scholarly journals Participation in a Course-Based Undergraduate Research Experience Results in Higher Grades in the Companion Lecture Course

2020 ◽  
pp. 0013189X2096809
Author(s):  
Marsha Ing ◽  
James M. Burnette ◽  
Tarek Azzam ◽  
Susan R. Wessler
Keyword(s):  
Low Income ◽  
Undergraduate Research ◽  
Public Institutions ◽  
Research Experience ◽  
Stem Fields ◽  
Academic Characteristics ◽  
Course Grades ◽  
Undergraduate Science ◽  
Hispanic Serving ◽  
The Impact

Opportunities for large numbers of undergraduates to engage in authentic research experiences are limited in many large public institutions. These large public institutions serve the vast majority of students who are historically underrepresented in STEM fields, such as first-generation, low-income students of color. Although a course-based undergraduate research experience (CURE) is one scalable approach to providing such opportunities, there is limited evidence about the impact of participation, particularly for students historically underrepresented in science. This study provides evidence of the influence of student participation in a CURE on undergraduate science course grades using an experimental design and multiple years of data from students at a Hispanic-serving institution. Course grades were compared for five different science courses across five cohorts of students participating in a CURE ( n = 935) and a similar group of students who did not participate in the CURE ( n = 1,144). CURE students had significantly higher overall grades in a lecture course directly related to the CURE even after statistically adjusting for demographic and academic characteristics. Implications for CUREs as a model for improving science knowledge and achievement for students typically underrepresented in STEM fields are discussed.

Effects of Research-Related Activities on Graduation at a Hispanic Serving Institution

2021 ◽  
pp. 152102512110650
Author(s):  
Winny Dong ◽  
Rebecca M. Eddy ◽  
David M. Mendelsohn ◽  
Courtney Koletar ◽  
Monique Matelski ◽  
...  
Keyword(s):  
Low Income ◽  
Liberal Arts ◽  
First Generation ◽  
Undergraduate Research ◽  
Research Participation ◽  
Underrepresented Minority ◽  
Hispanic Serving Institution ◽  
Study Results ◽  
Hispanic Serving ◽  
The Impact

This paper reports on the results of a study of 6,654 unique students on the type of research-related activities (e.g., undergraduate research and internships) they participated in while at California State Polytechnic University, Pomona (Cal Poly Pomona). Results indicate that the odds of graduating for students who participated in research-related activities were almost twice those of students who did not participate in research-related activities. These results differ from and complement studies on the impact of undergraduate research at liberal arts colleges and research-intensive universities. Study results indicate that non-first-generation students, non-low-income students, and non-underrepresented minority (non-URM) students were more likely to participate in research. Participation in internships with industry and with a professional were most predictive of graduation. Students who participated in multiple research-related activities were also more likely to graduate than those who participated in fewer activities; results indicate research participation is equally beneficial across groups with different demographic characteristics including major, sex, first generation and URM status.

scholarly journals Assessing students’ ability to critically evaluate evidence in an inquiry-based undergraduate laboratory course

2017 ◽  
Vol 41 (1) ◽  
pp. 154-162
Author(s):  
Kay Colthorpe ◽  
Hyab Mehari Abraha ◽  
Kirsten Zimbardi ◽  
Louise Ainscough ◽  
Jereme G. Spiers ◽  
...  
Keyword(s):  
Undergraduate Research ◽  
Critical Evaluation ◽  
Scientific Research ◽  
Research Articles ◽  
Communication Processes ◽  
Primary Literature ◽  
Undergraduate Laboratory ◽  
Scientific Research Articles ◽  
Undergraduate Science ◽  
The Impact

