the context of our summer research program (BRAIN), we tested the hypothesis that a team-based collaborative learning model (CLM) produces student outcomes at least as positive as a traditional apprenticeship model (AM). Through stratified, random assignment to conditions, CLM students were designated to work together in a teaching laboratory to conduct research according to a defined curriculum led by several instructors, whereas AM students were paired with mentors in active research groups. We used pre-, mid-, and postprogram surveys to measure internal dispositions reported to predict progress toward STEM careers, such as scientific research self-efficacy, science identity, science anxiety, and commitment to a science career. We are also tracking long-term retention in science-related career paths. For both short- and longer-term outcomes, the two program formats produced similar benefits, supporting our hypothesis that the CLM provides positive outcomes while conserving resources, such as faculty mentors. We discuss this method in comparison with course-based undergraduate research and recommend its expansion to institutional settings in which mentor resources are scarce.

Undergraduate Research in Mathematics Education: Using Qualitative Data About Children’s Learning to Make Decisions About Teaching

2020 ◽  
Vol 8 (3) ◽  
pp. 134-151
Author(s):  
Randall E. Groth ◽  
Jennifer A. Bergner ◽  
Jathan W. Austin ◽  
Claudia R. Burgess ◽  
Veera Holdai
Keyword(s):  
Mathematics Education ◽  
Prospective Teachers ◽  
Large Scale ◽  
Undergraduate Research ◽  
Instructional Decisions ◽  
Research Experiences ◽  
Children’S Learning ◽  
Faculty Mentors ◽  
Classroom Data ◽  
Children's Learning

Undergraduate research is increasingly prevalent in many fields of study, but it is not yet widespread in mathematics education. We argue that expanding undergraduate research opportunities in mathematics education would be beneficial to the field. Such opportunities can be impactful as either extracurricular or course-embedded experiences. To help readers envision directions for undergraduate research experiences in mathematics education with prospective teachers, we describe a model built on a design-based research paradigm. The model engages pairs of prospective teachers in working with faculty mentors to design instructional sequences and test the extent to which they support children’s learning. Undergraduates learn about the nature of systematic mathematics education research and how careful analyses of classroom data can guide practice. Mentors gain opportunities to pursue their personal research interests while guiding undergraduate pairs. We explain how implementing the core cycle of the model, whether on a small or large scale, can help teachers make instructional decisions that are based on rich, qualitative classroom data.

scholarly journals Mentoring Undergraduate Researchers: Faculty Mentors Perceptions Of The Challenges And Benefits Of The Research Relationship

2009 ◽  
Vol 6 (6) ◽  
Author(s):  
Sharyn J. Potter ◽  
Eleanor Abrams ◽  
Lisa Townson ◽  
Julie E. Williams
Keyword(s):  
New England ◽  
Faculty Member ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Faculty Members ◽  
College And University ◽  
Research Relationship ◽  
Wide Range ◽  
Faculty Mentors ◽  
University Officials

In the past decade, college and university officials have tried to formalize avenues that provide undergraduate students with opportunities to conduct research, either in direct collaboration with a faculty member or as independent research under the supervision of a faculty member.  Administrators and faculty have worked to institutionalize these programs because they recognize the intrinsic benefits of these faculty student collaborations.  Since most faculty balance a wide range of demands, we wanted to understand how faculty members view these partnerships in the larger context of their work.  In 2008, as the Undergraduate Research Conference at our midsize public New England University entered its ninth year, the evaluation committee administered a survey to examine faculty members’ attitudes toward undergraduate research endeavors. Our results show that faculty felt overwhelmingly positive about their role as mentors. Full professors indicate more satisfaction in this role than associate and assistant professors.

scholarly journals A Survey of Campus Coordinators of Undergraduate Research Programs

2015 ◽  
Vol 76 (7) ◽  
pp. 975-995 ◽  
Author(s):  
Merinda Kaye Hensley ◽  
Sarah L. Shreeves ◽  
Stephanie Davis-Kahl
Keyword(s):  
Undergraduate Research ◽  
Library Services ◽  
Critical Perspective ◽  
Program Coordinators ◽  
Research Programs ◽  
Undergraduate Research Program ◽  
Academic Librarianship ◽  
Library Support ◽  
Faculty And Administrators ◽  
Faculty Mentors

Interest in supporting undergraduate research programs continues to grow within academic librarianship. This article presents how undergraduate research program coordinators perceive and value library support of their programs. Undergraduate research coordinators from a variety of institutions were surveyed on which elements of libraries and library services they valued, and where libraries could improve and develop services for undergraduate researchers and their faculty mentors. This article seeks to present a critical perspective on library support for undergraduate research programs from an important external constituent group of faculty and administrators. The data and recommendations can further conversations and aid collaboration between librarians and their campus colleagues.

Enhanced Mentored Undergraduate Research Experiences: Successful Strategies Used in Two Laboratories at Auburn University

2021 ◽  
pp. 1-14
Author(s):  
Marisha Speights Atkins ◽  
Lauren H. Allison ◽  
Mary J. Sandage
Keyword(s):  
Undergraduate Research ◽  
Educational Practice ◽  
Relationship Building ◽  
Research Experiences ◽  
Problem Solving Skills ◽  
Auburn University ◽  
Theoretical Approaches ◽  
Undergraduate Research Experiences ◽  
Barriers To Implementation ◽  
Faculty Mentors

Purpose There is a growing trend toward the provision of undergraduate research experiences as a high impact educational practice that promotes the development of critical thinking and problem-solving skills. This tutorial aims to provide mentoring pathways and resources to faculty mentors who may be unaware of the benefits of undergraduate student participation in research or faculty researchers who are interested in developing meaningful mentored undergraduate research experiences (MUREs). Faculty and student perspectives shared from two research labs at Auburn University illustrate an applied framework for implementation of MUREs. The observed benefits and potential barriers related to the development of MUREs in these laboratories as well as specific recommendations for a structured mentoring approach to optimize student training and research deliverables are described. Conclusions Key elements for developing successful MUREs include relationship building between the mentor and the student, identifying the benefits for both the students and mentor, and persevering beyond barriers to implementation. The utilization of practical guides, theoretical approaches, and collaborative efforts yielded benefits for both students and mentoring faculty in two research labs at Auburn University. Practical guides for obtaining funding for MUREs and accompanying supplemental materials (a lab manual template and manuscript-writing guide) that have supported success in our labs are provided. Supplemental Material https://doi.org/10.23641/asha.14044067

scholarly journals Collaborative Approaches to Undergraduate Research Training: Information Literacy and Data Management

2014 ◽  
Vol 15 (2) ◽  
pp. 368-389 ◽  
Author(s):  
Hailey Mooney ◽  
W. Aaron Collie ◽  
Shawn Nicholson ◽  
Marya R. Sosulski
Keyword(s):  
Data Management ◽  
Undergraduate Students ◽  
Research Training ◽  
Undergraduate Research ◽  
Meaningful Work ◽  
Holistic Approach ◽  
Research Data ◽  
Research Experience ◽  
Research Data Management ◽  
Faculty Mentors

The undergraduate research experience (URE) provides an opportunity for students to engage in meaningful work with faculty mentors on research projects. An increasingly important component of scholarly research is the application of research data management best practices, yet this often falls out of the scope of URE programs. This article presents a case study of faculty and librarian collaboration in the integration of a library and research data management curriculum into a social work URE research team. Discussion includes reflections on the content and learning outcomes, benefits of a holistic approach to introducing undergraduate students to research practice, and challenges of scale.

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