Student-faculty Collaborative Research Research Articles

Seeing and Hearing Omar ibn Said

AbstractThis article will illustrate how using interdisciplinary student-faculty collaborative research can help decolonialize Islamic Studies. This article will be based on a case study of our recently completed student-faculty collaborate research project, Seeing and Hearing Omar ibn Said. Faculty members led a student-faculty research and public outreach project regarding Omar ibn Said, an enslaved Muslim man from the Senegambia region. The students’ work focused on the biographical opera Omar, which was planned for debut at the 2020 Spoleto Festival in Charleston, South Carolina. This interdisciplinary collaboration combined religious studies, history, and performance studies. The students produced outreach materials designed for public engagement and education. Ultimately this article brings to light several important topics: the pedagogy of interdisciplinary studies, giving students agency in an interdisciplinary setting, and the lack of recognition of early Muslims in America.

Undergraduate student-faculty collaborative research: A pilot study exploring care of a family member with dementia

Objective: Caregivers for a family member with dementia experience subtle but long-term role changes that can be attenuated with successful coping strategies. The aim of this paper is to describe an effective research initiative managed by an undergraduate student-faculty collaborative team to assess the physical, emotional, and financial effects of caregiving and identify the impact of using an adult day service.Methods: Using the collaborative model, undergraduate nursing students led a mixed method, pilot study. Eight students, mentored by two faculty, held weekly meetings to manage the research design. After reviewing literature evidence, students developed the methodology and carried out the research. The convenience sample included 10 caregivers, each having a family member with dementia, who attended an adult day center in a rural/suburban city in the Midwest. The Kingston Caregiver Stress Scale (KCSS), a 10-item assessment of caregiver stress using a 5-point Likert scale, measured quantitative data. Two focus groups were conducted to collect qualitative data.Results: Participants included 6 males/4 females ranging in age from 46-72 (M = 65, SD = 10.58). Participants provided care an average of 4.2 years (SD = 6.0) and reported moderate levels of caregiving stress on the KCSS (M = 30.5, SD = 9.7). Four themes emerged from focus groups: (a) common emotional responses, (b) benefits of adult day services, (c) overwhelming impact on daily life, and (d) caregiver social isolation.Conclusions: Respite services promoted resilience through opportunities to manage self-care, to perform daily tasks, and to decrease emotional burden. Undergraduate nursing students effectively planned and implemented the research. As future practitioners, they may be more inclined to participate in best practice because of their experience on a student-faculty collaborative team.

Reciprocal Benefits of Engaging Undergraduate Researchers in Conducting a Systematic Literature Review

Purpose This project used a reflective practice framework to examine outcomes of an undergraduate student–faculty collaborative research project. The project examined benefits of undergraduate contributions to a large-scale systematic review and explore benefits to the students. Conclusions Throughout a large literature search process, two student researchers documented their reflections, including field notes and written reflections about their personal learning. Students completed searches of articles about speech and language impairments associated with right hemisphere damage. In the process, a repository of articles was created for further examination by a writing committee of the Academy of Neurologic Communication Disorders and Sciences. Student accuracy in identifying potential articles that met inclusion criteria was measured by comparing student inclusions to those identified by committee members. Authors examined student reflection outcomes in the context of existing research about student–faculty collaborative research outcomes. Broad-based student outcomes included improvements in understanding the research process, collaboration skills, and confidence, along with opportunities to network/disseminate findings, focus career interests, and foster continued interest in research. Outcomes specific to the project included an increase in topic knowledge and increased accuracy in identifying articles that met inclusion criteria. The two undergraduate student researchers were able to search and identify potential articles for the systematic review. This provided an opportunity to become more proficient in searching databases and interpreting articles. Beyond direct contributions to the systematic review project, both undergraduates reported growth as student learners, researchers, and future clinicians. The students also report ongoing interests in research and considering academic careers.

Effects of Backpack Load and Load Height on Arm Reaching Ability in Several Directions

