Undergraduate Research Course Research Articles

Students' Perspective on Undergraduate Research Experiences in Indonesian Dental Schools.

Undergraduate (UG) research is considered as an essential part of dental education. Numerous dental schools have included required course-based undergraduate research in their curricula. However, the implementation of UG research courses in the curriculum may vary between dental schools. In the present study, we aimed to evaluate student perspectives on UG research in the curriculum of Indonesian dental schools. A total of 203 participants from 10 dental schools returned the questionnaire. The participants were clinical students of the dentistry profession program who completed their undergraduate dentistry program from 2017 to 2022. The majority of study participants favored UG research in the curriculum of the undergraduate dentistry study program. Less than 20% participants perceived UG research experiments were not important in dental education. Factors that influenced these perceptions included the availability of adequate time to complete the course and sufficient support from research supervisors. Recommendations for improvement included providing an adequate time to complete UG research and adequate supervision to guide students to understand the conceptual background information of the research topics, designs, and scientific communication of data interpretation. Regular monitoring of students' performance and progress would ensure completion of UG research courses in a timely manner. In conclusion, although UG research as a compulsory course in the Indonesian dental curriculum was well received by the students, overcoming the challenges is essential for the improvement of the research environment for undergraduate dental students.

STUDENT ENGAGEMENT AND CLASS SATISFACTION IN AN UNDERGRADUATE MARKETING COURSE: A 5-YEAR LONGITUDINAL STUDY

ABSTRACT This study examined the impact of student engagement on satisfaction with an undergraduate marketing research course. Student engagement consisted of three dimensions in this study, namely physical engagement, emotional engagement, and cognitive engagement. Flow theory was used to examine the potential impact of the disruption of student learning flow on student engagement and student learning outcomes (i.e. student class satisfaction) using longitudinal data from before and during the COVID-19 pandemic. The data were collected over 10 semesters at an American public university. The data analysis results indicated that physical engagement was negatively associated with student class satisfaction, while emotional engagement and cognitive engagement exhibited a positive association. In addition, physical engagement had a stronger influence on student class satisfaction during the pandemic than before the pandemic, while there was no significant difference in the impact of emotional and cognitive engagement between the periods. Results imply that instructors need to engage students emotionally and intellectually in activities that do not make them work too hard.

Implementing an S/U Undergraduate Research Course in a College of Agricultural and Life Sciences

Undergraduate research experiences provide engaging learning opportunities but are often not formally assessed for gains in knowledge and skills. This study examined undergraduate research assessment practices and the implementation of a satisfactory/unsatisfactory (S/U) research course in all academic units within a college of agricultural and life sciences. During the 2013-2014 academic year, students registered for a letter-graded research course, and supervising faculty were surveyed regarding assessment practices. Based on survey responses, an S/U 0-3 credit research course and syllabus template were implemented and subsequently evaluated in the 2015 and 2020 fall semesters. At baseline, most students did not receive a syllabus (87%) but were informed of expectations (89%); grades were determined by attendance and participation, findings confirmed by faculty respondents. Following implementation, 58% agreed or strongly agreed that they were more likely to participate in research with a 0-credit option (78%) and that having research on their transcript was important (89%). By 2020, 64% of respondents preferred a 0-credit option. Receiving a syllabus continued to be uncommon. S/U-grading of undergraduate research may be most appropriate for participatory-based assessment; however, steps are needed to promote the 0-credit option and ensure syllabi use for transparency of expectations and assessment criteria.

Evolution of Teaching Independent Undergraduate Chemistry Research Courses and Student Skills Developed through the COVID-19 Pandemic and Forward

Evolution of Teaching Independent Undergraduate Chemistry Research Courses and Student Skills Developed through the COVID-19 Pandemic and Forward

Complete genome sequences of cluster F1 and cluster B1 Mycobacterium smegmatis phages Karhdo and Basato.

We present the complete genome sequences of Mycobacterium smegmatis phages Karhdo and Basato, isolated in Clark County, Nevada. The phages were isolated and annotated by students enrolled in undergraduate research courses over two semesters at the University of Nevada, Las Vegas.

