Research In Undergraduate Education Research Articles

Evaluating the Importance of Mentoring in Undergraduate Research Education Programs.

The National Institute of Health R25 Research Education Program was evaluated in the second year of implementation. Twelve mentors and 20 underrepresented minority students (URMs) scholars from partnerships and collaborations among five colleges and universities were added to the program to provide a more diverse research experience. Findings reveal that 100% of research mentors agree that the approachableness and accessibility of the program coordinator were beneficial in achieving mentorship goals and objectives. In addition, 85% of the students strongly agreed that the presentation of their research findings and the weekly reflection on goals, identification of accomplishments, and obstacles through the individual development plan were very effective. Of the 23 successfully tracked students for 2 years, six URMs (26.09%) obtained a bachelor's degree and were admitted into a graduate program; two were directly admitted to a PhD program in biomedical sciences.

Creating an Undergraduate Research Program in Otolaryngology-Head and Neck Surgery (Oto-HNS) for Students Underrepresented in Medicine.

To report implementation and outcomes associated with a novel paid Summer Undergraduate Research Education Program (SREP) over the first 2years in an academic otolaryngology program recruiting students underrepresented in medicine (URiM). A 10-week program including a research bootcamp, curriculum, mentoring, and clinical shadowing was created. Grant funding to provide salary and support for transportation, conference attendance, and graduate school preparation or applications was procured. Primary objectives included (1) development of successful mentorship relationships; (2) increasing student-reported outcomes using pre- and post-program surveys to assess confidence, career planning, and overall satisfaction; (3) increasing exposure to medicine; (4) completion of an oral presentation; and (5) submission of a manuscript. Secondary objectives included abstract submission and completion of a graduate exam course or graduate school applications. Tertiary objectives included conference attendance and graduate school matriculation. One hundred thirty-five total applications were reviewed (89 from year 1 and 46 from year 2). Twelve students were interviewed for 3 spots in year 1, while 11 students were interviewed for 6 spots in year 2 (median application score, 9.25 (range, 1-14); median interview score, 8.7 (range, 5.4-10); acceptance rate, 6.7% (9/135)). Students met all primary objectives. Mean program survey scores increased from 3.8 to 4.77 (p < 0.0001). Eight of nine students submitted an abstract to a national conference, with five of eight students accepted for a presentation. Two students were accepted into graduate school, while five others are on track for graduate school application. Identifying mentors, curriculum, and opportunities to meaningfully strengthen graduate school applications for URiM students through a clinically rigorous, financially supported, and research-focused summer program in an academic otolaryngology program is feasible and may be an effective means of increasing diversity in medicine and otolaryngology. The online version contains supplementary material available at 10.1007/s40670-024-02021-z.

Role of Research in Undergraduate Education

Role of Research in Undergraduate Education

Neuroscience diversity through undergraduate research education experiences (NIH)

Neuroscience diversity through undergraduate research education experiences (NIH)

Feedback as socialization in doctoral education: towards the enactment of authentic feedback

ABSTRACT Feedback processes are crucial in doctoral supervision but require adaptation to meet the changing nature of the doctorate, and increasing impetus to publish during the candidature. This study builds on concepts of authentic feedback and feedback literacy to chart possibilities for the development of feedback socialization in doctoral education. Semi-structured interviews with twenty doctoral supervisors in a faculty of education in Hong Kong aimed to investigate their understandings of feedback, its enactment within the doctoral process, and broader feedback inputs beyond the supervisor. Data were analyzed through reflexive thematic analysis and trustworthiness was enhanced through a member checking focus group with a sub-set of four of the interviewees. The analysis is informed by sociocultural theory with emphasis on co-construction of insights between supervisors and doctoral students. The findings highlight supervisors’ understandings of feedback as comments, interaction and follow-up; and authentic feedback generated from presenting at conferences or submitting to journals. A contribution of the paper lies in bringing to bear conceptual insights from feedback research in undergraduate education to inform feedback in doctoral supervision. We deploy the concept of authentic feedback, practices that resemble those of the relevant workplace, to demonstrate how journal peer review facilitates the socialization of doctoral students into academic publishing norms. Key supervisor roles lie in guiding the enactment of responses to peer review, and supporting the development of resilience. Proposed features of supervisors’ feedback literacy include sociocultural-based dialogue and co-construction, emphasis on the enactment of feedback and working with authentic feedback of different forms.

Engagement in radiation therapy research: What happens after graduation?

