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5 Rewards and Challenges of Scaling Up
Pages 45-58

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From page 45...
... In particular, they focused on opportunities for beginning students, the question of whether research-based courses should be optional or generally required, how to maintain mentorship in a large program, using course-based research to help freshmen adapt to active learning, and the question of scale-up in the context of college's or university's objectives as a whole. Increasing Diversity and Access through Scale-Up "When students show up at college, some students know that research exists, some students don't; some students know how to get into research, some students don't: some students have confidence to apply, some students don't; some students have the time in a semester or two to volunteer before they can get access to these experiences, some students don't," said Sara Brownell, assistant professor in the School of Life Sciences at Arizona State University.
From page 46...
... It can allow crucial pieces of human history to be documented before they are lost forever. Through a program at Mesa Community College in Arizona, students are using RASI to help answer a fundamental question: which rock art panels are in greatest danger of being eroded away?
From page 47...
... Students were able to work with five graduate students, an Arizona state climatologist, and seven park rangers in their research. Five of the students co-published articles, and two presented their findings nationally.
From page 48...
... Scaling Up in Beginning Chemistry Courses Scaling up has also been a major concern of the Center for Authentic Science Practice in Education (CASPiE) , which has been supported through the Chemistry Division of the National Science Foundation.18 To involve much larger numbers of first- and second-year students in research, CASPiE has experimented with the idea of undergraduate research centers.
From page 49...
... The biology department is the largest of the five science departments, with 400 majors. In 2010 the department began a curriculum revision designed to expose students underrepresented in STEM fields to authentic research experiences as part of an effort to improve STEM retention rates.
From page 50...
... The CASPiE model has required one-on-one guidance to help faculty turn their ongoing research projects into researchable modules for the classroom. In addition, faculty members and teaching assistants have needed professional development sessions to help them understand the different roles they are expected to play with students.
From page 51...
... "Before they even walk onto campus, we're talking to them as if they are emerging professional biologists, and we treat them as colleagues," said Wright. During their first year, students work collectively on a project called Biology Saves the World.
From page 52...
... The goals of the program are to:  Engage large numbers of students in authentic and publishable research  Engage students in research early to attract and retain them in science  Improve undergraduate academic success, scientific literacy, and critical thinking skills  Create an environment in which the effects of research training can be assessed  Bridge the gap between education and research by using research as a vehicle for teaching  Drive curriculum reform at the college and university levels  Enhance collaborations that promote education through undergraduate research The three-semester program provides integrated coursework and laboratory research in newly renovated, dedicated research labs. After training in research methods and lab techniques, students choose one of many research streams, each if which draws from a faculty member's body of work.
From page 53...
... a In personal communication with Dr. Simmons, she indicated that the FRI has attempted to measure gains in academic success, scientific literacy, and critical thinking skills, but has not been able to develop assessments to do so successfully to date.
From page 54...
... The student experiences change the relationship the students have with learning and pay dividends not only for the students but for faculty members as well. "Universities are having to operate Economic Pressures on New Models with an income that is less than what it Universities are facing a variety of economic actually costs to run the institution, pressures that inevitably influence the resources available and that's true for both state and for to undertake and scale up new initiatives, including private institutions." course-based research, observed George Langford, -- George Langford, Syracuse Distinguished Professor of Neuroscience and Professor of University Biology and former Dean of Arts and Sciences at Syracuse University.
From page 55...
... Governing boards and legislators also have been asking institutions to look for efficiencies by using a variety of mechanisms such as online learning activities or virtual labs, or by sharing prominent faculty members across campuses through electronic means.
From page 56...
... One-time costs include things like space renovation, equipment, faculty release time to design the new courses, and faculty professional development to assist in the process. Ongoing costs include supplies and personnel, whether instructors, staff, or teaching assistants.
From page 57...
... Students also reported (in surveys) a variety of additional benefits from CCURI participation, including increased confidence in laboratory skills, increased job opportunities, increased scholarship support, an increased desire to take more science courses, an increased desire to transfer to a science program at a four-year college, and an increased interest in pursuing science after college (Figure A)
From page 58...
... Thus, the only lab courses offered by the Department of Biology are the two required introductory labs, in which students are introduced to research; upper-level students have many opportunities to work directly in research labs. The issue also hinges on the expectations an institution holds for faculty members, several panel members said.


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