Collaboration Synergy, Progression, and Perseverance: Keys to Successful Undergraduate Research

2017 ◽  
Author(s):  
Subha Kumpaty ◽  
Vipin Paliwal ◽  
Todd Parrish
Keyword(s):  
Undergraduate Research ◽  
Research Experience ◽  
Research Experiences ◽  
Undergraduate Level ◽  
The Past ◽  
Undergraduate Research Program ◽  
Northwestern University ◽  
Brain Modeling ◽  
Individual Project ◽  
The Right

The primary author has been the principal investigator of the Milwaukee School of Engineering’s Research Experiences for Undergraduates program, sponsored by the National Science Foundation for the past twenty years. Reflecting on the most recent projects, the authors present some keys to success at the undergraduate level, especially with the limitation of only a 10-week duration for the summer research enterprise. With a clear designation of an individual project to be passionately owned by a participant, ensuring success by each participant warrants many ingredients to be in place and the cooperation of various constituents at the right time and pace. In the grand scheme of this research experience, the participant develops and grows, bringing the wholeness to the purpose for which the program exists. Some fascinating observations of the summer undergraduate research program are presented as key ingredients to the success. These include but are not limited to collaboration, synergy, progression and perseverance. The work includes two streams: brain modeling projects over several years under Dr. Kumpaty’s advisement in collaboration with Dr. Parrish of Northwestern University and cell proliferation projects conducted by Dr. Paliwal with various REU students from year to year. Thee sustainable concepts are interwoven throughout the discussion. The most important feature of MSOE REU is the fact that undergraduate researchers conduct a unique project on an individual basis with the help of a faculty advisor and the cohort works in an interdisciplinary setting throughout the 10-week program in summer.

scholarly journals Simulations, Imaging, and Modeling: A Unique Theme for an Undergraduate Research Program in Biomechanics

2017 ◽  
Vol 139 (7) ◽  
Author(s):  
Stephanie M. George ◽  
Zachary J. Domire
Keyword(s):  
Computational Models ◽  
Undergraduate Research ◽  
Research Process ◽  
Successful Implementation ◽  
Research Experience ◽  
Positive Research ◽  
Research Experiences ◽  
School Based ◽  
Undergraduate Research Program ◽  
Qualitative Responses

As the reliance on computational models to inform experiments and evaluate medical devices grows, the demand for students with modeling experience will grow. In this paper, we report on the 3-yr experience of a National Science Foundation (NSF) funded Research Experiences for Undergraduates (REU) based on the theme simulations, imaging, and modeling in biomechanics. While directly applicable to REU sites, our findings also apply to those creating other types of summer undergraduate research programs. The objective of the paper is to examine if a theme of simulations, imaging, and modeling will improve students' understanding of the important topic of modeling, provide an overall positive research experience, and provide an interdisciplinary experience. The structure of the program and the evaluation plan are described. We report on the results from 25 students over three summers from 2014 to 2016. Overall, students reported significant gains in the knowledge of modeling, research process, and graduate school based on self-reported mastery levels and open-ended qualitative responses. This theme provides students with a skill set that is adaptable to other applications illustrating the interdisciplinary nature of modeling in biomechanics. Another advantage is that students may also be able to continue working on their project following the summer experience through network connections. In conclusion, we have described the successful implementation of the theme simulation, imaging, and modeling for an REU site and the overall positive response of the student participants.

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.

scholarly journals Early year undergraduate researchers’ reflections on the values and perceived costs of their research experience

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Gaye D. Ceyhan ◽  
John W. Tillotson
Keyword(s):  
Achievement Motivation ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Intrinsic Value ◽  
Value Theory ◽  
Research Experience ◽  
Expectancy Value ◽  
Research Experiences ◽  
Research Findings ◽  
Future Work