BackgroundTo prepare undergraduate radiation therapy (RT) students for the professional role of Scholarly Practitioner the University of Alberta's Radiation Therapy Program (RADTH) provides research education, and students conduct novel research studies during their final practicum year with the final result being a publishable paper. A curriculum evaluation project was carried out to examine the impact of the RADTH undergraduate research education by examining the final outcomes of these research projects and whether the learners carried out further research after graduation. MethodsAlumni who graduated from 2017 to 2020 were surveyed to seek information on the dissemination of their research projects, whether the projects resulted in a change to practice, policy, or patient care, if subsequent research has been performed by the graduates, and the motivators or barriers to conducting research post-graduation. A subsequent manual search of publication databases was conducted to fill in data gaps pertaining to publications. ResultsAll RADTH research projects have been disseminated by conference presentation and/or publication. One project was reported to have had an impact on practice, with no impact reported for five projects and two respondents not sure about any impact. All respondents reported they have not participated in any new research projects since graduation. Barriers listed included: limited local opportunity, lack of topic ideas, other professional development, no interest in research, COVID impact, and lack of research knowledge. ConclusionsRADTH's research education curriculum successfully enables the RT students to conduct and disseminate research. All RADTH projects have been successfully disseminated by the graduates. However, participation in research post-graduation is not occurring due to a variety of factors. While MRT education programs are required to develop research skills, this education alone may not alter motivation nor ensure research participation post-graduation. Exploring other avenues of professional scholarship may be key to ensuring contribution to evidence-informed practice.

Developing Course Undergraduate Research Experiences (CUREs) in Chemistry

Undergraduate research is an important experience that increases retention, ownership, and learning. Integrating research experiences into the classroom is the focus of course-based undergraduate research education (CUREs) and has become an important tool in curricula of many universities. This article will serve as a guide for those interested in starting a CURE. Information on the makeup of CUREs and a suggested workflow to design a CURE for chemistry disciplines is described. Examples of recent chemistry focused CURE examples and an introduction to supported CURE networks are described to help orient faculty interested in advancing their work as well as creating CUREs at large institutions and curricula that scaffolds CUREs at several levels.

For Aging Research and Equity: Lessons Learned in Undergraduate Research Education.

Mentoring underrepresented students in aging research during the COVID-19 pandemic affords many opportunities for innovation and learning, for both students and program leaders. Here, we describe lessons learned from an Advancing Diversity in Aging Research (ADAR) program at a women-centered, minority-serving undergraduate institution. We share program elements and assessment results related to scholars' education in aging, support through community-building and mentorship, and research experiences in gerosciences. Notably, we highlight lessons learned for retaining and training undergraduate students as graduate school-ready researchers: 1) draw students into a community focused on social justice, 2) show students that geroscience is inclusive and integrative, 3) model professionalism with flexibility, 4) keep open lines of communication, and 5) build a team of mentors around each scholar. By sharing insights from our community of practice in geroscience research and education, we hope to model best practices for URM student support in aging research.

Academic and Educational Opportunities Provided by the Undergraduate Research in Natural and Clinical Science and Technology (URNCST) Journal

The Undergraduate Research in Natural and Clinical Science and Technology (URNCST) Journal was founded in 2017 and currently serves as a leading publisher of undergraduate research spanning broad and multidisciplinary fields. Unique to most undergraduate journals, the URNCST Journal publishes abstracts for undergraduate conferences and case competitions and promotes innovative undergraduate research education initiatives. The present article summarizes the contributions, opportunities, and achievements of the journal since its inception.

Introducing a Novel Undergraduate Research Education Initiative: The URNCST Journal Mentored Paper

The Undergraduate Research in Natural and Clinical Science and Technology (URNCST) Journal Mentored Paper initiative is a unique undergraduate research education opportunity open to undergraduate and professional-undergraduate degree students internationally. Participants are invited to submit an abstract on a selected topic and be paired with a graduate student mentor with an interest and expertise in the research area. Over a three-month period, the mentor and mentee(s) work together to turn the unpolished abstract into a full-length manuscript of publishable quality. In this short editorial, we provide an overview of how our editorial team successfully conceptualized, developed, and established this initiative. Undergraduate students interested in submitting an abstract to the next URNCST Journal Mentored Paper round should visit: https://www.urncst.com/index.php/urncst/mentored_paper. Graduate students interested in serving as a mentor should visit https://www.urncst.com/index.php/urncst/about/#_Toc487899585to apply to the URNCST Journal.

Becoming Language Teacher-Researchers in a Research Seedbed

In this paper, a teacher-educator and two students of a B.A. program in foreign language teaching (English and French) of a public university in Colombia discuss our pedagogical experiences in a research seedbed. First, we present the conceptualizations underlying our analysis: research seedbeds, undergraduate research education, and curriculum as a process. Second, we describe our contextual background. Third, we analyze our experiences using three themes: creating and recreating curriculum, negotiating the official and non-official curriculum, and taking positions as teacher-researchers. We conclude that research seedbeds can broaden the pedagogical repertoire of undergraduate research education in foreign language programs and that it becomes necessary to conduct studies in this area in Colombia.

