Student-faculty Collaboration Research Articles

Successfully Publishing With Undergraduate Coauthors in Psychology: Insights From Faculty With Top Track Records

Research in psychology and other fields has demonstrated the benefits of faculty-undergraduate collaborative research and shown that these research experiences can culminate in publication. To date, there has not yet been an in-depth investigation of the factors that enable faculty to successfully publish with undergraduate coauthors. In the present study, we used blended reflexive qualitative and quantitative methods to understand faculty perspectives on the topic by recruiting 38 faculty with extensive experience publishing with undergraduate coauthors from institutions in three categories: predominantly undergraduate, masters-granting, and doctoral-granting. These faculty responded to an open-ended survey regarding their experiences publishing with undergraduates. Although these faculty find great joy and meaning in publishing with undergraduates, they report facing obstacles such as a lack of student training, high rates of student turnover, and lack of time to dedicate to the process. Based on our results, we recommend that if institutions seek to increase their rates of faculty-student publication, they should dedicate resources, especially time, for student-faculty collaboration. In addition, departments should offer advanced training in scientific writing to facilitate student success in publication.

“I notice I'm getting more involved, interested, and excited about my future topic.” Action research as a transition from research steps to navigating graduate students' scholarly dispositions

Graduate students often approach research with predefined steps emphasising procedural aspects that occasionally expose their inadequate preparation for research as social practice. The purpose of this paper is to show how an action research (AR) methodology, in conjunction with English for Specific Purposes (ESP) and Systemic Functional Linguistics (SFL), has facilitated the scaffolding of explicit formal, rhetorical, procedural, and strategic knowledge in research discourse. We followed a cyclical action research model consisting of 1) recognising students' limited understanding of research as a social practice, 2) developing interventions to promote understanding of how language is structured, represented, and negotiated in scientific discourse, 3) results of the intervention, and 4) reflection. Thematic analysis of six participants' data, including their tasks, reflections, and draft proposals, revealed a discernible progression towards scholarly thinking, transformative learning, and the embodiment of scholarly identity. Integrating ESP and SFL frameworks enhanced our ability to guide students through research-specific discourses, moving beyond a purely theoretical understanding to engage in authentic practices. This approach contributed to the cultivation of Communities of Practice (CoP) in which student-faculty collaboration fostered a shared scholarly mindset and facilitated the gradual integration of students into these academic communities.

Undergraduate Research Learning in the Liberal Arts: A Case Study of Transformative Student-Faculty Collaborations

Undergraduate Research Learning in the Liberal Arts: A Case Study of Transformative Student-Faculty Collaborations

A Vertically Integrated Project Approach to Ethnographic Methods Training

The Vertically Integrated Project (VIP) model, developed in engineering, is a methodological approach that integrates undergraduate students, graduate students and faculty in projects for both research and student training. Recent applications of this model report that it could foster student-faculty collaboration, empower senior students to mentor juniors, transcend disciplinary silos that often hinder research, and promote diversity and inclusivity in higher education. Our cross-disciplinary experimentation with this model in ethnographic methods training demonstrates its value to facilitate or even institutionalize faculty-student collaborative research and mutual learning in social sciences. We also suggest transforming this model to be less hierarchical in collaboration, more mutually beneficial for all involved, and more sustainable for long-term projects.

Supercharging Memory Retention in Neurology Learning: A Faculty-Student Collaboration to Apply Cognitive Science Principles to Software-based Self-directed Learning (S10.006)

<h3>Objective:</h3> We present the design, implementation, and evaluation of evidence-based learning principles, including ‘retrieval-based practice’, ‘interleaving’ and ‘spaced repetition’ through self-directed, software-based learning in a pre-clerkship neurology course. <h3>Background:</h3> Incorporating evidence-based teaching principles oriented towards optimized memory retention and administration through algorithmic software offers a more efficient learning experience for medical students. Designing and implementing learning activities through faculty-student collaborations are likely to result in higher student acceptance and engagement. <h3>Design/Methods:</h3> Anki is a is a popular software study tool with medical students. It uses spaced-repetition algorithms and allows users to actively recall concepts with flashcards that contain questions, tables, and diagrams. In a faculty-student collaboration, Anki study decks with flashcards and NBME-style clinical vignettes were created that were in close alignment with course learning objectives. Decks were vetted by course faculty for relevance and accuracy, and were distributed on a weekly basis to first year medical students during a 6-week organ system course. Use of the decks was voluntary. Student usage and attitudes were assessed through an anonymous online survey. <h3>Results:</h3> A total of 93 % of students in the course reported using the provided decks for their studying during the course. Of those, 92 % either “agreed” or “strongly agreed” with the statement that using the question decks was useful for final exam preparation. Of those who used the questions during this course, 79 % either “agreed” or “strongly agreed” with the statement that they would use similar question decks in future organ-system courses. <h3>Conclusions:</h3> Student engagement with the course-specific decks was very high, reflecting the value that students placed on the expected learning benefits and the student-centeredness of creating learning activities through faculty-student collaboration. Tips &amp; tricks for creating a similar resource for a course at your institution will be provided. <b>Disclosure:</b> Ms. DeLeon has nothing to disclose. Mr. Ahmad has nothing to disclose. Mr. Tran has nothing to disclose. Prof. Thesen has nothing to disclose.

