Mentorship of undergraduate research experiences: Best practices, learning goals, and an assessment rubric.

2020 ◽  
Vol 6 (3) ◽  
pp. 212-224
Author(s):  
Guy A. Boysen ◽  
Manisha Sawhney ◽  
Karen Z. Naufel ◽  
Suzanne Wood ◽  
Kristin Flora ◽  
...  
Keyword(s):  
Best Practices ◽  
Undergraduate Research ◽  
Learning Goals ◽  
Research Experiences ◽  
Undergraduate Research Experiences ◽  
Assessment Rubric

scholarly journals A Call to Develop Course-Based Undergraduate Research Experiences (CUREs) for Nonmajors Courses

2017 ◽  
Vol 16 (2) ◽  
pp. mr2 ◽  
Author(s):  
Cissy J. Ballen ◽  
Jessamina E. Blum ◽  
Sara Brownell ◽  
Sadie Hebert ◽  
James Hewlett ◽  
...  
Keyword(s):  
Best Practices ◽  
Scientific Literacy ◽  
Undergraduate Research ◽  
Research Priorities ◽  
Literacy Skills ◽  
Learning Goals ◽  
Science Majors ◽  
Research Experiences ◽  
Positive Effects ◽  
Undergraduate Research Experiences

Course-based undergraduate research experiences (CUREs) for non–science majors (nonmajors) are potentially distinct from CUREs for developing scientists in their goals, learning objectives, and assessment strategies. While national calls to improve science, technology, engineering, and mathematics education have led to an increase in research revealing the positive effects of CUREs for science majors, less work has specifically examined whether nonmajors are impacted in the same way. To address this gap in our understanding, a working group focused on nonmajors CUREs was convened to discuss the following questions: 1) What are our laboratory-learning goals for nonmajors? 2) What are our research priorities to determine best practices for nonmajors CUREs? 3) How can we collaborate to define and disseminate best practices for nonmajors in CUREs? We defined three broad student outcomes of prime importance to the nonmajors CURE: improvement of scientific literacy skills, proscience attitudes, and evidence-based decision making. We evaluated the state of knowledge of best practices for nonmajors, and identified research priorities for the future. The report that follows is a summary of the conclusions and future directions from our discussion.

The Capstone Research Course

2015 ◽  
Author(s):  
Wayne S. Messer ◽  
David B. Porter
Keyword(s):  
Undergraduate Research ◽  
Learning Goals ◽  
Research Experiences ◽  
Undergraduate Research Experiences

This chapter discusses capstone research courses, and offers an account of experiences to benefit those who may find themselves in the position of developing and teaching such a course, including learning goals, the benefits of undergraduate research experiences, and common challenges.

scholarly journals Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report

2014 ◽  
Vol 13 (1) ◽  
pp. 29-40 ◽  
Author(s):  
Lisa Corwin Auchincloss ◽  
Sandra L. Laursen ◽  
Janet L. Branchaw ◽  
Kevin Eagan ◽  
Mark Graham ◽  
...  
Keyword(s):  
Undergraduate Research ◽  
Biology Education ◽  
Operational Definition ◽  
Future Research ◽  
Meeting Report ◽  
Research Experience ◽  
Research Experiences ◽  
Undergraduate Research Experiences ◽  
Foundation Program ◽  
Definition Of

The Course-Based Undergraduate Research Experiences Network (CUREnet) was initiated in 2012 with funding from the National Science Foundation program for Research Coordination Networks in Undergraduate Biology Education. CUREnet aims to address topics, problems, and opportunities inherent to integrating research experiences into undergraduate courses. During CUREnet meetings and discussions, it became apparent that there is need for a clear definition of what constitutes a CURE and systematic exploration of what makes CUREs meaningful in terms of student learning. Thus, we assembled a small working group of people with expertise in CURE instruction and assessment to: 1) draft an operational definition of a CURE, with the aim of defining what makes a laboratory course or project a “research experience”; 2) summarize research on CUREs, as well as findings from studies of undergraduate research internships that would be useful for thinking about how students are influenced by participating in CUREs; and 3) identify areas of greatest need with respect to CURE assessment, and directions for future research on and evaluation of CUREs. This report summarizes the outcomes and recommendations of this meeting.

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.

The Trajectory of an Undergraduate Researcher

2022 ◽  
Vol 22 (1) ◽  
pp. 143-147
Author(s):  
Andrea Bresee ◽  
Joyce Kinkead
Keyword(s):  
Research Methods ◽  
Undergraduate Research ◽  
Methods Course ◽  
Research Projects ◽  
Research Experiences ◽  
Undergraduate Research Experiences ◽  
English Majors ◽  
English Major

Abstract This article focuses on the progress of an undergraduate English major on the scholarship continuum outlined by Laurie Grobman (2009). The student engaged in authentic research in a research methods course for English majors, a class that also meets a university requirement of “quantitative intensive,” and she completed two research projects of note. Her journey has implications and significance for faculty in designing undergraduate research experiences.

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