The ability to critically evaluate and use evidence from one’s own work or from primary literature is invaluable to any researcher. These skills include the ability to identify strengths and weakness of primary literature, to gauge the impact of research findings on a field, to identify gaps in a field that require more research, and to contextualize findings within a field. This study developed a model to examine undergraduate science students’ abilities to critically evaluate and use evidence through an analysis of laboratory reports from control and experimental groups in nonresearch-aligned and research-aligned inquiry-based laboratory classes, respectively, and contrasted these with published scientific research articles. The reports analyzed ( n = 42) showed that students used evidence in a variety of ways, most often referring to literature indirectly, and least commonly highlighting limitations of literature. There were significant positive correlations between grade awarded and the use of references, evidence, and length, but there were no significant differences between control and experimental groups, so data were pooled. The use of evidence in scientific research articles ( n = 7) was similar to student reports except that expert authors were more likely to refer to their own results and cite more references. Analysis showed that students, by the completion of the second year of their undergraduate degree, had expertise approaching that of published authors. These findings demonstrate that it is possible to provide valuable broad-scale undergraduate research experiences to all students in a cohort, giving them exposure to the methods and communication processes of research as well as an opportunity to hone their critical evaluation skills.

scholarly journals Changing Diagnostic and Treatment Criteria for Chronic Illness: A Critical Consideration of Their Impact on Low-Income Hispanic Patients

2013 ◽  
Vol 72 (3) ◽  
pp. 242-253 ◽  
Author(s):  
Linda Hunt ◽  
Meta Kreiner ◽  
Fredy Rodriguez-Mejia
Keyword(s):  
Health Care ◽  
Chronic Illness ◽  
Low Income ◽  
Ethnographic Study ◽  
Chronic Illnesses ◽  
Treatment Standards ◽  
Social Scientists ◽  
Hispanic Patients ◽  
Hispanic Serving ◽  
The Impact

Low-income Hispanics are often identified as especially at risk for common chronic conditions like diabetes and are targeted for aggressive screening and treatment. Anthropologists and other social scientists have extensively explored barriers and facilitators to the management of chronic illnesses in minority populations but have not yet considered the impact of recently lowered diagnostic and treatment thresholds on such groups. In this paper, we critically review recent changes in diabetes, hypertension, and high cholesterol diagnostic and treatment standards that have dramatically increased the number of people being treated for these conditions. Drawing on an ethnographic study of chronic illness management in two Hispanic-serving clinics in the Midwest, we examine how these new standards are being applied and consider the resulting health care challenges their patients face. Our analysis leads us to question the value of promoting narrowly defined treatment goals, particularly when patients lack reliable access to the health care resources these goals require. While improving the health of low-income Hispanics is a worthwhile goal, it is important to consider whether these efforts may be promoting over-diagnosis and over-treatment, drawing them into an expensive chronic patient role with uncertain benefit.

scholarly journals An Intensive Primary-Literature–based Teaching Program Directly Benefits Undergraduate Science Majors and Facilitates Their Transition to Doctoral Programs

2006 ◽  
Vol 5 (4) ◽  
pp. 340-347 ◽  
Author(s):  
Carol A. Kozeracki ◽  
Michael F. Carey ◽  
John Colicelli ◽  
Marc Levis-Fitzgerald
Keyword(s):  
Scientific Literacy ◽  
Graduate Program ◽  
Doctoral Programs ◽  
Undergraduate Research ◽  
Scientific Journal ◽  
Research Experience ◽  
Journal Articles ◽  
School Of Medicine ◽  
Primary Literature ◽  
Undergraduate Science

UCLA's Howard Hughes Undergraduate Research Program (HHURP), a collaboration between the College of Letters and Science and the School of Medicine, trains a group of highly motivated undergraduates through mentored research enhanced by a rigorous seminar course. The course is centered on the presentation and critical analysis of scientific journal articles as well as the students' own research. This article describes the components and objectives of the HHURP and discusses the results of three program assessments: annual student evaluations, interviews with UCLA professors who served as research advisors for HHURP scholars, and a survey of program alumni. Students indicate that the program increased their ability to read and present primary scientific research and to present their own research and enhanced their research experience at UCLA. After graduating, they find their involvement in the HHURP helped them in securing admission to the graduate program of their choice and provided them with an advantage over their peers in the interactive seminars that are the foundation of graduate education. On the basis of the assessment of the program from 1998–1999 to 2004–2005, we conclude that an intensive literature-based training program increases student confidence and scientific literacy during their undergraduate years and facilitates their transition to postgraduate study.

scholarly journals Knowledge is em(power)ing: Historically underrepresented groups benefit from exposure to information about advanced degrees in psychology