A Student-Faculty Collaboration for Authentic Teaching of the Effects of Discrimination on Brain Health (P5-2.002)

<h3>Objective:</h3> We describe the co-creation, implementation, and evaluation of a learning session from a pre-clerkship neurology course about the effects of social discrimination on the body’s stress response and development of empathetic communication skills for providers. <h3>Background:</h3> To provide compassionate and high-value healthcare, providers and medical students must recognize physiological and clinical manifestations of stress in response to social discrimination and have the tools to communicate with their patients in a culturally responsive manner. However, many medical educators may feel unprepared to teach these topics to students. <h3>Design/Methods:</h3> Second-year medical student (M2) leaders from diverse backgrounds and faculty developed together an hour-long flipped classroom teaching session for M1 students addressing discrimination-related manifestations of stress. Before class, M1 students read academic texts and viewed lecture videos created by M2 students and faculty. M1 student groups created their own clinical case examples of patients experiencing stress related to racism, heterosexism, and ableism. During class, M1 students used these cases to facilitate group discussions on how providers can utilize screening tools and patient-physician dialogue frameworks. After the session, a debriefing period was offered to address lasting concerns, reflections and offer additional resources. <h3>Results:</h3> A post-session survey found that 87% of students agreed that the session increased their overall understanding of the role of discrimination in the development of stress-related illnesses. 100% of students agreed with the statement that the session dealt with sensitive issues in a culturally responsive manner. Qualitative student responses indicated that the participation of M2 students was highly valued, and that the session was perceived as authentic and delivered in a respectful manner. <h3>Conclusions:</h3> Co-curriculum design with faculty and diverse student leaders offers a unique opportunity to teach challenging DEI topics that require authenticity and respect. Tips &amp; tricks for creating a similar session at your institution will be provided. <b>Disclosure:</b> Ms. Chachere has nothing to disclose. Miss Taylor has nothing to disclose. Mrs. Mills has nothing to disclose. Miss Wilson has nothing to disclose. LeChauncy Woodard has nothing to disclose. Prof. Thesen has nothing to disclose.

Multi-Course and Faculty-Student Collaboration: Reflections on Implementing a Qualitative Research Project with Undergraduate Students

In this paper, we reflect on the development, integration, and implementation of a course-based, primary data collection fieldwork project for undergraduate anthropology students at the University of Guelph. Integrated across three courses taught between January-April 2022, we developed this project to provide students with the opportunity to build research skills and to broaden their understandings of how anthropological methods can be mobilized in timely, immediate ways, while at the same time engaging with diverse lived realities of the COVID-19 pandemic and lockdowns. We point to key factors that allowed for the success of this pedagogical experiment, which include established high levels of trust among involved faculty members; careful attention to timelines and organization; the distribution of project work among the faculty team; and choosing a topic that was timely, relevant, and engaging for students.

Counting Tents: Pedagogical Reflections on Faculty–Student Collaboration in a Real-World Project on Homelessness

This teaching note describes the design and implementation of an undergraduate research team project to conduct a tent census. Previous studies highlight the importance of real-world research as a part of sociology curriculum. Tents, as a visible sign of homelessness, represent one such contemporary social problem. Our undergraduate research team documented and geolocated tents in the city of Seattle between 2019 and 2020. This project integrated elements of active learning, collaborative learning, and problem-based learning. The strengths of our student research team were experiential learning, greater awareness and engagement in homelessness, and development of research and problem-solving skills. We offer some generalizable “lessons learned” from our assessment of the successes and challenges of a unique tent census project for student learning and engagement. This article concludes with the challenges of these kinds of real-world projects as well as recommendations for future faculty–student collaborations on important sociological issues.