Undergraduate Research Education Experiences (NIH)

Federal Grants & ContractsVolume 44, Issue 1 p. 7-7 Grant Alerts Undergraduate Research Education Experiences (NIH) First published: 03 December 2019 https://doi.org/10.1002/fgc.30795Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume44, Issue15 December 2019Pages 7-7 RelatedInformation

Teaching Q Methodology to Prelicensure Nursing Students.

Prelicensure nursing student exposure to undergraduate research education may have a significant effect on their research skills and use of evidence-based practice. There are potential benefits to introducing Q methodology to prelicensure nursing research students. Utilizing Q methodology principles and techniques, a class on Q methodology was integrated into a prelicensure nursing research and evidence-based practice course. The interactive classroom format and active student engagement in the step-by-step mock study were positive aspects of the class.

Perception, barriers, and practice of research among teaching staff at five Sudanese medical faculties

Background: Research is one of the best measures of scientific progress at both individual and institutional levels. The objective of this study was to assess perception, barriers, and practice of research among teaching staff at five Sudanese medical faculties. Methods: This was a cross-sectional study included 153 faculty members in three public and two private medical faculties. Self-administered questionnaires were distributed to them. Data obtained had been analyzed using statistical package for social studies (SPSS) version 24. Results: One hundred (65.4%) of respondents were males, and the mean age of them was 41.25 (±9.92) years, almost half of them were assistant professors (49%) and 90 (59%) of them work for public medical schools. Staff at medical faculties conducted more cross-sectional studies (30.6% of total research output), while literature review was the least type of research output (7.9%). Importantly, more research publication was associated with male participation (P=0.039) and research training (P=0.016). The perception of Sudanese doctors for research was strongly favorable (98.6%). Factors that significantly influence this positive perception for research were male gender (P=0.043), working for universities in Khartoum state (P=0.042), receiving undergraduate research education (P=0.010), research training after graduation (P=0.016) and years of research experience (P=0.042). The most important research barriers were lack of funding (79.6%), lack of financial incentives (66.4%), and work-related stress (57.2%). Conclusions: Despite the high perceptions of Sudanese doctors for research, funding remained the most important barrier to research.

The impact of research education on student nurse attitude, skill and uptake of evidence-based practice: a descriptive longitudinal survey.

To measure the impact of an undergraduate research education program on the attitude, skill and uptake of evidence-based practice among undergraduate student nurses. The contribution of evidence-based practice to clinical decision-making, quality of care and patient outcomes is well-documented. One approach to improving evidence-based practice uptake in clinical practice is through the provision of undergraduate research education; notwithstanding, the impact of research training on nursing practice is poorly established. Descriptive longitudinal survey. Three hundred and fifty four third-year nursing students enrolled in a Bachelor of Nursing program of a large Australian University were invited. Pre- (Phase 1) and post-completion (Phase 2) of a 16-week research education program, participants were asked to complete the Evidence-Based Practice Attitude and Utilization Survey; an 82-item online questionnaire measuring attitudes, skills and use of evidence-based practice, and barriers and facilitators of evidence-based practice uptake. The survey was completed by 84 (24%) participants in Phase 1 and 33 (39% of Phase 1) participants in Phase 2. Program exposure resulted in a significant improvement in median skill and use subscores, but not median attitude subscore. Participants perceived inadequate skills in the interpretation, appraisal and application of research findings to clinical practice as being less of a barrier to evidence-based practice uptake posteducation, and access to online critical appraisal tools as being significantly more useful in facilitating evidence-based practice uptake posteducation. The findings suggest that undergraduate research education may have a significant effect on nursing students' research skills and use of evidence-based practice, and minimise barriers to evidence-based practice uptake posteducation. Undergraduate research education may play an important role in improving student nurse uptake of evidence-based practice; whether these changes can be sustained when transitioning from student nurse to registered nurse is a question for further research.