Abstract Background Prior research reported that motivational beliefs that individuals attach to specific tasks predict continuing interest and persistence in the task. A motivational approach may be particularly useful for understanding undergraduate students’ engagement with research in their first and second years in college. The current study utilizes the expectancy-value theory of achievement motivation to qualitatively explore how much and in what ways early year undergraduate researchers value their research experience and what kinds of costs they associate with it. Results The results revealed that intrinsic value had the highest expression in participants’ motivation to engage in research. The second most expressed value type was the utility value of undergraduate research with regards to obtaining the desired outcomes, and attainment value played the least important role in participants’ motivation to engage in research. Findings also indicated that some of the participants associated a cost(s) to their research experience. The highest mentioned perceived cost was opportunity cost, where participants commented on losing other valued alternatives when engaging in research. Participants commented on the time, effort, or amount of work needed to engage in research, and a few participants commented on the emotional cost associated with their research experience in terms of the fear of failure. Conclusion As perceived cost is the least studied in the expectancy-value framework, this study contributes to cost values within college students, particularly about early year undergraduate researchers. The findings of this study can form the basis for future work on exploring ways to increase the values and decrease the costs students experience in their undergraduate research experiences.

scholarly journals Student music stimuli composition in a scaffolded course-based undergraduate research experience

2020 ◽  
Vol 1 (1) ◽  
pp. 1-32
Author(s):  
Abbey L. Dvorak ◽  
Eugenia Hernandez-Ruiz ◽  
Halle Nick ◽  
Ruowen Qi ◽  
Celeste Alderete ◽  
...  
Keyword(s):  
Music Education ◽  
Music Therapy ◽  
Undergraduate Research ◽  
Lessons Learned ◽  
Teaching Model ◽  
Research Experience ◽  
Education Students ◽  
Research Experiences ◽  
Graduate Assistants ◽  
Undergraduate Research Experiences

Course-based undergraduate research experiences (CURE) allow students opportunities to develop research skills. In a scaffolded CURE, music therapy and music education students composed, evaluated, and selected the music stimuli used in a music and mindfulness study with non-musicians at Site 1 and musicians at Site 2. The purposes of this paper are to (a) describe the process of student music stimuli composition and evaluation for use in a course-based undergraduate research experience and (b) identify benefits, challenges, and lessons learned from the viewpoints of students, graduate assistants, and faculty who participated in the multi-site study. Eight students, two graduate assistants, and two faculty provide an overview of the CURE teaching model and assignments, and share first-person accounts of their experiences participating in this CURE.  

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.

Engaging Paleontology Undergraduates in Collaborative Research Experiences

2012 ◽  
Vol 12 ◽  
pp. 221-230
Author(s):  
Michael Savarese ◽  
Diane Schmidt
Keyword(s):  
Undergraduate Research ◽  
Faculty Members ◽  
Research Experience ◽  
Senior Year ◽  
Research Experiences ◽  
Science Courses ◽  
Research Problems ◽  
Scientific Meetings ◽  
Faculty Time ◽  
Do So

Undergraduate research is rightfully viewed as a valuable educational endeavor, yet few students have the time or incentive to avail themselves of the opportunity. Those students who do obtain research experience typically do so during their senior year, at a time too late to best benefit from the experience. Finally, requiring students to conduct independent research can be unsustainable, drawing on limited resources and faculty time. We have developed a collaborative undergraduate research model that unites students as a research team in their standard courses. The method is applicable to all course levels, from introductory science courses to upper-division, discipline-specific courses. At the introductory level, students work on longer-term research problems that require regular monitoring, with each successive class adding to an iterative database. Students in upper-division classes design group projects that are completed in the course of the semester. The benefits of the model are numerous. Students develop a sense of ownership and stewardship; they obtain a thorough experience practicing science while their curriculum is applied to real problems; and students learn to work cooperatively. Results from many of these experiences are of a high enough quality to be presented at scientific meetings and eventually published. Projects often help students focus their discipline-based interests and spawn senior theses, and faculty members have a vehicle to vicariously increase their research productivity. Examples from an upper division paleobiology course are presented. Overall, this model has been highly successful, especially when employed at the upper-division levels.

