scholarly journals Dynamic Daphnia: An inquiry-based research experience in ecology that teaches the scientific process to first-year biologists

CourseSource ◽  
2019 ◽  
Vol 6 ◽  
Author(s):  
Alyssa Mae Gleichsner ◽  
Shannon R. Butler ◽  
Catherine L. Searle
Keyword(s):  
First Year ◽  
Research Experience ◽  
Scientific Process

scholarly journals Research activity of specialist registrars

2004 ◽  
Vol 28 (5) ◽  
pp. 180-182 ◽  
Author(s):  
Rachel Petrie ◽  
Kay Anderson ◽  
Elizabeth Hare ◽  
Neil Mayfield ◽  
Rebecca Tipper
Keyword(s):  
Research Work ◽  
Similar Proportion ◽  
First Year ◽  
Research Experience ◽  
Relevant Research ◽  
Research Activity ◽  
Specialist Registrar ◽  
Conducting Research ◽  
Published Research ◽  
And Training

Aims and MethodThere has been much discussion about the productivity and training value of protected research sessions at specialist registrar (SpR) level. We used questionnaire survey to investigate the research experience of senior psychiatric SpRs and first-year psychiatric consultants in Scotland.ResultsThe survey had an 80% response rate. Two-thirds of respondents were able to take protected research sessions, and a similar proportion had published research work during their higher training. Specific difficulties in conducting research are identified and discussed.Clinical ImplicationsScottish SpRs in psychiatry are usually able to protect research sessions, but experience difficulties with lack of experience, resources and supervision. Almost a third of those near the end of their training have published nothing. It is important to explore options other than research projects to gain relevant research experience.

scholarly journals Research knowledge in undergraduate school in Brazil: a comparison between medical and law students

2010 ◽  
Vol 8 (3) ◽  
pp. 273-280 ◽  
Author(s):  
Antonio José Souza Reis Filho ◽  
Bruno Bezerril Andrade ◽  
Vitor Rosa Ramos de Mendonça ◽  
Manoel Barral-Netto
Keyword(s):  
Medical Students ◽  
Educational Institution ◽  
Law School ◽  
Law Students ◽  
First Year ◽  
Research Experience ◽  
Research Knowledge ◽  
First Year Students ◽  
Research Activities ◽  
The Impact

ABSTRACT Objective: Exposure to science education during college may affect a student's profile, and research experience may be associated with better professional performance. We hypothesized that the impact of research experience obtained during graduate study differs among professional curricula and among graduate courses. Methods: A validated multiple-choice questionnaire concerning scientific concepts was given to students in the first and fourth years of medical and law school at a public Brazilian educational institution. Results: Medical students participated more frequently in introductory scientific programs than law students, and this trend increased from the first to the fourth years of study. In both curricula, fourth-year students displayed a higher percentage of correct answers than first-year students. A higher proportion of fourth-year students correctly defined the concepts of scientific hypothesis and scientific theory. In the areas of interpretation and writing of scientific papers, fourth-year students, in both curricula, felt more confident than first-year students. Although medical students felt less confident in planning and conducting research projects than law students, they were more involved in research activities. Conclusion: Medical graduation seems to favor the development of critical scientific maturity than law graduation. Specific policy in medical schools is a reasonable explanation for medical students’ participation in more scientific activities.

A Course-Based First-Year Research Experience for Undergraduate Nutrition Students

2020 ◽  
Vol 52 (4) ◽  
pp. 451-455
Author(s):  
Jessica R.L. Lieffers ◽  
Sarah L. Finch ◽  
Ryan Banow ◽  
Kara Loy
Keyword(s):  
First Year ◽  
Research Experience

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 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 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.

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