2021 ◽  
Author(s):  
Kathryn Nicole Graves ◽  
Estée Rubien-Thomas ◽  
Denzil Streete ◽  
Steve W. C. Chang
Keyword(s):  
Open Access ◽  
Low Income ◽  
Large Scale ◽  
First Generation ◽  
Research Experience ◽  
Stem Fields ◽  
Advanced Degrees ◽  
Graduate Research ◽  
Leaky Pipeline ◽  
And Mathematics

Despite the growing interest in Science, Technology, Engineering, and Mathematics (STEM) educationand careers, the “leaky pipeline” continues to disproportionally exclude underrepresented minorities from STEM fields. One feature of the leaky pipeline is unequal access to guidance surrounding graduate education and careers in STEM fields. Disparities in representation can be diminished by making this guidance more accessible, which may be particularly beneficial at the transition from undergraduate to post-graduate research experience and education. Here, we sought to investigate the value of large-scale, open access programming as a mechanism for achieving this objective, by using survey data from a 2020 Yale University Research Psychology Bootcamp as a case study. We found that this programming increased confidence and understanding of how to navigate the field of research psychology in all survey respondents, with a targeted benefit for Black and First Generation/Low-Income participants. Based on these findings, we argue that large-scale, open-access programming offers a unique and practical utility toward eliminating disparities in STEM higher education and STEM fields.

scholarly journals Vigilante Innovation (VIX): case study on the development of student skills through a team-based design process and environment

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Kendra H. Oliver ◽  
Jonathan D. Ehrman ◽  
Christina C. Marasco
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Successful Implementation ◽  
Design Framework ◽  
Student Survey ◽  
Stem Fields ◽  
Student Interviews ◽  
The Impact

Abstract Background Many undergraduate students majoring in science, technology, engineering, and mathematics (STEM) fields lack experience in collaborative thinking, limiting their effectiveness as they enter careers in academic and industrial environments. The SyBBURE Searle Undergraduate Research Program has incorporated a team-based design component into its curriculum to fill this gap in training. This design framework, called Vigilante Innovation (VIX) to highlight its emphasis on self-initiation and action, has evolved into a multi-semester-long group undertaking that combines just-in-time training in entrepreneurship and project design with student-driven collaborations aimed at solving a real-world problem. We hypothesize that this framework provides a hands-on, realistic workplace simulation task through which students can develop an understanding of teamwork. Results Using a case-study approach, we discuss the development of the VIX design framework since its inception in 2014 and assess the impact of the VIX framework on student learning and growth using a student survey from 2016 to 2017 and student interviews from 2018. Conclusions A flexible approach, an annualized project timeline, a student-driven prototyping space, and self-selecting project areas emerged as key contributors to the successful implementation of the VIX design and to deepened student learning. The diversity of VIX teams, the self-reported success of student projects, and student interviews indicate that students who participate in VIX possess an in-depth understanding of team-based strategies. These findings support the VIX framework as an effective method of providing undergraduates in STEM fields with efficient and meaningful exposure to the team-based entrepreneurial skills that are vital in their future careers. Additional work is needed to determine if this approach has a long-term impact on student success in team-based environments. The website vigilanteinnovation.com houses a customizable, freely available version of the design guide for educators and innovators alike.

A Six-Year Review of the Biomedical Engineering in Simulations, Imaging, and Modeling Undergraduate Research Experience

2020 ◽  
Vol 142 (11) ◽  
Author(s):  
Stephanie M. George ◽  
Zachary J. Domire
Keyword(s):  
Learning Outcomes ◽  
Biomedical Engineering ◽  
Undergraduate Research ◽  
Lessons Learned ◽  
Successful Implementation ◽  
Motivating Factors ◽  
Research Experience ◽  
Research Experiences ◽  
Summer Research Program ◽  
The Impact

