Student Engagement Research Research Articles

A genetic screen of transcription factors in the Drosophila melanogaster abdomen identifies novel pigmentation genes.

Gene regulatory networks specify the gene expression patterns needed for traits to develop. Differences in these networks can result in phenotypic differences between organisms. Although loss-of-function genetic screens can identify genes necessary for trait formation, gain-of-function screens can overcome genetic redundancy and identify loci whose expression is sufficient to alter trait formation. Here, we leveraged transgenic lines from the Transgenic RNAi Project at Harvard Medical School to perform both gain- and loss-of-function CRISPR/Cas9 screens for abdominal pigmentation phenotypes. We identified measurable effects on pigmentation patterns in the Drosophila melanogaster abdomen for 21 of 55 transcription factors in gain-of-function experiments and 7 of 16 tested by loss-of-function experiments. These included well-characterized pigmentation genes, such as bab1 and dsx, and transcription factors that had no known role in pigmentation, such as slp2. Finally, this screen was partially conducted by undergraduate students in a Genetics Laboratory course during the spring semesters of 2021 and 2022. We found this screen to be a successful model for student engagement in research in an undergraduate laboratory course that can be readily adapted to evaluate the effect of hundreds of genes on many different Drosophila traits, with minimal resources.

Competency‐based TPACK approaches to computational thinking and integrated STEM: A conceptual exploration

AbstractIn this conceptual study, we explore the incorporation of computational thinking (CT) within integrated Science, Technology, Engineering, and Mathematics (STEM) education, aiming to enhance the Technological Pedagogical Content Knowledge (TPACK) framework for teacher professional development. Despite the fundamental role of mathematics in K‐16 and engineering education, its theoretical and practical dimensions in a transdisciplinary STEM context and its interlinks with CT remain underexplored. This gap extends to the professional development of teachers in research‐oriented STEM environments, which presents significant challenges. The study aims to address these issues by repositioning cognitive‐adaptive competencies such as CT and design thinking (DT) as a crucial enabler for STEM teacher professional competency, advocating for a move beyond normative approaches. We comprehensively analyze the integration efforts of CT in STEM, which often rely on declarative definitions without substantive practical implications. The study poses questions on (1) how CT can be effectively integrated into STEM, (2) the characteristics of the normative‐adaptive model for teacher education, and (3) the development of a conceptual educational framework focused on mathematical modeling, simulation design, and student engagement in research. Drawing on innovative educational practices, we scrutinize the integration of CT and DT through examples from mathematics, emphasizing the importance of developing computational models and algorithms. Ultimately, we propose a competency‐centered normative‐adaptive‐context aware model of STEM integration (NACAMS)‐TPACK model that enhances the classical TPACK framework by interlinking computational, design, and general pedagogical competencies. This study is particularly relevant for educators, policymakers, and researchers involved in K‐16 STEM and engineering education.

A bibliometric and content analysis of student engagement research in English language teaching

Student engagement research in the field of English language teaching (ELT) has substantially increased in recent years. However, there is a research gap concerning the up-to-date analysis of the current state of student engagement research in ELT. This study aims to provide a comprehensive overview of the historical evolution of trends in published articles, the most influential journals, leading researchers, contributing countries and institutions, impactful articles, emerging themes and methodological characteristics of student engagement research in ELT through bibliometric and content analysis. Data for the study were gathered from 175 research articles retrieved from Web of Science and Scopus databases. The findings indicate a growing interest in student engagement research in ELT, with a particular focus on learner psychology and writing skills, while reading, listening, and speaking received considerably less attention. The findings from the study offer resources, research ideas, avenues for publication, professional development, and collaboration. (in Turkish) Öz İngiliz Dili Eğitimi (English Language Teaching - ELT) alanında etkin öğrenci katılımı (student engagement) üzerine yapılan araştırmalar son yıllarda önemli ölçüde artmıştır. Buna karşın, İngiliz Dili Eğitimi alanında etkin katılım araştırmalarının güncel durumunun analizine ilişkin alanyazında bir boşluk bulunmaktadır. Bu çalışma, bibliyometrik ve içerik analizi yoluyla, konuya ilişkin yayınlanan makalelerdeki eğilimlerin tarihsel gelişimi, en etkili dergiler, önde gelen araştırmacılar, katkıda bulunan ülkeler ve kurumlar, etkili makaleler, ortaya çıkan temalar ve ELT’de etkin öğrenci katılımı araştırmalarının metodolojik özellikleri hakkında kapsamlı bir bakış sunmayı amaçlamaktadır. Çalışma için veriler, Web of Science ve Scopus veri tabanlarından seçilen 175 araştırma makalesinden toplanmıştır. Bulgular, ELT’de etkin öğrenci katılımı araştırmalarına artan bir ilgi olduğunu, özellikle öğrenci psikolojisi ve yazma becerilerine odaklanıldığını, okuma, dinleme ve konuşmanın ise çok daha az ilgi gördüğünü göstermektedir. Çalışmadan elde edilen bulgular, akademik dergiler, araştırma fikirleri, yayın, mesleki gelişim ve iş birliğine yönelik öneriler sunmaktadır.

