Research Experiences For Undergraduate Students Research Articles

An Undergraduate Course in CRISPR/Cas9-Mediated Gene Editing in Zebrafish.

We have developed a one-credit semester-long research experience for undergraduate students that involves the use of CRISPR/Cas9 to edit genes in zebrafish. The course is available to students at all stages of their undergraduate training and can be taken up to four times. Students select a gene of interest to edit as the basis of their semester-long project. To select a gene, exploration of developmental processes and human disease is encouraged. As part of the course, students use basic bioinformatic tools, design guide RNAs, inject zebrafish embryos, and analyze both the molecular consequences of gene editing and phenotypic outcomes. Over the 10 years we have offered the course, enrollment has grown from less than 10 students to more than 60 students per semester. Each year, we choose a different gene editing strategy to explore based on recent publications of gene editing methodologies. These have included making CRISPants, targeted integrations, and large gene deletions. In this study, we present how we structure the course and our assessment of the course over the past 3 years.

Development and Implementation of a Bioinnovation Focused Course-Based Research Experience for Undergraduate Students

Development and Implementation of a Bioinnovation Focused Course-Based Research Experience for Undergraduate Students

Innovations in Undergraduate Research Training Through Multisite Collaborative Programming: American Heart Association Summer Undergraduate Research Experience Syndicate.

BackgroundTo support diversity in biomedical science, the American Heart Association launched the Supporting Undergraduate Research Experiences for undergraduate students from underrepresented backgrounds to provide mentorship and high‐level exposure at 5 leading medical institutions. Here we describe the initial formation of the partnership and the alteration made in response to the program to accommodate COVID‐19 safety precautions.Methods and ResultsWe outline how programming shifted from local, in‐person programming in the summer of 2019 to a collaborative, mainly virtual curriculum in 2020 using students’ self‐reported before and after surveys from both 2019 (n=33) and 2020 (n=42). Students from both in‐person (2019) and virtual programs (2020) self‐reported significant gains in scientific proficiency. A qualitative‐directed content analysis of student open‐response questions was performed. Students reported extensive benefits from the 2020 virtual training, including Personal Gains, Research Skills, Thinking and Working Like a Scientist, and Attitudes and Behaviors. Notedly, we observed increases in the Attitudes and Behaviors category. We outline the pros and cons of in‐person and virtual programming and make recommendations moving forward in a postpandemic world with hybrid work and learning systems.ConclusionsOur effort informs the development of future undergraduate research training programs, significantly maximizing a hybrid training modality. The American Heart Association Supporting Undergraduate Research Experiences serves as a model for building multi‐institutional partnerships and providing research experiences that overcome institutional barriers and support students' interests, commitment, and ability to persist in science, technology, engineering, and math fields.

Creating a mentored research environment in an underwater acoustics lab

Mentored research experiences for undergraduate students yield an increased interest in STEM fields, are better prepared for the professional world, and develop enhanced cognitive and personal skills. These experiences help them become better students with improved ability for independent thought and problem solving who are more likely to pursue graduate degrees. The new Brigham Young University underwater acoustics laboratory has been built to facilitate active mentoring undergraduate and graduate students in order promote quick involvement in original research. New students require significant scaffolding in order to meet the steep learning curves in many topics and skills. This scaffolding includes regular group training, peer mentorship, and active laboratory resources. Advisors facilitate this through efficient laboratory design, structured procedures, and regular communication. This process supports student-led research and mentorship by promoting effective transfer of knowledge and allowing students to develop into independently driven research scientists with the technical and professional skills to be successful in a professional world.