Fabrication of Jello-Based Ag/AgCl Reference Electrode from Recyclable Resources to Enhance Undergraduate Laboratory Student Experience and its Promising Utilization in Corrosion and Electrochemical Sensing

This paper presents a realistic approach to experience electrochemical principles in the context of an upper undergraduate research course where students will learn how to fabricate and calibrate a reference electrode (RE) which is an essential component of an electrochemical system. Among many commercially available REs, Ag/AgCl RE is one of the most employed REs in teaching laboratories and research. However, the REs fabrication and assembly pose technological challenges in addition to their cost especially for large quantities procurement for undergraduate laboratories. To circumvent these constraints, one alternative is to fabricate them in the lab, however, the use of harmful chemicals and complicated techniques limits their practical fabrication in teaching laboratories. Therefore, this study, devised a simple and cost-effective method for fabricating a homemade Ag/AgCl RE assembly where jello is used instead of a glass frit (referred as JRE) from recyclable and obsolete items available in common undergraduate laboratories. The as-fabricated jello RE exhibited excellent sensitivity and accuracy as compared to a commercially available BASi RE from the cyclic voltammetric (CV) studies. Subsequently, JRE showed its potential in two distinct electrochemical experiments, including potentiodynamic Tafel corrosion scans and electrochemical sensing and detection of Ascorbic Acid (AA). In addition to outstanding reproducibility, JRE demonstrated higher stability even after four months of storage in the refrigerator. Keywords: Undergraduate laboratories, Homemade reference electrode, recyclable wastes, corrosion, electrochemical detection

81 Examination of Undergraduate and Graduate Student Experiences in an Undergraduate Research Course

Abstract Mentored undergraduate research experiences have been identified as beneficial to students for persistence in STEM disciplines and increased grade point averages. Participation in research is impactful for both STEM and non-STEM students. Additionally, undergraduate research experiences have a positive effect on subsequent student performance in graduate and professional school as evidenced by students with previous research experience having superior communication skills at the start of their first year and after. Undergraduate research courses tend to be heavily hands-on experiences and structured classroom teaching may not be large portions of the course content. Online material has become increasingly common in the post COVID-19 learning environment. Courses that can have difficulty with online instruction or the inclusion of online content tend to be courses with a heavy focus of hands-on learning or hands-on skill development. The use of a flipped classroom can facilitate student learning in a digital way in addition to in person class meeting. The incorporation of online lecture content to broaden undergraduate student understanding of the application of the scientific method was used to enhance the research experience. Student experiences were evaluated with the Undergraduate Research Student Self-Assessment survey. Significant positive correlation was found between student feelings of “project responsibility” and “Workshops on science writing and presentation” during the semester that online lectures were incorporated. Additionally, graduate student training is a variable and highly individualized experience for each trainee. Most programs focus strongly on cognitive skill training, advanced knowledge of the discipline, conducting research, and preparing manuscripts for publication. Professional development is a component of graduate training that can be easily overlooked or undervalued. The development of soft skills such as time management, personnel management, and leadership and mentoring qualities are vital for trainee success post-graduation. Some current thinking is that devoting time to professional development will result in a slower progression by the trainee, however this is shown to be untrue and students who participate in career growth maintained the same level of productivity measured by time to degree completion and manuscript output. Graduate student experiences with mentoring undergraduates were shown to develop soft skills while also being noted as “an influential experience” when making future career decisions. Development of an undergraduate research program that incorporates more than simply hands on skill development that also significantly incorporates graduate students benefits both student groups and leads to improved outcomes for both student groups post-graduation.

Evaluation of Undergraduate Research Course Using Stufflebeam's Context, Input, Process, Product Model

An undergraduate research course is often considered the pinnacle of a student's college experience, as it allows them to apply both the soft and hard skills acquired during their academic journey. In order to ensure students gain relevant experiences that align with desired learning outcomes, the evaluation of such courses is essential. This study explores the perceptions of graduating research students regarding their experiences in undergraduate research courses. Using a descriptive survey, data was collected from 60 students to investigate their views. The assessment of their evaluation of the course was based on their level of agreement with statements related to context, input, process, and outcomes of their Undergraduate Research Experience (URE). The majority of students indicated strong agreement with most statements. However, their agreement was only moderate concerning the availability and usefulness of library and laboratory resources, the financial support available for research, and the accessibility of research advisors. In conclusion, the students' perceptions suggest that the undergraduate research course aligns well with the intended outcomes. Nevertheless, the findings highlight the necessity to evaluate and enhance laboratory and library resources to better support engineering research. Moreover, implementing financial support mechanisms to alleviate financial barriers in conducting studies and optimizing the support provided by research advisors is recommended.