299 Building and maintaining an engaged undergraduate equine research team

Abstract An objective of the equine science program at Penn State is to provide the training and knowledge students need to solve problems in their lives and careers. The Equine Research Team at Penn State (PSERT) is a novel approach to meeting this objective, inspired by Dr. Max Kleiber’s “Tracer Team”, a group of faculty and graduate students that successfully studied kinetics of phosphorus and calcium metabolism in dairy cows at the University of California, Davis in the 1950s and 60s. The team allows us to address several objectives that are not easily approached using more traditional teaching environments found in the classroom or laboratory. These include 1) satisfying the demand for research experience from a large number of students, who come to research with an enormous range of ability and enthusiasm, 2) providing the hand on practice utilizing the scientific method to solve problems in the equine industry, 3) building a sense of personal responsibility and simultaneously cooperation by approaching research as a team, 4) creating an environment of academic and creative achievement outside the traditional grading system, and 5) blurring the lines that traditionally separate academic and social life at a university to create an environment much closer to what students will experience as graduates. In spring 2008, 10 undergraduate students sought formal research experience opportunities in the area of equine science. Students were organized into a team that met biweekly. Project leaders registered for independent study course credits and conducted 3 research studies in yr 1, while the rest of the team participated as volunteers. Fourteen years later, the team is still an important student organization with between 40 to 60 members on an annual basis. Over the years, the team has traveled to universities and important equine industry locations throughout the United States. Members have conceived, conducted, analyzed and presented research studies on a wide range of topics within the sphere of equine science. The team has two faculty advisors, an executive committee analogous to most student organizations, a group of research project leaders, and approximately 60 dues paying student members. The biweekly meeting is organized and led by the executive committee and generally contains the following components: update of activities, seminar provided by an outside speaker from industry or academia who has expertise in the area of equine research, presentation by one of the research project leaders, and group discussion of the project, planning of future research projects. This Equine Research Team has been and continues to be a model that can be utilized by others to successfully facilitate undergraduate student engagement in research.

ChatGPT in higher education - a synthesis of the literature and a future research agenda

AbstractChatGPT has emerged as a significant subject of research and exploration, casting a critical spotlight on teaching and learning practices in the higher education domain. This study examines the most influential articles, leading journals, and productive countries concerning citations and publications related to ChatGPT in higher education, while also shedding light on emerging thematic and geographic clusters within research on ChatGPT’s role and challenges in teaching and learning at higher education institutions. Forty-seven research papers from the Scopus database were shortlisted for bibliometric analysis. The findings indicate that the use of ChatGPT in higher education, particularly issues of academic integrity and research, has been studied extensively by scholars in the United States, who have produced the largest volume of publications, alongside the highest number of citations. This study uncovers four distinct thematic clusters (academic integrity, learning environment, student engagement, and scholarly research) and highlights the predominant areas of focus in research related to ChatGPT in higher education, including student examinations, academic integrity, student learning, and field-specific research, through a country-based bibliographic analysis. Plagiarism is a significant concern in the use of ChatGPT, which may reduce students’ ability to produce imaginative, inventive, and original material. This study offers valuable insights into the current state of ChatGPT in higher education literature, providing essential guidance for scholars, researchers, and policymakers.

