scholarly journals STUDENT REFLECTIONS IN COURSE-BASED UNDERGRADUATE RESEARCH EXPERIMENT IN A FIRST-YEAR CIRCUITS COURSE

2021 ◽  
Author(s):  
Yani Jazayeri
Keyword(s):  
Undergraduate Research ◽  
Self Determination Theory ◽  
Self Determination ◽  
First Year ◽  
Research Experience ◽  
University Of Calgary ◽  
Research Experiment ◽  
The University ◽  
Authentic Learning Experiences ◽  
Student Reflections

At the University of Calgary, we piloted a course-based undergraduate research experience in thefirst year circuits course. The intention was to provide authentic learning experiences, with the ultimate goal of fostering deep learning in the students. Using qualitative coding, these reflections were analyzed with a framework from self-determination theory to understand the studentlearning and motivation throughout the experience. There were 10 themes that emerged, categorized within the three elements of the theoretical framework: competence, relatedness, and autonomy.

scholarly journals LEARNING FROM THE INTEGRATED CURRICULUM APPROACH: STUDENT REFLECTIONS DURING AND AFTER THEIR EXPERIENCE

2020 ◽  
Author(s):  
Yani Jazayeri ◽  
Robyn Paul ◽  
Laleh Behjat ◽  
Mike Potter
Keyword(s):  
Learning Strategies ◽  
Integrated Curriculum ◽  
Self Determination Theory ◽  
First Semester ◽  
University Of Calgary ◽  
Traditional Format ◽  
Second Year ◽  
The University ◽  
Authentic Learning Experiences ◽  
Student Reflections

At the University of Calgary, we piloted an integrated curriculum approach in second-year electrical engineering. The intention was to provide authentic learning experiences, with the ultimate goal of fostering deep learning in the students. To improve students’ learning strategies, they were asked to reflect weekly on their learning during the program (Winter 2019: Jan-Apr), and during their first semester of third-year, which was run in the traditional format (Fall 2019: Sep-Dec). Using qualitative coding, these reflections were analyzed with a framework from self-determination theory to understand the student learning and motivation throughout the program. There were 11 themes that emerged, categorized within the three elements of the theoretical framework: competence, relatedness, and autonomy.

“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 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.

scholarly journals Emphasizing iterative practices for a sequential course-based undergraduate research experience in microbial biofilms

2019 ◽  
Vol 366 (23) ◽  
Author(s):  
Caitlin J Light ◽  
Megan Fegley ◽  
Nancy Stamp
Keyword(s):  
Course Design ◽  
Undergraduate Research ◽  
First Year ◽  
Research Experience ◽  
Design Data ◽  
Research Experiences ◽  
Microbial Biofilms ◽  
Research Track ◽  
Student Cohorts

ABSTRACT Iteration is a fundamental area of course design in course-based undergraduate research experiences (CUREs). Iteration includes development of many skills necessary for laboratory work, experimental design, data analysis, communication and teamwork. With a focus on the microbial biofilm research track of the First-year Research Immersion (FRI) program, the perceptions of four student cohorts were examined at the end of the three-term CURE sequence, relative to exposure to iterative tasks, learning gains and benefits from the research experience. Based on results from the first two cohorts, substantial changes were made in the CURE sequence to increase iterative tasks and discussion with students about the iterative nature of research. In turn, the results for the latter cohorts reached FRI program targets. In sum, novice researchers benefit from a deliberate step-wise approach for developing skills to meet the requirements and understand the complex role of iteration in real research.

scholarly journals Exploring the Diversity of Everyday Experiences through the Humans of the University of Wisconsin-Stout Facebook Assignment

2021 ◽  
Vol 2 (2) ◽  
pp. 17-29
Author(s):  
Genesea Carter
Keyword(s):  
White Students ◽  
First Year ◽  
Personal Essay ◽  
Predominately White ◽  
First Year Composition ◽  
University Of Wisconsin ◽  
Research Article ◽  
Everyday Experiences ◽  
The University ◽  
Student Reflections

In this personal essay and research article mash-up genre, I reflect on my Humans of the University of Wisconsin-Stout first-year composition Facebook assignment, which was developed to teach my predominately white students about the diversity of everyday experiences. I share with readers how my positionality, as a former evangelical Christian Republican who left Christianity and became a liberal progressive a few years before this assignment, and the context of my university, a predominately white, midwestern polytechnic university, shaped my assignment design. I include Humans of UW-Stout Facebook stories, corresponding student reflections and homework, and my own personal reflection on the curriculum to empower instructors to teach diversity-focused FYC assignments and to inspire instructors to reflect upon how their own political and religious beliefs shape their curriculum.