Motivations for pursuing and challenges to completing geoscience majors at a public university

This qualitative study sought to determine undergraduate students’ beliefs about their motivations for pursuing, and challenges to completing, geoscience majors in a large public university. Eighteen undergraduate students participated in the study and were interviewed using a semi-structured interview guide. In addressing the study’s research question, the themes that emerged from the data regarding students’ beliefs about their motivations for pursuing geoscience majors centered around their personal interest in general science or geoscience subject matter, their enjoyment of being outdoors, influential individuals in their lives, interactions with other undergraduate geoscience majors, undergraduate student research experiences, influential faculty in advising and instruction, influential courses they have taken, and their plans for post-graduation. The themes that emerged from the data regarding students’ beliefs about their challenges to completing geoscience majors centered on the rigor of geoscience courses, course scheduling, and programmatic issues. Based on these empirical findings, this article provides recommendations that can help to inform geoscience programs in other institutions both across the nation and internationally with regard to advising, dissemination of opportunities for desired field experiences, pathways for transfer students, and critical influences for students who become geoscience majors.

Undergraduates Graph Interpretation and Scientific Paper Reading Shift from Novice- to Expert-like as a Result of Participation in a Summer Research Experience: A Case Study

Research Experiences for Undergraduate (REU) programs often introduce students to scientific research and STEM career possibilities. However, the program impact on students and their research skill development is not well understood. In a case study with 10 REU students, the authors used eye-tracking and self-report data to determine student strategies for reading scientific papers and interpreting graphs at the beginning and end of the program. The strategies of REU students and science experts were then compared. The REU students changed their strategies and performed more like experts at posttest. These findings indicate that, during the REU, students acquired expert-like strategies necessary to engage with scientific articles and extract key information from graphs. The study demonstrates that eye-tracking can document skill growth in REU students.

Exploring the Role of Mindsets in a Sophomore Level Undergraduate Research Course

Several investigations have established the benefits of undergraduate student research experiences, including improved understanding of the research process, development of research skills, improved ability to interpret research, interest in future research experiences, and considering academic/research careers. Unfortunately, some students are intimidated by the research process and avoid such opportunities for growth. Such student perceptions may limit engagement in research, compromising knowledge and skills to critically evaluate research so necessary for clinical practice. The present investigation examined the student mindset perceptions pre- and post-course and student perspectives towards research following an undergraduate research course. A mixed quantitative and qualitative design was employed. While student mindsets were primarily growth based at the outset, students reported gains in perspectives on mindsets and confidence following the course. Qualitative findings further highlight the development of applications to the profession, understanding the research process, research skills, and the challenges of research. Intentional scaffolding of a research course may reduce intimidation and foster positive attitudes towards the importance of research in the discipline.

Needs and Opportunities for Ethics and Responsible Conduct of Research (E/RCR) integration in Course‐based Undergraduate Research Experiences: the ENCOUR Fellowship Program

Course‐based undergraduate research experiences (CUREs) have been shown to enhance students’ development of cognitive and non‐cognitive skills in science, technology, engineering and mathematics (STEM) fields resulting in the proliferation of CURE offerings in college course catalogues. These courses often constitute the initial research experience for undergraduate students in the biological sciences, thereby establishing students’ perceptions of what it is to be a researcher. Though ensuring the integrity of the scientific enterprise through the ethical and responsible conduct of research (E/RCR) is central to the scientific process, documented efforts to integrate E/RCR education in the context of CUREs is lacking. In an effort to address this information gap, we conducted a mixed methods study to evaluate E/RCR implementation efforts within biological sciences CUREs at the national level. Results from these efforts indicate a general awareness from CURE stakeholders of the importance of E/RCR education in CUREs. The majority (65.15%) of individuals surveyed reported having to resolve E/RCR issues within their CUREs and agree that E/RCR education should be included. Although a great majority (96.96%) of respondents reported addressing at least one E/RCR topic in their CUREs, the responses evidenced a lack of planned and intentional integration of E/RCR education into such learning environments. Prominent issues identified by our study participants as barriers for the effective integration of E/RCR education into their CUREs were a perceived lack of time (92% of respondents), resources (85% of respondents), and appropriate training for instructors. Based on these results, the Ethics Network for Course‐based Opportunities in Undergraduate Research (ENCOUR) has developed a fellowship program that aims to serve as a national professional development model for instructors facilitating E/RCR education in biology CUREs. ENCOUR fellows will participate in a year‐long program designed to enhance their E/RCR knowledge and to guide them through the development and assessment of educational resources for effective integration of E/RCR topics into their CUREs.Support or Funding InformationThis work was supported by the National Science Foundation Awards 1727867 and 1919312

How do tourism and hospitality students find the path to research?