Using Hissing Cockroaches to Teach Animal Physiology: Course Based Undergraduate Research Experiences

Early student engagement in research has been shown to improve several student outcomes such as critical thinking, problem-solving and increased confidence in scientific aptitude. However, providing every student with access to traditional research experiences is diffcult. Course-based undergraduate research experiences (CUREs) are a good alternative to traditional research experiences since they are designed to provide students with hands-on research opportunities in scientific inquiry. CUREs have been shown to be a more inclusive entry point to scientific research as they break down barriers faced by many students, especially those faced by underrepresented first generation college students. Student's that participate in CUREs have shown gains similar to those obtained from traditional research experiences including improved research skills, self-effcacy, and an intent to persist in science. In this study, we developed a CURE in an Animal Physiology course at the University of La Verne, a small HSI liberal arts college in Southern California. As part of this CURE, students were trained on handling hissing cockroaches, and worked on this model systems to answer a question on the effects of different environmental factors on the metabolic rates of these ectotherms. Students developed their own hypothesis, designed an experiment, collected and analyzed data, drew conclusions, and presented their findings through an oral presentation. We measured student learning outcomes and affective student gains. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Analysis of Middle School Mathematics Applications Textbook Activities Based on Model-Eliciting Principles

Model-eliciting activities (MEA) represent a distinct form of problem-solving exercises that deviate from conventional problem-solving approaches. They encompass complex real-life scenarios characterized by multiple feasible solutions, demanding non-routine thinking with open-ended possibilities. Lesh and Doerr (2003) posit that MEA conform to specific principles, encompassing model construction, reality, self-evaluation, model externalization (construct certification), model generalization, and effective prototype principles. This study examines the compatibility of tasks in Turkey's middle school mathematics applications textbooks (grades 5-8) with the principles of model-eliciting activities (MEA). The analysis focuses on five principles: reality, model construction, self-evaluation, model documentation, and model generalization. The findings reveal varying degrees of compatibility across different grades. The reality and model generalization principles show more robust compatibility, while the model construction and model documentation principles have mixed levels of compatibility. The self-evaluation principle demonstrates varied compatibility. The study highlights strengths and areas for improvement in the tasks' alignment with MEA principles and emphasizes the importance of real-life relevance and model application. Suggestions are made to enhance explicit guidance in model construction and documentation. The study provides implications for curriculum design, teacher professional development, instructional strategies, student engagement, assessment practices, and future research in mathematics education. However, limitations, such as the absence of student perspectives and contextual factors, should be considered when interpreting the findings.

Exploring the role of student authors in the Journal of Librarianship and Information Science: Patterns, collaborations, and methodological insights

Assessing student participation in research and publication is essential, but this area has experienced limited exploration due to data constraints, despite the presence of open researcher profiles. Prior research noted modest student contributions but lacked in-depth analysis. Notably, in the Library and Information Science field, research on student-authored publications is scarce. This study analyzes data from student-authored papers in the Journal of Librarianship and Information Science from 1993 to 2022. Descriptive statistical analysis was employed, with various tables presenting yearly figures and data grouped by decades, along with charts to visualize changing trends over the years. The analysis reveals a significant increase in student engagement in research and publication, with student-authored papers constituting approximately 20% of all publications, highlighting their active participation in academic endeavors. Furthermore, this study underscores a marked shift toward collaborative research, with a substantial 88% of student authors engaging in internal or external collaborations for their publications. Additionally, nearly half of the student authors (48%) assumed the role of main authors, affirming their substantial contributions to research. Moreover, this study sheds light on the impact of research methodologies on student participation, with quantitative analysis emerging as the predominant approach for student-authored papers. Nevertheless, qualitative analysis may pose challenges for student-led research due to skill requirements. For future studies, broadening the scope of data collection to encompass a wider range of academic journals and analyzing the publication activities of graduate students from specific programs would be beneficial endeavors. In conclusion, this study enhances understanding of student authorship and its implications for academic publishing in the Library and Information Science field. It provides valuable insights into the evolving landscape of academic publishing and student involvement.