Zooming into the COVID Era Together.

The pre-clinical medical school curriculum provides students with extraordinary experiences in preparation to become physicians. However, it was not originally designed to be delivered remotely. The COVID-19 pandemic promptly threw the medical education process into unforeseen circumstances. A model of student–faculty collaboration created to address new challenges and implement practical solutions rapidly is presented. This model was used effectively to respond to pre-clinical educational interruptions that were imposed by the COVID-19 pandemic and maintain high-quality training. Our experience provides valuable insights and lessons learned that can be applied to the ongoing pandemic response and to future educational challenges.

Supporting Open Education through a Coordinated Network of Support

In this article, Montgomery College discusses the adoption of H5P, a free and open-source content collaboration framework based on JavaScript that was used in substitute paid practice opportunities for students in Spanish 101 and 102. Utilizing a participatory action research model, three faculty and 47 students collaborated to inform the design, development, and refinement of H5P RLOs designed to meet institutional goals through targeted student practice. Results of the faculty-student collaboration demonstrated a high level of satisfaction (4.54 average rating out of five) and practicality and usefulness of the H5P practice materials as a viable tool that helped them achieve success in their courses (89%). This work led to the development of the Maryland H5P Collaborative Network (Network) co-launched in partnership with the Community College of Baltimore County in 2021. The Network brings together over 250 educators from 40 different institutions across the United States to share best practices and action research in support of Open Educational Resources (OERs) and Reusable Learning Objects (RLOs).

Faculty role in support of student scholary dissemination

Background: Academic universities across all countries hold faculty accountable to some degree for scholarship/dissemination, teaching, and research. In concert with these expectations, student-faculty scholarly collaborations present with challenges, barriers, opportunities, and benefits to and for both parties. Time requirements, student and faculty writing skills, communication of expectations, and ethical considerations for engagement and authorship are common themes noted in the literature.Purpose: This paper’s perspective explores the intricacies of the nurse faculty role in support of undergraduate and graduate nursing student scholarly writing with an emphasis on dissemination in peer-reviewed journals.Findings: Nursing literature addresses the need for scholarly writing and dissemination around the following areas: general writing needs and academic requirements, strategies to advance student or faculty writing competence, nursing program specific challenges, institutional support, faculty productivity focused articles, writing for publication specific articles and student-faculty collaboration articles.Conclusions: Scholarship collaboration in the form of student-faculty partnerships can be a rewarding experience. Faculty benefit from forming solid and often lasting relationships, and students benefit from mentorship and satisfaction of seeing their academic work as contributing to the science of nursing. When these opportunities are acknowledged and planned out with clear role expectations and guidelines in place, faculty gain additional experience in manuscript development and students gain solid writing skills that come from practice.

Innovative teaching in turbulent times: The benefits of faculty–student collaboration in a graduate healthcare management course

In this article we share our experience of successfully changing our teaching and assignment methods by combining scientific research and student learning, with both students and faculty benefitting. Students applied their course material in a practical assignment collecting nursing faculty study data. In a survey following the course completion, students expressed their satisfaction and described how their knowledge base from the course material came to life when carrying out the course assignment. The core lesson we learned and share here with readers is that there are, without a doubt, underutilized opportunities for combining student course assignments with scientific research of faculty.

A blueprint for measuring and improving graduate student mental health

Objective We provide a step-by-step guide for developing, administering, evaluating, and acting on a survey-based study of graduate student mental health. Methods: Blueprint focuses on forging student-faculty collaboration and is based on Harvard University’s Graduate Student Mental Health Initiative (GSMHI). The survey tool we use includes validated screening instruments for depression, anxiety, imposter phenomenon, self-esteem, alcohol consumption, exercise and sleep habits, and loneliness. It also includes environmental questions that collect epidemiologic data, as well as ratings of advising relationships and student dynamics. Results: After 6 years, GSMHI has analyzed data from 30 different PhD programs and 4,866 students, overseen the implementation of more than 60 departmental action plans, and performed 9 follow-up surveys to assess progress. It has achieved high response rates (60–90%), discovered wide variation in mental health and environmental factors across departments, and supported experiments with interventions. Conclusion: We hope this blueprint helps other universities run similar initiatives.