scholarly journals Promoting Undergraduate Interest, Preparedness, and Professional Pursuit in the Sciences: An Outcomes Evaluation of the SURE Program at Emory University

2010 ◽  
Vol 9 (2) ◽  
pp. 119-132 ◽  
Author(s):  
Benjamin Junge ◽  
Catherine Quiñones ◽  
Jakub Kakietek ◽  
Daniel Teodorescu ◽  
Pat Marsteller
Keyword(s):  
Undergraduate Research ◽  
First Year ◽  
Graduate Degree ◽  
Research Experience ◽  
Sat Scores ◽  
Science Courses ◽  
Outcomes Evaluation ◽  
Course Work ◽  
Emory University

We report on an outcomes assessment of the Summer Undergraduate Research Experience (SURE) Program at Emory University in Atlanta, GA. Using follow-up survey data and academic transcripts, we gauge SURE's impact on levels of interest in, preparedness for, and actual pursuit of graduate study and professional careers in the sciences for the program's first 15 summer cohorts (1990–2004). Our follow-up survey indicated significant increases in all research preparedness skills considered, notably in ability to give a poster research presentation, to discuss research at a graduate school interview, and to apply research ethics principles. About a third of SURE graduates went on to complete a graduate degree >90% considered SURE as important or very important in their academic development. Respondents reported postprogram increases in the level of interest in academic and research careers, and reported high levels of employment in science careers and job satisfaction. Regression analyses of Emory SURE participant transcripts revealed that participants take significantly more science courses as seniors and earn higher grades in those courses than nonparticipants. This trend held after correcting for indicators of prior interest (first-year course work, GPA, and math SAT scores), gender, and minority status. We also report on an external survey completed by SURE participants.

scholarly journals How Well Do Undergraduate Research Programs Promote Engagement and Success of Students?

2011 ◽  
Vol 10 (2) ◽  
pp. 156-163 ◽  
Author(s):  
Marcus Fechheimer ◽  
Karen Webber ◽  
Pamela B. Kleiber
Keyword(s):  
Student Success ◽  
Undergraduate Research ◽  
Operational Definition ◽  
Potential Contribution ◽  
Research Experience ◽  
Grade Point ◽  
University Of Georgia ◽  
Institutional Data ◽  
The University ◽  
The Impact

Assessment of undergraduate research (UR) programs using participant surveys has produced a wealth of information about design, implementation, and perceived benefits of UR programs. However, measurement of student participation university wide, and the potential contribution of research experience to student success, also require the study of extrinsic measures. In this essay, institutional data on student credit-hour generation and grade point average (GPA) from the University of Georgia are used to approach these questions. Institutional data provide a measure of annual enrollment in UR classes in diverse disciplines. This operational definition allows accurate and retrospective analysis, but does not measure all modes of engagement in UR. Cumulative GPA is proposed as a quantitative extrinsic measure of student success. Initial results show that extended participation in research for more than a single semester is correlated with an increase in GPA, even after using SAT to control for the initial ability level of the students. While the authors acknowledge that correlation does not prove causality, continued efforts to measure the impact of UR programs on student outcomes using GPA or an alternate extrinsic measure is needed for development of evidence-based programmatic recommendations.

scholarly journals Piloting an Oral History–Based CURE in a General Education Writing Course for First-Year Students

2021 ◽  
Vol 4 (2) ◽  
pp. 27-34
Author(s):  
Joshua R. McConnell Parsons ◽  
◽  
Jannell C. McConnell Parsons ◽  
Kathryn Kohls ◽  
Jim Ridolfo
Keyword(s):  
General Education ◽  
First Generation ◽  
Undergraduate Research ◽  
Statistical Significance ◽  
Demographic Data ◽  
First Year ◽  
First Generation Students ◽  
Underrepresented Minority ◽  
Research Experience ◽  
Research Skills

The authors of this study evaluate findings from a pilot implementation of a course-based undergraduate research experience integrated into a first-year general education writing classroom. In this initial pilot phase, two sections of the course were offered in fall 2018. Course partici-pants completed retrospective precourse and postcourse measures designed to assess the course’s impact on their acquisition of research skills and their confidence related to inquiry and research. Demographic data also were collected to explore outcomes of underrepresented minority and first-generation students. Findings show a statistically significant increase in perceived research skills and in confidence related to abilities as a researcher. Moreover, although there was not a large enough sample for statistical significance, first-generation students showed large gains in confidence.

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