Perceptions and experiences of undergraduate pharmacy students and alumni toward research after exposure to undergraduate research courses.

IntroductionAcademic institutions have a duty to equip health professional students with the requisite research skills to ensure the implementation of evidence-based practice. This study aims to determine the perceptions of pharmacy students and alumni toward research after completing Undergraduate Research in Pharmacy Courses (URPCs) at the College of Pharmacy–Qatar University (CPH–QU).MethodsA cross-sectional survey was conducted. All CPH-QU alumni (n = 238), and all third- and fourth-year professional students who had completed at least one URPC at the time of conducting the study (n = 42) were approached. The questionnaire contained items relating to research experience and perceptions of significance, confidence in conducting research, actual and anticipated outcomes, and motivation for future research. A Theoretical Domains Framework informed the development of selected items.ResultsThe response rate was 72.1% (202/280); however, the usable rate was 95.5% (193/202). The participants gave positive responses relating to their perceptions of research significance {Median = 5.0 [Interquartile range (IQR) = 1.0], Minimum–Maximum = 1–5}, confidence in conducting research [Median = 4.0 (IQR = 1.0), Minimum–Maximum = 1–5], actual and anticipated outcomes [Median = 4.0 (IQR = 1.0), Minimum–Maximum = 1–5], and motivation for future research plans [Median = 4.0 (IQR = 1.0), Minimum–Maximum = 1–5]. The majority of participants perceived non-confidence in using data analysis software [72 (39.4% non-confidence)] and a high proportion of participants were non-confident in conducting data analysis [45 (24.6% non-confidence)]. More than half reported publishing at least one peer-reviewed article [99 (54.4% agreement)] from their courses and were highly motivated to consider post-graduate degrees in pharmacy [132 (73.3% agreement)].ConclusionsIncorporating URPCs into CPH–QU curriculum has potentially improved students and alumni's perceptions of research. Action is needed to improve confidence in different aspects of research.

An undergraduate genome research course using "big data".

The ability to analyze large data sets ("Big Data") is an increasingly important skill in modern science. In Biochemistry, the increased volume and velocity of data is particularly evident in the rapid expansion of biological databases. We present a modular bioinformatics course to survey the analysis of genomic data for advanced undergraduates. Research activities include genome scanning for endogenous retroviruses, annotating genomic sequences and a brief exploration of programming in R. A summative poster session was used to disseminate their work. This course is amenable to remote or online instruction. Supplemental materials provided include a schedule and outline. This article reports a session from the virtual international 2021 IUBMB/ASBMB workshop, "Teaching Science on Big Data."

Exploring Protein Structures of SARS‐CoV‐2 Variants of Concern within an Undergraduate Research Course

Lane College is a Historically Black College with a legacy of educating underserved minority students. As a primarily undergraduate teaching college, faculty and students have limited opportunities to engage in undergraduate research. To address this concern, the biology department created the undergraduate research course sequence (Undergraduate Research I and II) to provide course‐based undergraduate research experiences for students. During the Spring 2021 semester, to limit the spread of COVID‐19, the College began the first few weeks with complete online instruction before switching to hybrid or face‐to‐face modality. For the biology undergraduate research students, the projects were redesigned based on input from the students to explore the viral protein structural changes in newly emerging SARS‐CoV‐2 variants of concern (VOC). First, students explored the virology of SARS‐CoV‐2 and structures of key viral proteins using curriculum available from Rutgers University on the Protein Data Bank during the online instruction period. Then the students selected a variant of concern, B.1.1.7 (Alpha), B.1.351 (Beta), or P.1 (Gamma), and a specific viral protein containing at least one mutation for further study. During the hybrid instruction period, using open‐source bioinformatics tools, including NCBI SARS‐CoV‐2 genome sequences, PANGO Lineage VOC data, UCSC Genome Browser and SNAP Gene, the students mapped the location of the VOC mutation on their chosen protein’s known structure. They then modeled the effect of the mutation on the protein structure using Chimera or iCN3D, since Chimera is not compatible with Chromebooks. Students determined that the mutations found in nsp3 in Alpha variant and ORF8 in Gamma variant did not have a large impact on the overall structure of the proteins and predicted that there would not be significant effects on protein function. In contrast, several mutations found in Beta variant spike protein likely impact receptor binding domain interactions with angiotensin converting enzyme 2 receptor. The methods developed here will be useful for further investigations of protein structures from emerging variants of concern. This experience demonstrates the utility of bioinformatics research projects in online and hybrid courses and the importance of consideration of compatibility of various open‐source tools with student devices.

