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Suggested Citation:"Appendix A: Convocation Agenda." National Academies of Sciences, Engineering, and Medicine. 2015. Integrating Discovery-Based Research into the Undergraduate Curriculum: Report of a Convocation. Washington, DC: The National Academies Press. doi: 10.17226/21851.
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Appendix A
Convocation Agenda

Monday, May 11

6:00 PM

Registration and Opening Reception

7:00

Welcoming remarks and overview of the convocation
Jay Labov, Project Director, National Research Council
Sarah C.R. Elgin, Organizing Committee Chair, Washington University
Elizabeth Boylan, Sloan Foundation (Sponsor)
Ryan Kelsey, Harry and Leona Helmsley Charitable Trust (Sponsor)
David Asai, Howard Hughes Medical Institute (Sponsor)
Jo Handelsman (Office of Science and Technology Policy)
James Gentile, Chair of the BOSE Consensus Study Committee

7:30

Keynote Address and Discussion: Think Different: Allowing STEM Precociousness To Bloom
James Gates (University of Maryland, College Park; Member, NAS; President’s Council of Advisors on Science and Technology; Co-Chair of Authoring Committee for PCAST report, Engage to Excel).

Tuesday, May 12

7:30 AM

Registration continues and Full Breakfast

8:30

Contrasts in Current Models, Set #1: Brief Overview of 6 of 12 Programs
Note: these brief overviews will describe programs and issues that will be discussed in much greater depth in the one-hour breakout session that begins at 9:15. They are designed to help participants decide which breakout session to attend.
1. Programs for first year students drawing on local resources and those based on a national organization: First Year Research Experiences at the University of Texas: Sarah Simmons, formerly at University of Texas, Austin SEA-PHAGES: Graham Hatfull, University of Pittsburgh
2. Programs designed for community colleges and those aimed at four year institutions:

Suggested Citation:"Appendix A: Convocation Agenda." National Academies of Sciences, Engineering, and Medicine. 2015. Integrating Discovery-Based Research into the Undergraduate Curriculum: Report of a Convocation. Washington, DC: The National Academies Press. doi: 10.17226/21851.
×

Community Colleges Undergraduate Research Initiative: James Hewlett, Finger Lakes Community College Dynamic Genome Program: James Burnette, University of California, Riverside
3. Programs focusing on on-campus research projects vs. community oriented programs The Campus as a Living-Learning Lab for Sustainability: Cathy Middlecamp, University of Wisconsin Madison Civic Engagement: David Burns, SENCER

9:00

Move to First Breakout Sessions

9:15

Breakout Sessions I:
Using these programs as examples, the 6 presenters in the preceding overview session will facilitate discussion about these models during the breakout session as a way to stimulate discussion about the following general issues:
- Opportunities (both planned and unplanned),
- Challenges (both anticipated and unanticipated)
- Available evidence for the efficacy of the program, and
- Potential for dissemination and scalability.
Each participant will attend one breakout session. Each session will be interactive. Presenters will have ~ 10 minutes to describe their experience before opening up for discussion.

10:15

Break and Networking

10:45

Showcase of Current Models, Set #2: Brief Overview of 6 of 12 Programs

Note: these brief overviews will describe programs and issues that will be discussed in much greater depth in the one-hour breakout session that begins at 11:30. They are designed to help participants decide which breakout session to attend.
1. National initiatives, Developer’s and User’s Perspectives: Synthetic Biology: Malcolm Campbell, Davidson College GEP and Genome Solver: Anne Rosenwald, Georgetown University
2. Initiatives focusing on challenges and opportunities for underrepresented students Preserving the Past and Promoting the Future: Niccole Cerveny, Mesa Community College CUREs for Introductory Biology: A Scaffolding Approach with Yeast: Gail Hollowell, North Carolina Central University
3. Challenges and opportunities in engineering VIP, EPICS: Edward Coyle, Georgia Institute of Technology Bioengineering: Robert Full, University of California, Berkeley

Suggested Citation:"Appendix A: Convocation Agenda." National Academies of Sciences, Engineering, and Medicine. 2015. Integrating Discovery-Based Research into the Undergraduate Curriculum: Report of a Convocation. Washington, DC: The National Academies Press. doi: 10.17226/21851.
×

11:15

Move to Second Breakout Sessions:

11:30

Breakout Sessions II:
Using these programs as examples, the 6 presenters in the preceding overview session will facilitate discussion about these models during the breakout session as a way to stimulate discussion about the following general issues:
- Opportunities (both planned and unplanned),
- Challenges (both anticipated and unanticipated)
- Available evidence for the efficacy of the program, and
- Potential for dissemination and scalability.
Each participant will attend one breakout session. Each session will be interactive. Presenters will have ~ 10 minutes to describe their experience before opening up for discussion.