Models of classroom assessment for course-based research experiences

Course-based research pedagogy involves positioning students as contributors to authentic research projects as part of an engaging educational experience that promotes their learning and persistence in science. To develop a model for assessing and grading students engaged in this type of learning experience, the assessment aims and practices of a community of experienced course-based research instructors were collected and analyzed. This approach defines four aims of course-based research assessment—(1) Assessing Laboratory Work and Scientific Thinking; (2) Evaluating Mastery of Concepts, Quantitative Thinking and Skills; (3) Appraising Forms of Scientific Communication; and (4) Metacognition of Learning—along with a set of practices for each aim. These aims and practices of assessment were then integrated with previously developed models of course-based research instruction to reveal an assessment program in which instructors provide extensive feedback to support productive student engagement in research while grading those aspects of research that are necessary for the student to succeed. Assessment conducted in this way delicately balances the need to facilitate students’ ongoing research with the requirement of a final grade without undercutting the important aims of a CRE education.

Students Engaging in Public Health Research: An Opportunity to Enhance Education

Society is on the heels of one of the largest public health crisis the world has experienced in over a century, the COVID-19 pandemic. Developing the next generation of adept public health researchers is paramount to protecting the world against future health threats and addressing legacy public health challenges. This article explores the transformative influence of research experience on education, presenting three major points: (1) students engaging in public health research is timely, (2) students can develop a variety of critical thinking skills and data-driven decision-making capabilities that prepare them for future careers, and (3) faculty and universities benefit from the collaboration and community that student research fosters. Since the COVID-19 pandemic, more students have been interested in a career in public health, with many students also eager to help address health disparities, a reality highlighted during the pandemic. This article puts forth the value of student engagement in public health research from the student and faculty member’s perspectives. The student lens includes the connection between research and developing greater public health interest, a sense of ethical responsibility, and an attitude of open-mindedness. The faculty lens considers the value of skill-building for students and the benefits of increased academic community-building, greater research productivity, and mutual learning potential for both students and faculty. The article includes specific recommendations for faculty to incorporate research into their student training. It concludes by advocating for institutional and community support to encourage student engagement in research and prepare the next generation of public health professionals and researchers.

Роль научного руководителя студенческими научными обществами при формировании вовлеченности в исследовательскую деятельность и становления субъектности студентов в российских вузах

The purpose of this article is to determine the role of an academic advisor of student research teams in shaping student engagement in research and learning ownership in universities. The scientific novelty of the study lies in the identification of the roles of an academic advisor of student research teams in the formation of engagement and ownership; characterizing the process of organization of an academic advisor’s work, depending on the level of the motivational, cognitive, operational, reflexive and volitional spheres of students; determining difficulties in students’ taking ownership and recommendations for overcoming them through various methods aimed at promoting students’ motivation and ownership. The study has scientific value, as it allows for a deeper understanding of the role of an academic advisor in shaping student engagement and ownership in universities. Various aspects of scientific advising are discussed, including methods for motivating and supporting students, creating conditions for professional growth and personal development, and organizing student teams at different stages of research activity. The result of the study is a revised list of an academic advisor’s roles in shaping learning ownership and developing motivation. It is concluded that creating favorable conditions for the development of students’ creative potential is required to ensure the efficient operation of student research teams. To achieve this, an effective organization of academic advisors’ work is necessary, as the latter will constantly develop students’ scientific thinking and culture.

A planning framework for learner–teacher partnerships

ABSTRACT Learner-teacher partnerships (L-TPs) increasingly feature in student engagement research in further and higher education (FHE). This flourishing literature raises important questions about such partnerships, for example, what is their purpose? what roles do partners play, who leads in a partnership and how? Various purposes and roles have been identified and are generally accepted. These include that learners and teachers working as partners make equal but not necessarily the same contributions to the partnership; that there is open dialogue between partners, collective decision-making; and consensual action. What is missing is an overarching planning framework that addresses all these questions. In this article, we sketch such a framework in the expectation that it will help teacher and student partners make conscious and consensual decisions about how specific partnerships in curriculum, pedagogy and evaluation will work. The paper first outlines distributive leadership as a heuristic device to provide a conceptual foundation for the framework. It then develops the planning framework using the heuristic tool to explore purposes, student roles, leadership and levels of influence in partnerships.