The case for scaling authentic learning across undergraduate and postgraduate research skills courses

ABSTRACT Authentic learning is gaining popularity in higher education, particularly for courses related to research skills, where authentic assessments can overcome trepidation from both students and faculty. Prior literature has demonstrated the potential value of authentic client-based projects (CBPs) in such settings. However, questions remain about how best to scale authentic learning across different student cohorts, including both undergraduate and postgraduate courses. This paper explores two case studies of authentic learning applied across undergraduate and postgraduate research courses. We explore the impact of different forms of authentic learning, ranging from in-class activities to fully authentic client-based projects, on both student satisfaction and success rates. The results suggest that client-based projects represent a trade-off between satisfaction and learning at the undergraduate level but can be highly successful at postgraduate level if implemented effectively. We provide practical tips for how faculty may scale authentic learning and assessments across undergraduate and postgraduate courses.

‘I can’t unsee what I’ve seen:’ Doing Social Justice Pedagogy in the research methods classroom

ABSTRACT Discourse surrounding social justice pedagogy (SJP) as a means of addressing the historic inequities in education is increasing in education research. Qualitative research, however, examining experiences of educators doing SJP is still lacking, particularly in higher education. We trained three faculty instructors of undergraduate research courses in principles of SJP and several classroom activities grounded in these principles. Analysis of critically-reflexive reflections and interviews revealed four themes related to doing SJP: Intentionality; Vulnerability; Holding Tension; and Meaningful Teaching Experience. Findings provide an intrapersonal framework for doing SJP and implications for supportive learning circles and institutional support.

Complete Genome Sequences of Cluster A6 and Cluster G1 Mycobacterium smegmatis Phages Hoot and Jolene.

ABSTRACTWe present the complete genome sequences of Mycobacterium smegmatis phages Hoot and Jolene, isolated in Las Vegas, NV. The phages were isolated and annotated by students enrolled in an undergraduate research course at the University of Nevada, Las Vegas. Hoot is a cluster A6 mycobacteriophage, while Jolene is in cluster G1.

Updating the Marketing Research Course to Prepare the Marketing Generalist

This exploratory research suggests that undergraduate marketing research textbooks and courses have not kept pace with the changes in the marketing research world over the past two decades. Two studies, one a review of marketing research syllabi and another a content analysis of online job postings, explore this phenomenon. The results imply that, in contrast to the historical context of marketing research course, most advertised entry-level marketing jobs requiring marketing research skills are not in marketing research firms. Indeed, contemporary marketing research is more likely a function embedded within an array of generalist job duties that also require soft skills and the ability to analyze and present data to upper management. As a result of this research, educators should have a heightened awareness of the following: (a) the disconnect between the marketing research curriculum and current industry needs, (b) the changing role of marketing research as diffused throughout the organization, and (c) the broader set of skills and techniques required of entry-level marketing graduates. As a possible solution to these issues, this research proposes an integrated model whereby instructors can help their students navigate the current landscape by choosing an appropriate pedagogical path to assist students in their career goals.

"Collaboration Toward One Collective Goal": A Mixed-Methods Study of Short-Term Learning Outcomes and Long-Term Impacts Among Students Participating in an Undergraduate Community-Based Participatory Research (CBPR) Course.

Background: Research shows positive learning outcomes for students participating in service learning. However, the impacts of undergraduate student participation in Community-Based Participatory Research (CBPR) courses are minimally studied.Methods: We used a triangulation mixed-methods design approach to analyze short- and long-term (1–5 years post-course) data collected from 59 undergraduate students across 5 cohorts of a CBPR course (2014–19). Thematic analysis was used to analyze the qualitative data and descriptive statistics and frequencies were generated to analyze the quantitative data.Results: We developed five key themes based on short-term qualitative data: integration of CBPR and traditional research skills; importance of community engagement in research; identity; accountability; and collaboration. Themes from qualitative course evaluations aligned with these findings. Long-term qualitative data revealed that former students gained research knowledge, research skills, and professional skills and then applied these in other settings. This aligns with quantitative findings, where >79% of respondents reported that course participation “extensively” improved their research skills. Post-course, students still reflected on the importance of community engagement in research and reported a substantially enhanced likelihood of civic engagement.Discussion/Conclusions: Students gained critical knowledge and skills that positively impact their ability to engage in community-based work well after the end of course participation. Some students reported considering research-oriented careers and graduate programs for the first time after course participation. Collaborative learning experiences with community partners and members encouraged students to reflect on research designs that center community voices. We stress here that community partnerships require extensive cultivation, but they can create opportunities to translate findings directly back to communities and provide numerous benefits to undergraduate students. We hope that our findings provide the information needed to consider pilot testing practice-based CBPR courses in a variety of public health training contexts.