12:30

Buffet Lunch and Small Groups

1:45

Bringing Research into the Undergraduate Curriculum: Evidence of Best Practices and On-going Challenges—What Do We Know, What Remains to be Known, and What’s Next?
Erin Dolan, Presiding (University of Texas, Austin, Committee Member)
Speakers/Panelists
- David Lopatto, Grinnell College [summary of his commissioned paper to be presented by Sarah Elgin (committee chair]
- Troy Sadler, University of Missouri
- Marcia Linn, University of California, Berkeley
- Elizabeth Ambos, Council on Undergraduate Research

3:00

Break and Networking

3:15

How can we be cost-effective? Infrastructural Opportunities and Challenges to Making Discovery-Based Research Available to Larger Numbers of Students Sean Decatur, Presiding (Kenyon College, Committee Member) Presenters/Panelists:
- Margot McDonald, California Polytechnic State University San Luis Obispo: The Campus as a Living Laboratory
- Jeff Ryan, University of South Florida: Remote instrumentation
- David Micklos, Cold Spring Harbor Laboratory: DNA Learning Center
- David Shaffer, University of Wisconsin, Madison: Virtual Internships

Suggested Citation:"Appendix A: Convocation Agenda." National Academies of Sciences, Engineering, and Medicine. 2015. Integrating Discovery-Based Research into the Undergraduate Curriculum: Report of a Convocation. Washington, DC: The National Academies Press. doi: 10.17226/21851.
×

4:30

Challenge questions: small group work (1 hr.) and reporting (30 min.)

(Each group led by a member of the organizing committee) 1. There are many different kinds of CURES; key features for success? 2. How do we take what evidence indicates are the most effective approaches, and bring them to scale? What does “scale” mean in this context?
3. Challenges and solutions: What resources would help to overcome the challenges?
4. How can we determine best strategies, how to improve assessment? What tools are missing?
5. Are there special needs of beginning students, community college students, under- represented students?
6. Is research for everyone, or are we becoming over-zealous?

6:00

3-2-1 Exercise
Jay Labov, Presiding (National Research Council, PI)
List 3 “aha” moments from the convocation thus far
List 2 questions that you feel still need to be addressed

List 1 action that you will take when you return home as a result of what has been discussed thus far. The organizing committee will meet after dinner to consider the responses from the 3-2-1 exercise to make any necessary modifications to the schedule for the next day.

6:15

Dinner and Networking

Wednesday, May 13

7:30

Full Breakfast

8:15

Results from 3-2-1 Exercise and Challenge Questions
Reporting out on findings from first day. Changes to agenda, if any, as a result of this feedback.
Sarah Elgin, Presiding

8:45

What are the Rewards and Challenges in Scaling Up? Gabriela Weaver, Presiding (University of Massachusetts, Amherst, Committee Member)
Speakers and Panelists:
- Sara Brownell, Arizona State University: Issues of Scale-Up

Suggested Citation:"Appendix A: Convocation Agenda." National Academies of Sciences, Engineering, and Medicine. 2015. Integrating Discovery-Based Research into the Undergraduate Curriculum: Report of a Convocation. Washington, DC: The National Academies Press. doi: 10.17226/21851.
×

- Don Wink, University of Illinois, Chicago: Center for Authentic Science Practice in Education (CASPiE)
- Robin Wright, University of Minnesota, Twin Cities: Use of University Field Stations
- George Langford, Syracuse University: Economic Pressures for New Models

10:00

Break and Networking

10:15

Panel discussion:
Elvyra San Juan, Presiding (California State University System, Committee Member)
What are the institutional and funding structures needed to promote and support these kinds of changes in pedagogical strategy? Best strategies for dissemination?
- Goldie Byrd, North Carolina A&T State University
- Arthur Ellis, City University of Hong Kong
- John Jungck, University of Delaware
- Elizabeth Beise, University of Maryland

11:30

The SLAM: All participants who wish to do so may make up to a 2 minute statement about what they have observed and learned. This session will serve to stimulate commentary after lunch from a panel of invited undergraduate students, members of the organizing committee, and participants.
Kerry Brenner, Presiding

12:45

Buffet Lunch and Brainstorming via working groups:

Small groups will reflect on what has been discussed thus far in the Convocation and consider what is needed in a future research agenda to further explore the features of discovery-based science experiences for undergraduates. Exploratory questions include:
1. How do we account for individuality and uniqueness of different institutions?
2. How can course-based research experiences best be sustained locally and disseminated more broadly?
3. How can faculty who engage in such efforts be supported? How can they most effectively mentor all students who are involved?
4. How might administrative structures be restructured to best support these efforts?
5. How might external funding opportunities be structured to most effectively support these efforts?
6. What should define “success” in such initiatives and what are the most effective ways to measure success?