The Dimensionality of Student Engagement and Burnout: A Conceptual and Empirical Extension

Student engagement and burnout have received considerable attention from higher education researchers, but there is a dearth of research on the relationships between engagement and burnout dimensions. Accordingly, the present study aims to investigate the relationships between (a) student engagement dimensions, (b) student burnout dimensions, and (c) student engagement and burnout dimensions taken together. A proposed conceptual framework was tested using 207 undergraduate students from British universities. Using structural equation modeling, the findings largely supported the conceptual framework by showing that (a) cognitive engagement is likely to act as a catalyst for emotional and behavioral engagement, (b) exhaustion is likely to precede cynicism, and (c) burnout is likely to result from an erosion of emotional engagement. This study contributes to higher education research by adding to the limited body of work that proposes a more nuanced dimensional perspective on student engagement and burnout research. A limitation and suggestions for future research, as well as practical recommendations, are outlined.

Studies on student engagement in adolescence: A scoping review

Research over recent decades has confirmed the critical role of student engagement in adolescent learning, achievement, and development. However, studies quantity and diffusion make further up-to-date systematization necessary. This study aims to contribute to this effort by focusing on multidimensional student engagement research, published in the last decade, focusing on adolescence. Following a previous protocol, a scoping review was conducted using eight scientific literature databases. From an initial set of 849 studies, 135 were selected. Results showed the increase of research in quantity and geographical breadth, the strive for consistency, the relevance of the threefold approach (behavioral, emotional, and cognitive), the value of student engagement for adolescents’ health and school adjustment, and the key role played by teacher-student relations, school environment, and individual strengths. In addition, suggestions highlighted methodological improvements, the study of new variables, and, regarding promotion, the balance between wide school approaches and attention to students’ specific needs.

Relationship matters: a qualitative study of medical students' experiences in a learner-driven research program in South Korea

BackgroundAlthough research experience is important for medical students, it is difficult to develop research skills only through a formal curriculum. To develop research programs that address the authentic needs of students and align with the entirety of the medical school curriculum, a learner-centered approach may be more effective than an instructor-centered approach. This study investigates medical student perspectives on factors that help them develop research competency.MethodsHanyang University College of Medicine in South Korea operates the Medical Scientist Training Program (MSTP) as a supplement to its formal curriculum. Semi-structured interviews were held with 18 students (20 cases) in the program, and qualitative content analysis was performed using the software tool MAXQDA20.ResultsThe findings are discussed in relation to three domains: learner engagement, instructional design, and program development. The students were more engaged when they perceived the program as a new experience, had prior research experience, wanted to make a good impression, and felt a sense of contribution. In terms of instructional design, they positively participated in research when their supervisors respected them, set clear tasks, provided constructive feedback, and invited them into the research community. In particular, the students highly valued relationships with their professors, and these relationships served not only as a main motivating factor in their research participation but also affected their college lives and careers.ConclusionsThe longitudinal relationship between students and professors has newly emerged in the Korean context as a factor that strengthens student engagement in research and the complementary relationship between formal curriculum and MSTP was highlighted to encourage student engagement in research.

Student engagement research trends of past 10 years: A machine learning-based analysis of 42,000 research articles

Student engagement research trends of past 10 years: A machine learning-based analysis of 42,000 research articles

A participatory study of college students' mental health during the first year of the COVID-19 pandemic.

The COVID-19 pandemic has negatively impacted college students' mental health and wellbeing. Even before the pandemic, young adults reported high mental health morbidity. During the pandemic, young adult college students faced unprecedented challenges, including campus closure and a pivot to fully online education. This study employed a novel participatory approach to a Course-based Undergraduate Research Experience (CURE) in an introductory epidemiology course to examine factors students considered important regarding their experience during the pandemic. Two groups of undergraduate students enrolled in this course (one in Fall 2020 and another in Spring 2021) and participated in the CURE. A sub-group of these students continued after the class and are authors of this article. Through repeated cross-sectional surveys of college students' peer groups in northern California in October 2020 and March 2021, this student/faculty collaborative research team evaluated depression, anxiety, suicidal ideation and several other topics related to mental health among the students' young adult community. There was a high prevalence of anxiety (38.07% in October 2020 and 40.65% in March 2021), depression (29.85% in October 2020 and 27.57% in March 2021), and suicidal ideation (15.94% in October 2020 and 16.04% in March 2021). In addition, we identified the significant burden of loneliness for college students, with 58.06% of students reporting feeling lonely at least several days in the past two weeks. Strategies that students used to cope with the pandemic included watching shows, listening to music, or playing video games (69.01%), sleeping (56.70%), taking breaks (51.65%), and connecting with friends (52.31%) or family (51.21%). Many reported distressing household experiences: more than a third reporting loss of a job or income (34.27%) in the first year of the pandemic. We explain the participatory research approach and share empirical results of these studies. We found this participatory CURE approach led to novel, experience-based research questions; increased student motivation; real-world benefits such as combatting imposter syndrome and supporting graduate school intentions; integration of teaching, research, and service; and development of stronger student-faculty relationships. We close with recommendations to support student wellbeing and promote student engagement in research.