ABSTRACT The aim of this study is to understand how the undergraduate students of tourism and hospitality find their way to research. This is done by focusing on their thesis experience. We observe that the existing literature disproportionally focuses on research experience of STEM undergraduate students in spite of the fact that research skills are becoming very important for advanced careers in management, including tourism and hospitality. By applying the touchpoint theory, we set up three focus groups with both thesis and non-thesis undergraduate students (N = 21). We have developed a four-quadrant framework consisting of nine touchpoints, some of which are leakage points (e.g., research methods course content) acting as negative influences on students’ willingness to conduct research, while others act as injection points (e.g., conversations with professors), or positive influencers. This study offers practical suggestions for university educators on how to design meaningful research experiences for undergraduate students in tourism.

Engaging Undergraduate Kinesiology Students in Clinically-based Research

ABSTRACTMany undergraduate students in kinesiology are interested in clinical careers and seek research opportunities for advanced study and unique learning experiences. This article describes a process of engaging undergraduate students in a multi-disciplinary, National Institutes of Health (NIH)-funded program project investigating factors that may affect pelvic floor support and symptoms in primiparous women during the first year postpartum. Students complete general and protocol-specific training prior to engagement, have specific tasks that reinforce skill development and require independence, and are invited to participate in additional opportunities with the investigative team. The topic of pelvic floor health is novel to most students and participation in this research expands their knowledge beyond a mainstream kinesiology curriculum. Institutionalizing this type of program could formalize undergraduate student research experiences and facilitate ongoing clinical research efforts with a kinesiology focus.

Building an ethical digital humanities community: Librarian, faculty, and student collaboration

ABSTRACTThis article examines work building a digital humanities community at Salem State University's Berry Library. The initiatives are comprised of a three-pronged approach: laying groundwork to build a DH center, building the DH project Digital Salem as a place-based locus for digital scholarship, and launching an undergraduate internship program to explore ethical ways of creating innovative research experiences for undergraduate students. Together, these initiatives constitute an important move toward putting libraries at the center of creating DH opportunities for underserved student populations and a model for building DH at regional comprehensive universities.

Research experience is not just for students.

Education The benefits of authentic research experiences for undergraduate students are well documented, but how do research advisors benefit from having undergraduate students in their lab? Hayward et al. interviewed 30 research advisors at various career stages about their motivation for supporting undergraduate research. Responses indicated that a blend of instrumental and intrinsic motivation influenced most advisors, whereas a small group of advisors, all in the early stages of their careers, reported only instrumental motivation. These differences in motivations likely affect the way that advisors work with students and may serve as the starting point for designing new methods for training, and retaining, high-quality research advisors. CBE Life Sci. Educ. 10.1187/cbe.16-07-0229 (2017).

Why Work with Undergraduate Researchers? Differences in Research Advisors' Motivations and Outcomes by Career Stage.

Undergraduate research is often hailed as a solution to increasing the number and quality of science, technology, engineering, and mathematics graduates needed to fill the high-tech jobs of the future. Student benefits of research are well documented but the emerging literature on advisors' perspectives is incomplete: only a few studies have included the graduate students and postdocs who often serve as research advisors, and not much is known about why research advisors choose to work with undergraduate researchers. We report the motivations for advising undergraduate researchers, and the related costs and benefits of doing so, from 30 interviews with research advisors at various career stages. Many advisors stated intrinsic motivations, but a small group of early-career advisors expressed only instrumental motivations. We explore what this means for how advisors work with student researchers, the benefits students may or may not gain from the experience, and the implications for training and retaining research advisors who can provide high-quality research experiences for undergraduate students.