Review of undergraduate research education for pharmacy students in New Zealand, Australia and the United Kingdom

This qualitative study explored the views of academic staff responsible for coordinating undergraduate research education in pharmacy programs across Australasia and the United Kingdom (UK) and formulated recommendations. The Heads of School from 43 eligible Schools of Pharmacy were invited to participate and provide contacts for the academic staff member(s) responsible for undergraduate research education. Telephone interviews with participants were audiotaped, transcribed and then thematically analyzed. The ten participants were in agreement about the need and educational aims of undergraduate research education. Working directly with students in a more consultative way was seen as a positive experience for academic staff and students engaged in the research. A common approach to assessment emerged, which included marks weighted toward a written report, followed by presentation, then peer/supervisor assessment. Limited student access based on academic merit versus mandatory program requirement, individual versus team research and duration of the course were key differences between programs. Participants expressed interest in the changing aspects of undergraduate research including student selection and assessment, and most had sought student feedback. Overall, the research experience was perceived as an important and necessary curriculum component. A team-based approach is recommended to address resource issues and prepare students for working in healthcare teams. Limiting the number of projects per academic staff member and recruiting associate supervisors from professional settings would improve student access to supervision, reinforce research partnerships across pharmacy and provide a model for team work. Further research with supervisors and alumni could explore these recommendations.

Some Complexities in the Effects of Diversity Experiences on Orientation toward Social/Political Activism and Political Views in the First Year of College

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsErnest T. PascarellaErnest T. Pascarella is professor and Mary Louise Petersen Chair in higher education at the University of Iowa.Mark H. SalisburyMark H. Salisbury is director of institutional research at Augustana College.Georgianna L. MartinGeorgianna L. Martin is a doctoral research associate at the Center for Research in Undergraduate Education at the University of Iowa.Charles BlaichCharles Blaich is director of inquiries at the Center of Inquiry in the Liberal Arts at Wabash College.

Barriers to research utilisation among nurses in Turkey

This study was conducted to identify barriers to research utilisation in practice among nurses in Turkey. It is clear from the nursing literature that there are several factors that can impede the use of research in practice. It is important that these are identified and addressed. Survey. This descriptive study was carried out with 216 nurses from government and private hospitals in Izmir between January-April 2007. The data collection instrument used for the study consisted of the Barriers to Research Utilization Scale and a self-administered questionnaire form that contained demographic data, educational background and nurses' involvement in research activities. More than half of the nurses did not receive research education before graduation, and 85.2% did not receive an in-service education. Only 58.3% of nurses give great importance to research, and 24.5% are interested in research. Involvement in research activities is inadequate. Five out of the top 10 barriers were related to 'setting', three to 'nurse' and two to 'presentation'. Educational level, undergraduate research education and involvement in research activities were predictor factors of perceived barriers to research utilisation. Identifying the barriers to research utilisation is the first step in overcoming the barriers. It is hoped that research capability in the health care field in Turkey can be enhanced. Creating an organisational climate that values research use and supports nurses to participate in such activities is crucial. The study findings provide key factors and the top barriers to research utilisation to nurse administrators in developing strategies to increase the utilisation of research findings in clinical practices.

Transforming Undergraduate Biology Education for All Students: An Action Plan for the Twenty-First Century

On July 15–17, 2009, 544 biology faculty from 2- and 4-year colleges and universities, along with researchers, administrators, students, and other educational stakeholders from around the country, met in Washington, DC, to help create a blueprint for the future of undergraduate biology education (Summers, 2009 ). Hosted by the American Association for the Advancement of Science (AAAS), with support from the National Science Foundation (NSF), the meeting set out to mobilize the nation's undergraduate biology educators to ensure that the biology they teach in their classrooms reflects the biology they practice in the lab and field, and that all students—majors and nonmajors alike—gain a better understanding of the nature of science and the natural world (Mervis, 2009 ). The charge for the meeting (Transforming Undergraduate Education in Biology: Mobilizing the Community for Change) noted that the need for change reflects the radical changes in the science itself as well as the knowledge we are gaining about how people learn and the best ways to ensure that learning takes place. The meeting concentrated on how people have effected change, the results when they did so, and how the attendees and their colleagues could most effectively incorporate this knowledge and understanding into their own approaches to undergraduate education in biology. Videos, slides, and other materials from the meeting are posted at the conference website (AAAS, 2009a ). A culminating summary publication is anticipated in spring 2010.

Nursing student feedback on undergraduate research education: Implications for teaching and learning

Teaching research to undergraduate students presents many challenges to nurse academics. Yet facilitating students to develop skills in critically analysing and interpreting research is vital if we are to achieve evidence-based nursing practice. This paper explores student feedback from a research unit undertaken by Australian undergraduate nurses in order to highlight the challenges for academics trying to engage students in this material. Three hundred and sixty nine (83.5%) second year nursing students provided qualitative and quantitative feedback at the completion of a research unit using a standardised student feedback form.From a combination of the qualitative and quantitative feedback, the most positive aspects of the unit were the teaching staff, the group work and interaction in the class room and the online assessment item. Participants were least satisfied with the way in which the unit was presented, the written assessment items and assessment feedback and the perceived relevance of the unit. The implications of these findings are discussed in the context of the theoretical underpinnings of adult learning and teaching in the development of future course materials.