Book Review--Undergraduate Research Abroad: Approaches, Models, and Challenges

The strength of Undergraduate Research Abroad: Approaches, Models, and Challenges ed Kate H. Patch and Louis M. Berends lies in the organization of the text and heterogeneous approach in considering international research by undergraduates, making the work valuable to faculty and administrators regardless of their level of experience in this area. Central themes are student learning, partnerships, faculty collaborations, mentorship, trust, quality, ethics, and preparation.

For the Benefit of All: Faculty-Led Undergraduate Research in the Humanities at LaGuardia Community College, CUNY

This case study highlights the benefits of one example of humanities student-faculty collaboration at LaGuardia Community College, CUNY, in which a critical editing project was enhanced by student contributions, while the students gained skills that encouraged retention and nurtured future success.

“Cell Phones Under the Table”: Meeting Students’ Needs to Reduce Off-Task Smartphone Use Through Faculty–Student Collaboration

While technology offers educators many affordances to provide students with rich educational experiences, literature and empirical experience indicates that students’ unstructured cell phone usage may have adverse impacts on student achievement and create a contagious climate of distraction. This research project seeks to understand students’ unstructured cell phone usage, faculty response, and foster improved student–faculty communication to determine concrete interventions to off-task smartphone usage. For the purposes of this study, we surveyed and interviewed faculty and undergraduate students at two small private universities in the United States. Findings suggest that students and faculty recognize the limitations of punitive cell phone policies and desire intervention. Giving students’ movement alternatives and offering faculty more training in using smartphones as educational tools may be acceptable solutions.

A Curriculum to Promote a Culture of Wellness Among Medical Students and Faculty.

Self-care has not been traditionally taught in medical education, but the epidemic of burnout among health professionals necessitates a change in culture, and consequently a change in curriculum. Burnout begins early in training and negatively impacts health professionals, patients, and institutions. Interventions that prevent and avert burnout are necessary at all stages of a doctor's career to assure well-being over a lifetime. Evidence-based strategies supporting both personal and system wellness have begun to emerge, but more research is needed. We present a collaborative and comprehensive wellness program: "A Culture of Wellness." We offered this pilot jointly for first-year medical students and faculty volunteers at the Geisel School of Medicine at Dartmouth. We gave participants the following: (1) time-60 minutes per week for 8 weeks; (2) tools-weekly cases highlighting evidence-based wellness strategies; and (3) permission-opportunities to discuss and apply the strategies personally and within their community. Pre- and postsurvey results show that dedicated time combined with student-faculty collaboration and application of strategies was associated with significantly lower levels of burnout and perceived stress and higher levels of mindfulness and quality of life in participants. Components of the curriculum were reported by all to add value to personal well-being. This pilot presents a feasible and promising model that can be reproduced at other medical schools and disseminated to enhance personal health and promote a culture of well-being among medical students and faculty.

Teaching Cultural Competency through Global Health Education at Weill Cornell Medicine

Background: Educating medical students to better understand the complexities of cultural competence, the social determinants and environmental determinants of health that are important and integral components of the medical school curriculum.&#x0D; Methods: In 2014, Weill Cornell Medicine (WCM) implemented a new curriculum, the adoption of which provided the means to enhance an existing global health program, informally introduced in 2009, and to address the issues of cultural competency. In this article, we share WCM’s experience in building and expanding its global health curriculum.&#x0D; Results: A hallmark of our program is the successful collaboration between students and faculty to create a multi-disciplinary global health program that incorporates electives, clinical field placement, and collaborative research.&#x0D; Conclusion: Key lessons learned through our experience include the necessity for strong faculty-student collaboration, full support from the administration, and building global partnerships. Our example could be a useful guide for other medical schools seeking to establish a global health education curriculum.

Online Counselor Education: A Student–Faculty Collaboration

Online Counselor Education: A Student–Faculty Collaboration

Faculty Cooperative Curricular Activities: Shared Learning Experiences + Faculty Collaboration = Engaged Learners

This article describes the Faculty Cooperative Curricular Activities (FCCA) model developed and implemented in the Recreation Management program at Appalachian State University. FCCA’s are experiential learning activities or assignments in two or more separate courses where the assignment is shared to build upon a common construct/concept. These mutual activities and assignments between courses connect constructs and concepts to enhance student learning. An overview of designing and implementing FCCAs is provided, along with a discussion of its benefits for student learning and faculty collaboration.