Transforming Undergraduate Research Opportunities Using Telepresence

ABSTRACTThe National Science Foundation funded the Transforming Remotely Conducted Research through Ethnography, Education, and Rapidly Evolving Technologies (TREET) project to explore ways to utilize advances in technology and thus to provide opportunities for scientists and undergraduate students to engage in deep sea research. The educational goals were to engage students in research in which they develop a hypothesis and research plan, experience a distant environment, collect data remotely, and interact with the scientific community. Eight undergraduate students from three universities participated, working closely with a professor at their institution with additional mentoring by other scientists. This paper describes the educational portion of TREET, students' experiences conducting ocean science research using telepresence, and lessons learned about the promise and challenges of using telepresence to engage undergraduate students in research. The TREET project consisted of three phases: Phase I, a seminar and the development of a research plan; Phase II, a telepresence-enabled cruise; and Phase III, a postcruise seminar and data analysis. An evaluation of the program shows that students conducted their own research and experienced real-world scientific challenges associated with working at ocean depths from shore. While the experience was valuable for students, there were several lessons learned that have implications for future implementations of telepresence-enabled programs, including the importance of scheduling research experiences for undergraduate students, providing support for data analysis, building community, and developing clear communication strategies from the remote site. The TREET project represents a promising step in imagining the future in which telepresence can open more opportunities for undergraduates.

An Immunology Course-Based Research Experience for Undergraduate Students that Introduces Computational and Modeling Skills

Abstract Previously, we developed a computational modeling lab for undergraduate immunology students that introduced them to the SIR model and the Vensim modeling program. In short, students modeled an epidemic of strep throat and were required to model the Susceptible (S), Infected (I) and Recovered (R) in order to find the best approach to decreasing the length of the epidemic and the number of people infected. While this lab experience was valuable in teaching some basic immunology and modeling skills, the short time frame for the lab provided limited exposure to the importance and potential of modeling skills in immunology. Here we developed a semester-long course-based research experience (CRE) where students develop their own hypothesis, design the experiments, conduct the studies, and analyze their findings. Moreover, in addition to the wet lab component that exposes students to immunology techniques such as flow cytometry, qRT-PCR, cell separation and tissue culture, the students model a signaling pathway providing them with experience in computational modeling. We developed a software package that generates a computational model in Netlogo from the specifications provided by the students. The computational approach allows students to model any type of cell signaling cascade providing a large number of possible hypotheses that can be tested. We piloted this approach with four first-year students with no immunology or modeling/programming experience and the students successfully generated and tested their own hypotheses, and using Netlogo they modeled several different G Protein Coupled Receptor signaling cascades in CD4 and CD8+ T cells. We are in the process of running this CRE with students enrolled in a 200 level immunology class.

Creating learning communities for undergraduate students participating in research

The undergraduate research experience program is a funding program offered by the Qatar National Research Fund. The purpose of the program is to provide hands-on research experience for undergraduate students in order to increase their capacity for future research activities. However, leading a team of unexperienced researchers can be challenging. Minimal literature exists of how to overcome these challenges and provide a positive learning experience for novice researchers. The purpose of this paper is to: 1) describe a ‘situated learning’ framework, and teaching methods and approaches that may be helpful for future researchers to actively engage students in the research learning process; 2) describe our own experiences with creating a professional community of research using a team approach; and, 3) offer some practical strategies for scaffolding students to gain research skills through working in close proximity to more experienced colleagues. Helpful situated learning strategies included active engagement of students throughout the project, setting meaningful activities, meeting regularly as a team, scaffolding student learning, setting both individual and group work, assigning specific roles, engaging students in dissemination activities, sharing responsibility, and fading control of project activities to the students as their competency increased. Using a structured mentoring strategy resulted in students being actively engaged in all stages of the project. This approach helped to overcome many challenges of working with novice researchers. It was also rewarding to observe the growth of young researchers through the experiences that they gained in working as members of a research community of practice.