99 Determining dominance hierarchy of horses in an equine assisted services program

An ethogram was constructed as part of an undergraduate research course and used to determine the dominance hierarchy of a small (n = 4) herd of horses in a university-based equine-assisted services program. The herd consisted of one gelding and 3 mares ranging in age from 10 to 27 years. An ethogram of mutually exclusive agonistic behaviors was developed, with behaviors further defined and sub-categorized as either aggressive (approach, arched neck threat, bite, bite threat, boxing, circling, chase, ears pinned, following, grasping, head bowing, head threat, herding, interference, kick, kick threat, mount, neck wrestle, head on body, nip, push, rear stomp, strike, strike threat) or submissive (retreat/avoidance, balk, rump presentation, snapping). Horses had been group housed together during daytime hours for 22 mo before the study in a 23 by 38 m dry lot with ad libitum access to clean water and one round bale of mixed brome, timothy and orchardgrass hay. At approximately 4:30 p.m. daily horses were brought inside where they were maintained overnight in individual 3 by 3 m stalls with pine shavings and fed evening and morning grain meals with access to water and grass and/or alfalfa hay to meet their dietary requirements. When group housed, horses had access to shade in the morning hours, but no covered shelter. Horses were observed in June 2020 where the average temperature was 22°C, and ranged from 10 to 37°C and the average relative humidity was 61%, ranging from 18 to 100%. Horse behaviors were recorded in 1-h intervals between 9 a.m. and 4 p.m. on random days with 4 replicates of each hour for a total of 28 h of observation. All agonistic horse interactions were recorded as event behaviors. At the conclusion of the study, a score of +1 was assigned to all aggressive agonistic behaviors performed by a horse and –1 assigned to all submissive agonistic behaviors performed by a horse. The point value of all behaviors performed by each horse was added together. The hierarchy rank was then determined by the total scores, with more positive scores equaling a higher social ranking in the herd. Scores for horses from most dominant to least dominant were +168, +32, +20 and –52. These scores reflected a clearly dominant mare in the herd, as well as a dominance hierarchy that matched the hypothesized social structure based on informal observations. Awareness of social hierarchy among horses is essential for good herd management as well as human and equine safety, particularly in equine assisted services programs.

Tiny Earth: A Big Idea for STEM Education and Antibiotic Discovery.

ABSTRACTThe world faces two seemingly unrelated challenges—a shortfall in the STEM workforce and increasing antibiotic resistance among bacterial pathogens. We address these two challenges with Tiny Earth, an undergraduate research course that excites students about science and creates a pipeline for antibiotic discovery.

Differential Effect of Client-based and Non-client-based Projects on Marketing Students’ Course Performance and Evaluations

ABSTRACT This research investigates the effectiveness of incorporating a client-based project in an undergraduate course by comparing it with a non-client-based project. This study utilizes quantitative (i.e., experiment) and qualitative (i.e., in-depth interviews) methods to examine the impact of client-based projects on students’ course performance and student evaluations of instruction. The experiment’s dataset comprises 305 students in four sections of an undergraduate marketing research course taught by the same instructor over four semesters. The results of the analysis of variance (ANOVA) show that, compared to the non-client-based approach, a client-based approach improves students’ course performance in terms of their midterm grade, final grade, and overall grade. Moreover, students involved in the client-based project perceived higher intellectual growth and skill development than students involved in the non-client-based project. The qualitative data findings extended the previous quantitative results and showed that students who participated in client-based projects believe that they obtained higher academic confidence, career confidence, hard skills, and soft skills than students who participated in non-client-based projects. These findings are supported by the value co-creation model and social exchange theory.

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.