PURPOSE: The ability to reach with the arm has not been examined during load carriage with a backpack, or with the load distributed high or low in the backpack. METHODS: Arm reach was tested using the Functional Reach Test (Forward), Multi-directional Reach Test (Backward, Right, Left), Upward Reach Test (Upward) at a 50° angle, and Forward Reach to the Floor Test (Low). Subjects were healthy males (n=7) and females (n=2), 19-21 years, who wore a hiking backpack and performed using the dominant arm. Subjects were tested with no backpack, and then (in random order on different days) with the backpack empty, or load (weight) equivalent to 10, 30, and 50% of bodyweight in the bottom of the backpack. Trials were repeated with the load high in the backpack using a custom designed box. Three trials were completed for each reach. Mean values were analyzed with repeated measures ANOVA and Tukey’s post-hoc test with significance level p < 0.05. RESULTS: (Data are presented as reach in cm normalized for arm length, mean ± SD). When compared to no backpack, load high (30, 50% BW) in the backpack resulted in significant reductions in arm reach (all directions; Low = 140.5±13.8 vs 124.3±6.7, 115.5±7.7; Upward = 165.1±10.7 vs 159.9±9.3, 155.3±12.9; Left = 196.2±8.5 vs 181.6±7.3, 173.4±4.5; Right = 194.0±8.9 vs 181.7±8.0, 175.5±8.4; Backward = 180.2±9.1 vs 160.9±5.7, 153.5±7.9; Forward = 218.2±10.8 vs 208.9±8.1, 200.9±10.1) and load low (all loads) in the backpack resulted in significant reductions in arm reach for backward reach only (180.2±9.1 vs 176.8±8.1, 169.5±9.5, 164.5±1.3). When compared to empty backpack, load high (30, 50% BW) in the backpack resulted in significant reductions in arm reach (all directions; Low = 137.1±1.1 vs 124.3±6.7, 115.5±7.7; Up = 163.9±10.6 vs 159.9±9.3, 155.3±12.9; Left = 194.3±8.6 vs 181.6±7.3, 173.4±4.5; Right = 194.7±8.7 vs 181.7±8.0, 175.5±8.4; Backward = 177.9±7.4 vs 160.9±5.7, 153.5±7.9; Forward = 215.1±11.3 vs 208.9±8.1, 200.9±10.1) and load low (50% BW) in the backpack resulted in significant reductions in backward reach only (177.9±7.4 vs 164.5±1.3). CONCLUSIONS: Backpack load weight and height differentially affects arm reach. This project was funded in part by the Douglas A. & Phyllis G. Smith Student Faculty Collaborative Research Fund.

SoTL Lab: Undergraduate student-faculty collaborative research in teaching and learning in CSD

The University of Wisconsin-Eau Claire Communication Sciences and Disorders SoTL Lab was designed to provide hands-on research experiences to undergraduate students on a large scale. Student reflections on experiences within the SoTL Lab identify the value of collaboration, development of confidence, and exposure to the entire research process as key outcomes. These experiences foster development of research skills and may lead students to consider academic careers.

Inventing Our University: Student-Faculty Collaboration in Critical University Studies

In this article, Heather Steffen reflects on her recent participation in a student-faculty collaborative research project, All Worked Up: A Project about Student Labor, and her experience teaching critical university studies. She considers the questions: What does critical university studies offer to students? What can students contribute to critical university studies? And how might such exchanges lead us beyond scholarship, enable us to build solidarity, and empower us to invent a new university, our university, that serves students, scholar-teachers, and its diverse publics rather than the imperatives of neoliberal capital? Because critical university studies has both scholarly and social justice goals, Steffen argues, we must continually look for ways to connect our research and writing to collective action. Research collaborations involving students, faculty, staff, and community members are not only important sites for learning and teaching, but also for creating the personal relationships, networks, knowledge base, and skills required to build solidarity and enact change in higher education.

Equity-Minded High-Impact Learning: A Short-Term Approach to Student-Faculty Collaborative Research

This article explores the potential for high-impact learning practices—and specifically student-faculty collaborative research—to address inequality in U.S. institutions of higher education. In theory, student-faculty research holds much promise for promoting diversity and social justice in higher education. This high-impact practice reflects ideals around collaboration and mentoring, and offers a more egalitarian approach to the traditional student-faculty power relationship. In practice, however, collaborative research runs the risk of reproducing inequality, thereby undermining its transformative potential. Drawing upon bell hooks’ (1994) notion of radical pedagogy, and in the spirit of being equity-minded, I propose a short-term version of student-faculty collaborative research. This truncated approach is an effort to ameliorate some of the barriers associated with traditional collaborative research, and provides a model for critically assessing how educational “best practices” can reproduce, as well as disrupt, inequality in higher education.

Patient experience of care in a student-faculty collaborative practice

Student Run Clinics (SRCs) are a popular means of caring for the underserved while providing valuable medical education opportunities. Reports of patient experience surveys are rare in this setting. This is troublesome because it is possible that underserved patients, who are more likely to receive care at SRCs, are not receiving the same level of care as at more traditional medical practices. The purpose of this research was to measure patient experience in a student-led medical clinic. The method included the use of patient experience surveys, which were self-administered pre-visit and self- and interviewer administered post-visit. The key results, 100% of patients felt treated with respect. 81.4% of patients would “definitely” and 16.3% would “somewhat” refer their family and friends to the clinic. 87% reported being seen within 15 minutes of their appointment time; 60% reported that they knew they would be seen by medical students and a doctor. This data has been useful to our student-led clinic in streamlining clinic flow, reducing wait times and building awareness of our structure. Our hope is this study will encourage others SRCs to adopt similar student-faculty collaborative research based practices to enhance care for SRC patients while teaching students to use patient feedback to improve quality of care.