Undergraduate Research in Kinesiology: Examples to Enhance Student Outcomes

2018 ◽  
Vol 7 (4) ◽  
pp. 305-313
Author(s):  
James A. Carson ◽  
John K. Petrella ◽  
Vanessa Yingling ◽  
Mallory R. Marshall ◽  
Jenny O ◽  
...  
Keyword(s):  
Service Learning ◽  
Undergraduate Education ◽  
Student Outcomes ◽  
Undergraduate Research ◽  
Higher Learning ◽  
Research Experience ◽  
High Quality Research ◽  
Research Experiences ◽  
Education Experience ◽  
Institutions Of Higher Learning

Undergraduate research is emphasized as a critical component of today’s science-based undergraduate education and widely accepted as an important part of the overall undergraduate education experience. While educators agree on the value of undergraduate research, significant challenges exist related to the design of the undergraduate research experience and the faculty member’s role in it. Additional challenges include providing high-quality research experiences that benefit the education of a large number of students while maintaining feasibility and cost-effectiveness. The scope of this review is to provide an overview of research and service-learning experiences in kinesiology departments at 3 institutions of higher learning that vary in size and mission.

A Course-Based Undergraduate Research Experience in Biofluid Mechanics

2019 ◽  
Vol 141 (12) ◽  
Author(s):  
Alisa Morss Clyne ◽  
Adrian C. Shieh ◽  
Jennifer S. Stanford
Keyword(s):  
Flipped Classroom ◽  
Engineering Students ◽  
Undergraduate Research ◽  
Self Report ◽  
Research Experience ◽  
Biofluid Mechanics ◽  
Research Experiences ◽  
In Vivo Experiments

Abstract Course-based undergraduate research experiences (CURE) are a valuable tool to increase research exposure for larger undergraduate cohorts. We implemented a CURE within a senior-level biofluid mechanics course that was primarily taught using a flipped classroom approach. Due to the large class size, the students analyzed data that was publicly available and produced by one of our laboratories. Student teams then developed hypotheses based on the data analysis and designed a set of in vitro and in vivo experiments to test those hypotheses. The hypotheses and experiments that were most highly rated by the class were then tested in our laboratory. At the end of the class, student gains were assessed by self-report and compared to those self-reported by students engaging in a traditional freshman undergraduate summer research experience. While the students in the CURE reported moderate gains in self-assessment of research-based skills, their self-reported gains were statistically significantly lower than those reported by students who participated in the traditional research experience. We believe that the CURE could be improved through implementation in a lower level class, enabling students to observe laboratory experiments, and providing additional feedback throughout the hypothesis development and experimental design process. Overall, the CURE is an innovative way to expand research experiences, in particular for engineering students who often do not participate in hypothesis-driven research during their undergraduate education.

Designing Authentic Undergraduate Research Experiences in a Single-Semester Lab Course

2015 ◽  
Vol 77 (7) ◽  
pp. 526-531 ◽  
Author(s):  
Thomas A. Mennella
Keyword(s):  
Fluorescent Protein ◽  
Undergraduate Research ◽  
Research Experience ◽  
Research Project ◽  
Research Experiences ◽  
Laboratory Course ◽  
E Coli ◽  
Undergraduate Research Experiences ◽  
Green Fluorescent ◽  
Scheduled Time

The importance of a robust undergraduate research experience has been demonstrated time and again. However, too few undergraduates engage in genuine research and leverage this opportunity. Here, I present a laboratory course in cell and molecular biology that is designed to mimic a true research project. Students work through a 10-step experimental design culminating in the construction, expression, and visualization of microtubules fused to green fluorescent protein in baker's yeast. The steps of this project include the isolation of the tubulin gene from yeast genomic DNA, the cloning of that gene into an expression vector, the amplification of this plasmid in E. coli, and the expression of fluorescent tubulin in yeast. Controls and validation steps are embedded throughout the project, as they would be in a genuine research project. This laboratory course more closely resembles a one-semester undergraduate research experience than a typical lab course. However, because this course reaches a much larger number of students compared with undergraduate research opportunities, it provides students with a valuable research experience that remains confined to the scheduled time block of a typical lab course. In this way, many of the benefits of research are experienced by a large number of undergraduates.

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