Tracking Student Participants From A REU Site With NAE Grand Challenges As The Common Theme

The National Academy of Engineering (NAE) Grand Challenges provides the theme for this NSF-funded Research Experience for Undergraduates (REU) site. Research topics, with their broad societal impact, allow undergraduate students from multiple engineering disciplines and computer science to work together on exciting and critical problems. The approach to addressing the need for research in critical technical areas includes: providing research training in multi-disciplinary research fields; developing technical and professional skills; networking with fellow REU students and participating faculty advisors; and raising student interest and awareness in both graduate studies and our nation’s most critical problems. The Grand Challenges investigated by student participants include: making solar energy economical; providing access to clean water; advancing health informatics; securing cyberspace; restoring and improving urban infrastructure; engineering the tools of scientific discovery; engineering better medicines; and advancing personalized learning. Over a three-year period, 34 students participated in the REU Site and 58.8% were students underrepresented in engineering. The student participants published their work and gave presentations in regional and national conferences. Several graduate students gained leadership experience by assisting in program coordination. Based on surveys, overall, student participants value most the opportunity to contribute to a research group on exciting and relevant problems. Tracking efforts resulted in locating 100% of the student participants. We found 38.2% completed their undergraduate degrees and now have positions in industry; 38.2% are currently in graduate school and 8.8% have completed their graduate degrees; 14.7% are still pursuing engineering or computer science undergraduate degrees.

Using Facebook to Supplement Participant Pools for Class Research Projects

In-class research projects are a valuable way of providing research experience for undergraduate students in psychology. This article evaluates the use of online social networks to supplement sample recruitment for in-class research projects. Specifically, this article presents a systematic analysis of seven student research projects that recruited through social networks and a traditional participant pool. Data from these studies suggest that the social network and participant pool samples were very similar in participant characteristics and overall levels of the dependent measures. Similarly, the magnitude and direction of the effect sizes were very similar across the studies. Results suggest that online recruiting may be a viable way of supplementing sample sizes while also providing additional opportunities to address learning goals related to statistical analyses. However, the pedagogical benefits of increasing sample size through online recruiting must be considered in conjunction with the potential ethical and methodological limitations of recruiting through online social networks.

Community college–research university collaboration: Emerging student research and transfer partnerships

AbstractThis chapter examines the nation's changing research and innovation context and presents an evolving template for community college–research university partnerships, one grounded in Midwestern undergraduate student research experiences, faculty development initiatives, and new transfer partnerships.

Embedding Undergraduate Student Research Experiences in the Community College Curriculum

Community colleges have long struggled with the question of how to incorporate student research activities into the undergraduate curriculum. Common barriers to maintaining an active research agenda for two-year faculty include high teaching loads, lack of adequate facilities and support staff, a lack of graduate or upper-level undergraduate students to serve as teaching assistants, and a student population which is often under-prepared and transient in terms of how they expect to move through major requirements.In response to this situation, various community colleges have begun to explore potential solutions, recognizing that we have an obligation to our students, especially those who plan to transfer to four-year universities, to provide comparable skills and experiences that will prepare them to continue their educations at a level consistent with those of their peers who spend their entire undergraduate educations at a single institution. One such initiative is the Council on Undergraduate Education (CUR) workshops (funded by the National Science Foundation) on “Developing Undergraduate Research at Community Colleges”, which began in the 2010-2011 academic year, and continues in the current academic year. These workshops pair faculty and administrators at two-year institutions which have embedded undergraduate research in the curriculum with counterparts at institutions which plan to follow suit in the near future. Another is a statewide project in the state of Minnesota (under the auspices of the Minnesota State Colleges and Universities Leadership Academy) which plans to identify resources, level-appropriate expectations, and to showcase opportunities for faculty and students at four-year institutions to share their research experiences with two-year colleagues.The presenter has been involved in both of these initiatives (he serves on the MnSCU team mentioned above, and is the team leader for a college group being trained at the October 2011 CUR workshop in Minneapolis). Findings from both projects will be shared with fellow panelists and participants; however, the primary purpose of this presentation is to encourage a discussion of successful practices that other faculty have implemented. Topics to be discussed could include partnerships between two-year and neighboring four-year institutions, potential funding sources, capstone projects, course-level assignments, and the teaching of a methods course at the sophomore level (either as a stand-alone Political Science course, or in conjunction with faculty from other Social Science disciplines). Participant involvement is highly encouraged; the primary purpose of this presentation is to start a dialogue which would allow faculty at various institutions to brainstorm and share their expertise.