Mentoring undergraduate nursing students in research.

doi: 10.5480/11-555.1As one way to equip students for current health care practice (Reising, 2003), an increasing number of nursing programs are engaging students in the research process early in the curriculum. This engagement can prepare students to competently conduct all components of the research process. However, not all students feel prepared to participate in the research process after graduation, even though they received research training early on and throughout their undergraduate programs (Ax & Kincade, 2001). According to Spatz (2008), students often experience frustration and perceive nursing research as boring or believe that the teaching strategies are ineffective. This lack of enthusiasm for the research process can follow students into their professional careers.One way to help undergraduates better appreciate and gain expertise in the research process is to engage them in student-faculty collaborative projects. While few BSN programs offer opportunities for collaborative research outside the traditional nursing curriculum, undergraduate student-faculty collaborative research is gaining support within the academic community. Organizations such as the Council on Undergraduate Research (www.cur.org/about_cur/) advocate for the inclusion of research experiences that foster student involvement across baccalaureate curricula. Nursing faculty need to follow the direction of our colleagues in other disciplines by designing strategies to engage nursing students in collaborative undergraduate research.There are multiple models for including students in planned curricular research projects with faculty (Mandleco & Schwartz, 2002; Ravert, Boyer, Harmon, & Scoffield, 2004; Wheeler, Hardie, Schell, & Plowfield, 2008). One approach is to develop a curriculum where undergraduates begin the research strand early in the program and have a variety of courses that integrate research content. Other programs develop a capstone model, where students collaborate with other students and faculty to review current evidence and design research strategies for improved practice. Programs also continue to utilize the traditional strategy of including a nursing research course that focuses on the steps of the research process within the upper division of course work.Historically, undergraduate nursing programs have emphasized the role of research consumer rather than the role of researcher (Cole, 1995). The literature lacks innovative examples of involving undergraduate nursing students in the entire research process outside the planned curriculum. This article addresses mentoring as a strategy that promotes and expands the role of undergraduate nursing students as collaborators in the production of original research.Mentoring is a strategy that may be used in different settings and venues to promote research quality and quantity (Byrne & Keefe, 2002). While faculty are often experienced in mentoring colleagues within the faculty roles of teaching, research or scientific inquiry, and community service, functioning as faculty mentors with students can be rewarding (Wheeler et al., 2008). Not only can the process increase confidence in the mentees' skills, it increases the mentor's expertise as well. One of the greatest rewards can come from inspiring students' realization that they are capable of appraising, conducting, and disseminating research (Wheeler et al.).our methodUndergraduate research has been an ongoing process at our private, comprehensive university located in the Midwest. Within the college of nursing, we began a program of study that uses undergraduate students as members of a collaborative research team. For the past 17 years, this research program has been conducted as independent study beyond the required BSN research course.Each year, two faculty members serve as project mentors and three to six undergraduate nursing students -sophomores, juniors, and seniors who are selected to participate - are the research team members (RTMs). …

The Authorship Determination Process in Student–Faculty Collaborative Research

This quantitative study provides a description of current and best practices for authorship determination in student– faculty collaborative research. Doctoral students and faculty (N = 1,009) in education‐related disciplines indicated how authorship decisions are made in common practice, how authorship decisions should be made, and their levels of comfort with the process. Their responses highlighted complexities inherent in student–faculty collaborations and informed practical recommendations for counselor educators and students.

Student–Faculty Collaborative Research: A Qualitative Study of Experiences with the Authorship Determination Process

Mentoring students through collaborative research can be an effective method for cultivating student development as scholars; but negotiating the division of responsibilities and recognition may be difficult due to the inherent complexities of the relationship between collaborators and the research process itself. A national sample of 440 students and faculty in education and social science disciplines described their positive and negative experiences with authorship determination in student–faculty collaborative research. Qualitative analysis of these responses revealed important themes and informed the development of suggestions for articulating authorship to avoid potential difficulties.

