Integrating Discovery-Based Research into the Undergraduate Curriculum Report of a Convocation (2015) / Chapter Skim
Currently Skimming:
7 Observations from Convocation Participants
7 Observations from Convocation Participants
Pages 69-84
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 69... ...
Different types of institutions can learn much from each other about course-based research by sharing lessons learned, participating in discussions, and engaging in collaborations and partnerships. If faculty are evaluated and rewarded based only on traditional teaching approaches (as tends to be the case when there is primary or exclusive reliance on student evaluations to measure teaching effectiveness)
|
From page 70... ...
And the opportunity to interact with peer mentors is appealing, they said, since peers can act as role models and guides for overcoming both academic and social barriers. One of the students noted that STEM classes traditionally have sought to "weed out" students whom instructors deemed not capable of STEM careers, while course-based research classes sought instead to build students' confidence and ability to collaborate with others in doing science.
|
From page 71... ...
Thus some extra effort is needed on the part of the faculty to make students aware of the value of a research experience. Students need to feel that doing coursebased research matters, not just for the research projects on which they are working, but also for their own futures.
|
From page 72... ...
A powerful recruitment strategy can be to use upper class undergraduates, students who previously participated in the research class and enjoyed it, as teaching assistants in these classes, providing stipends or course credits for the teaching assistants (TAs) .30 Assuming that they are not involved in grading, TAs can act as peer mentors, which can attract students to a class.
|
From page 73... ...
report. Institutional Support for Course-Based Research A point made by many convocation participants during the discussion sessions is that successful course-based research programs at many institutions have been characterized by strong administrative support, which has created stability and sustainability for these programs.
|
From page 74... ...
One issue that came up during the discussion sessions is the time needed for the instructors of course-based research experiences to convert data into papers, time that can be especially difficult to find if their primary responsibilities are in teaching. A research course may not be focused directly on a faculty member's research interests; and/or the faculty member may not be provided with any of the resources required for research, or rewarded for the production of a publication that includes student work (many four-year institutions)
|
From page 75... ...
As a specific example, majority-serving institutions can learn much more about attracting and retaining students who are underrepresented in STEM fields by talking with minority-serving institutions, one participant pointed out. Another pointed to the potential for partnerships between small liberal arts colleges or community colleges and local universities that have more research infrastructure.
|
From page 76... ...
Another participant pointed out that a significant student group at many community colleges is veterans, who bring with them particular skills that can be useful in research, along with particular, specialized needs. Professional Development of Faculty Members, Other Instructors and Mentors Many faculty members, teaching assistants, and peer mentors need initial professional development and ongoing assistance to teach research-based courses, participants observed.
|
From page 77... ...
Several representatives of professional societies present at the convocation noted that their organizations can provide help with faculty mentoring and have supportive resources that can be accessed. In addition, one participant pointed to the National Research Mentoring Network headquartered at Boston College and directed by David Burgess as a valuable resource.33 Two committee members (Gita Bangera and Mary Smith)
|
From page 78... ...
Convocation participants discussed the creation of a "matrix of success" that would define and make possible the measurement of desired outcomes. A multi-scale system operating at different levels would seem to be necessary to capture the many aspects of success sought in course-based research.
|
From page 79... ...
Metacognition can help students develop personally relevant pedagogical content knowledge, analogous to the pedagogical content knowledge available to effective teachers. Metacognition also can be defined along many other dimensions (for more perspective see papers in Hartman, 2001)
|
From page 80... ...
.38 Bio-Link, an Advanced Technological Education Center that is supported by the NSF, provides resources for identifying community college partners in Biology and Biotechnology who are doing or would be interested in undergraduate research.39 However, as one participant noted, a program has to work at the institution where it is being implemented, not just at the institution where it was originally developed. Adaptation is not a trivial process, but can be facilitated by workshops created by a central core institution (see Boxes 3-1 and 3-3)
|
From page 81... ...
This is likely to be particularly true for work at community colleges. A participant noted that professional societies also might help disseminate information about course-based research informally, for example through blogs and newsletters and through sessions devoted to this topic at regional and national meetings.
|
From page 82... ...
In those cases, computer science needs to be built into STEM departmental offerings to enable students to learn fundamental computing concepts in the context of their discipline. A related point involves the need to align course-based research with independent undergraduate research experiences.
|
From page 83... ...
OBSERVATIONS FROM CONVOCATION PARTICIPANTS 83 Finally, Wessler pointed out that all faculty, regardless of rank or institution type, have many reasons to join in this work. The students in their universities "are our future," she said.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.