Abstract Undergraduate research continues to serve as an effective strategy for mitigating the effects of a leaky pipeline. Significant funding from institutions and government agencies has increased the number of students participating in undergraduate research. In this paper, we report on the six-year experience of a National Science Foundation funded Research Experiences for Undergraduates (REU) Site: Biomedical Engineering in Simulations, Imaging, and Modeling (BME-SIM). The operation and evaluation of the program are both described. We report on the results from 55 students over six summers from 2014 to 2019. Our program was successful in attracting a diverse group of participants including 46% under-represented minority students and 53% women. Based on evaluation results, students reported significant gains in technical skills, communication skills, and knowledge of graduate school. Our findings indicate baseline gender differences for several learning outcomes, where women and nonbinary students report lower levels of mastery. These gaps are closed by the end of the program except for confidence in skills, which is still significantly lower than those reported by male counterparts. The impact of the experience on ultimate career path is difficult to determine due to underlying biases and other motivating factors; however, 67.6% of graduates have entered graduate programs. Finally, we have provided lessons learned for those who are interested in building a summer research program. In conclusion, we have described the successful implementation of an REU site and the positive learning outcomes of the student participants.

scholarly journals The Socialization and Retention of Low-Income College Students: The Impact of a Wrap-Around Intervention

2019 ◽  
Vol 8 (6) ◽  
pp. 249 ◽  
Author(s):  
Gaye D. Ceyhan ◽  
Alia N. Thompson ◽  
Jeremy D. Sloane ◽  
Jason R. Wiles ◽  
John W. Tillotson
Keyword(s):  
Low Income ◽  
First Year ◽  
Valuable Insight ◽  
Research Experience ◽  
Career Support ◽  
College Life ◽  
Undergraduate Study ◽  
Stem Students ◽  
Low Income College Students ◽  
The Impact

The Strategic Undergraduate STEM Talent Acceleration INitiative (SUSTAIN) provided a coherent ecosystem of academic, social, and career support services designed for a diverse cohort of high-achieving, low-income STEM students during their first year of undergraduate study. Findings are discussed in terms of the efficacy of the program interventions to enhance students’ socialization and retention within the STEM community. Results indicate that participants perceived the interventions to have helped them adjust to college life and develop skills in understanding science and the scientific process. Which in turn, participants reported, helped them to succeed in their STEM courses and visualize themselves as part of the larger STEM community. The participants rated STEM faculty mentoring, research experience and community building as more helpful than other interventions. Our findings will aid researchers to better understand how SUSTAIN interventions influence students’ socialization into the STEM community and provide valuable insight to guide policymakers in shaping future programs that are successful in retaining diverse students in STEM fields.

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 Implementing a course-based undergraduate research experience to grow the quantity and quality of undergraduate research in an animal science curriculum1

2019 ◽  
Vol 97 (11) ◽  
pp. 4691-4697 ◽  
Author(s):  
Cassandra K Jones ◽  
Annie B Lerner
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Undergraduate Research ◽  
Research Experience ◽  
Animal Science ◽  
Research Experiences ◽  
Unique Challenge ◽  
Undergraduate Research Experiences ◽  
The Impact

Abstract Undergraduate research involves experiential learning methods that helps animal science students gain critical thinking skills. There is high demand for these opportunities. For example, 77.9% of incoming freshmen in the Department of Animal Sciences & Industry at Kansas State University in Fall 2017 and Fall 2018 planned to conduct research sometime during their undergraduate career (422 of 542 students). Conventional, one-on-one mentoring methods in the department were only serving 1.7% of the undergraduate population (21 of 1,212 students). This creates a unique challenge of increasing the number of undergraduate research opportunities, while maintaining the impact of individualized experiential learning. One method to address this challenge is the incorporation of a course-based research program. In this model, research projects are conducted during a conventional semester during scheduled classroom hours, with project components divided into 3 sections: (1) research preparation, including compliance requirements, hypothesis testing, experimental design, and protocol development; (2) data collection; and (3) data interpretation and dissemination. Students collect data as a team, but individually develop their own research abstract and poster to maintain a high level of experiential learning. By teaching multiple sections of this course per semester and incorporating the concepts into existing laboratories, 13.5% of students in the department completed undergraduate research in the 2018–2019 academic year (162 of 1,197 students). To monitor the quality of these experiences, student critical thinking ability was assessed using the online Critical Thinking Basic Concepts & Understanding Test (Foundation for Critical Thinking, Tomales, CA). Undergraduate research experiences increased (P = 0.028) the growth in student critical thinking score, but the type of research experience did not influence assessed skills (P > 0.281). Thus, course-based undergraduate research experiences may be an option for growing the quantity and quality of undergraduate research experience in animal science.

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