Authorship in Student-Faculty Collaborative Research: Perceptions of Current and Best Practices

Determining appropriate authorship recognition in student-faculty collaborative research is a complex task. In this quantitative study, responses from 1346 students and faculty in education and some social science disciplines at 36 research-intensive institutions in the United States were analyzed to provide a description of current and recommended practices for authorship in student-faculty collaborative research. The responses revealed practices and perceptions that are not aligned with ethical guidelines and a lack of consensus among respondents about appropriate practice. Faculty and student respondents agreed that students deserve more authorship recognition than they get in common practice but they did not agree on the appropriate authorship arrangement for several of the collaborative scenarios described in the study or on the relative value of various contributions to research projects. The misalignment with ethical codes and lack of consensus among the respondents is problematic because student-faculty collaborative research is common and authored publications are powerful indicators of research competency. With these detailed results, students and faculty can better anticipate areas where their perspectives are likely to differ and faculty can work to clarify ambiguous expectations.

Is There a Role for the Library in a Student-Faculty Collaborative Research Program?

ABSTRACT With unique historical resources, academic archives can and should play an active role in support of the teaching and research missions of a college. Not only can archival teaching and collaborative learning teach students the importance of primary resources and how to use them but they also can provide support for the archives. Through partnership with faculty and students, the collaborative research program at Rollins College provides a viable means for enhancing the awareness and use of the unique historical collections, and, therefore, enriching students' appreciation of the liberal arts heritage of the institution while also providing students with a meaningful research experience.

Using Undergraduate Student-Faculty Collaborative Research Projects to Personalize Teaching

A collaborative research project. which was offered as an alternative to traditional undergraduate independent study courses, is discussed. The authors describe the characteristics of traditional independent study courses and how collaborative research efforts differ from them. Such projects provide an in-depth exposure to the topic under study, produce outcomes of a scholarly paper or presentation at a professional meeting, and facilitate authentic interactions between student and teacher. Specific guidelines for establishing a collaborative research project are provided. The authors, a college faculty member and an undergraduate student, outline the benefits of collaborative projects and specific lessons learned from their experiences executing a project.

REDUCING LITIGATION: THE MATHEMATICS OF SETTLING OUT OF COURT

ABSTRACT This investigation evolved out of a Centre College student-faculty collaborative research project on Internet use and its benefits to empirical studies. As part of this project, the research team wrote a JAVA program, which simulated an individual's behavior when playing a competitive game. The simulation included an analysis of cumulative distribution functions, and subsequently motivated this study (the authors were two of the team members, the first a senior mathematics major). This paper uses various types of cumulative distribution functions to predict antagonists' behavior during a civil-rights case. The results hinge on solving an equation that contains the cumulative distribution function for the jury's award in the case. Analytically solving a simple triangular distribution model, and numerically solving the normal case, the paper predicts reduced litigation from innovative interpretations of a civil procedure rule, and compares three such rules. The approach provides a nice application of probability to law, appropriate for use in the classroom.

Science Teaching: How to Spend $5 Million

I second the opinion of Stan Metzenberg (Letters, 9 Aug., [9 Aug., p. 721][1]), regarding the absurdity of the National Science Foundation spending $5 million to encourage faculty at research universities to teach well. Metzenberg's critique, however, which aims at increased support for the “second-tier universities” where “faculty actually teach their own courses,” leaves out the fact that it is this nation's liberal arts and sciences colleges which have historically produced a disproportionately large number of students who have gone on to earn doctorates in the sciences and which continue to provide leadership in the design and implementation of the most effective undergraduate teaching methods. If $5 million spent to support science teaching at second-tier universities would have a significant impact, imagine how powerful would be the results of those same dollars spent at liberal arts and sciences colleges to support and reaffirm the outstanding job they are already doing. Just one small portion of those dollars provided to increase support for student-faculty collaborative research—typical at our colleges, but rare except at the graduate level in the first- and second-tier universities—would have an impact far beyond its “drop-in-the-bucket” significance for the big research universities. [1]: /lookup/doi/10.1126/science.273.5276.721

Student-Faculty Collaborative Research

This article presents guidelines to assist in student-faculty collaborative research. The guidelines were developed from a review of the literature on the topic and a survey of family studies departmental policies and those policies used by 32 highly published family scholars around the country. The guidelines provide a framework for faculty and students who are negotiating individualized contracts for collaborative research. Student-faculty collaborative research promotes the professional development of both graduate students and faculty. Collaborative research allows students to learn one-on-one from faculty about research and publication, providing an invaluable supplement to classroom learning. Collaboration provides faculty with a rich source of labor and new ideas during the time-consuming research process. In addition, publications generated from collaborative research can lead to career advancement for both students and faculty. According to Diener and Crandall (1978), published work increases one's chance of being admitted to graduate school, getting a job, and receiving tenure, promotions, and salary increases.