Pragmatic Model and Faculty Toolkit for PharmD Student Engagement in Social and Administrative Pharmacy Research

ObjectiveWe aim to describe the development of a pharmacy student workgroup as an experiential education model to provide social and administrative pharmacy research opportunities and provide a toolkit for faculty seeking to increase student research engagement via this model. MethodsThree pharmacy faculty with diverse training backgrounds but a common interest in opioid medications established a workgroup named the Opioid Research Workgroup. The workgroup consisted of first-year pharmacy students, research interns, and advanced graduate trainees. A hierarchical leadership model of supervision was implemented, whereby students reported progress on research tasks directly to an advanced graduate trainee leading a project team. To understand students’ perspectives on the research experience and educational outcomes, students were asked to complete an anonymous voluntary survey after a year of participation. ResultsSince its establishment, the workgroup has published multiple conference abstracts, manuscripts, and grants. Students’ overall satisfaction with the Workgroup on a scale of 1–5, 5 being very high, was 4.69. The successful scalability and longevity of this model are dependent on administrative support that protects faculty resources. The toolkit provided offers resources for those interested in adapting this model. ConclusionOur experience with the pragmatic model of pharmacy student engagement in research proved successful in terms of research output and student training experience. Although the model can be applied across a variety of health science clinical and research topics, and faculty can leverage this approach to increase productivity in research output, faculty must ensure that resources are available to support this effort.

Revisión sistemática del compromiso escolar en educación secundaria

Student engagement research has grown significantly in the past decade and measuring it is of high interest in educational research. To gain a deeper understanding of the current body of research on student engagement, this review aims to analyze the design characteristics of empirical quantitative research on student engagement in secondary school. A systematic review was performed in the Web of Science, Scopus, and SciELO databases from the period 2013 to 2020. Forty-seven articles met the inclusion criteria. The results revealed that most studies were performed in North America and none in Latin America; the designs were mainly measuring variable associations. Teacher-related variables are the least examined variables. The instruments used to measure the student engagement and the constructs employed, shows there is substantial theoretical heterogeneity among studies. Future studies need to accurately define student engagement; give further attention to variables related to teachers, peers, families, and institutional conditions. https://doi.org/10.16888/interd.2023.40.2.3

Effects of the COVID-19 pandemic on university-based research conduct and training: Exploring university-based researchers’ perspectives and experiences

Background: The academic environment is critical for advancing knowledge through research and training of students who will serve as researchers, advocates, and leaders in the future, yet there is limited data on how the higher institution-based research enterprise is being impacted by the coronavirus disease 2019 (COVID-19) pandemic. The current study examines the perceived and expected impact of COVID-19 on engaging in a higher education institution setting, particularly focusing on student engagement in research and conduct of human subject research (HSR). Method: The authors collected an online survey with faculty and staff in a large US university system focused on education, research, and service (6/8/2020-7/10/2020; N=709). The authors performed bivariate and multivariable logistic regression models to examine the differences in research impact by HSR. Results: The majority of survey respondents (i.e., faculty and staff from a large US university system) perceived and expected at least some impact of COVID-19 on research and reported the impact to be negative. Researchers reported increased challenges in recruiting students for research activities and providing research-related learning opportunities for students. While COVID-19 impacted both HSR and non-HSR, HSR investigators have been disproportionately impacted by the pandemic. Conclusions: Efforts are needed to further understand and overcome research challenges so that the university-based research environment can flourish for all researchers across disciplines and overcome the potentially lost learning opportunities for students. Lessons learned will help address future challenges to academic research activities and providing student research training.