Suggested Citation:"Appendix A: Convocation Agenda." National Academies of Sciences, Engineering, and Medicine. 2015. Integrating Discovery-Based Research into the Undergraduate Curriculum: Report of a Convocation. Washington, DC: The National Academies Press. doi: 10.17226/21851.
×

1:45

Lessons Learned, Gaps Remaining
James Gentile, Presiding
- Brief reports from morning working groups
- Comments from invited local undergraduate students
- Comments from organizing committee members
- Comments from sponsors
- Comments from convocation participants (open microphone)

2:45

Next Steps
Sarah Elgin, Presiding
- Timeline for production of report
- Plans for year of communication activities—suggestions for venues solicited
- Issues that the consensus study might consider, urgent questions

3:00

Convocation Adjourns

Suggested Citation:"Appendix A: Convocation Agenda." National Academies of Sciences, Engineering, and Medicine. 2015. Integrating Discovery-Based Research into the Undergraduate Curriculum: Report of a Convocation. Washington, DC: The National Academies Press. doi: 10.17226/21851.
×
Page 95
Suggested Citation:"Appendix A: Convocation Agenda." National Academies of Sciences, Engineering, and Medicine. 2015. Integrating Discovery-Based Research into the Undergraduate Curriculum: Report of a Convocation. Washington, DC: The National Academies Press. doi: 10.17226/21851.
×
Page 96
Suggested Citation:"Appendix A: Convocation Agenda." National Academies of Sciences, Engineering, and Medicine. 2015. Integrating Discovery-Based Research into the Undergraduate Curriculum: Report of a Convocation. Washington, DC: The National Academies Press. doi: 10.17226/21851.
×
Page 97
Suggested Citation:"Appendix A: Convocation Agenda." National Academies of Sciences, Engineering, and Medicine. 2015. Integrating Discovery-Based Research into the Undergraduate Curriculum: Report of a Convocation. Washington, DC: The National Academies Press. doi: 10.17226/21851.
×
Page 98
Suggested Citation:"Appendix A: Convocation Agenda." National Academies of Sciences, Engineering, and Medicine. 2015. Integrating Discovery-Based Research into the Undergraduate Curriculum: Report of a Convocation. Washington, DC: The National Academies Press. doi: 10.17226/21851.
×
Page 99
Suggested Citation:"Appendix A: Convocation Agenda." National Academies of Sciences, Engineering, and Medicine. 2015. Integrating Discovery-Based Research into the Undergraduate Curriculum: Report of a Convocation. Washington, DC: The National Academies Press. doi: 10.17226/21851.
×
Page 100
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Students who participate in scientific research as undergraduates report gaining many benefits from the experience. However, undergraduate research done independently under a faculty member's guidance or as part of an internship, regardless of its individual benefits, is inherently limited in its overall impact. Faculty members and sponsoring companies have limited time and funding to support undergraduate researchers, and most institutions have available (or have allocated) only enough human and financial resources to involve a small fraction of their undergraduates in such experiences.

Many more students can be involved as undergraduate researchers if they do scientific research either collectively or individually as part of a regularly scheduled course. Course-based research experiences have been shown to provide students with many of the same benefits acquired from a mentored summer research experience, assuming that sufficient class time is invested, and several different potential advantages. In order to further explore this issue, the Division on Earth and Life Studies and the Division of Behavioral and Social Sciences and Education organized a convocation meant to examine the efficacy of engaging large numbers of undergraduate students who are enrolled in traditional academic year courses in the life and related sciences in original research, civic engagement around scientific issues, and/or intensive study of research methods and scientific publications at both two- and four-year colleges and universities. Participants explored the benefits and costs of offering students such experiences and the ways that such efforts may both influence and be influenced by issues such as institutional governance, available resources, and professional expectations of faculty. Integrating Discovery-Based Research into the Undergraduate Curriculum summarizes the presentations and discussions from this event.

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