Cross-Discipline Perceptions of the Undergraduate Research Experience

Craney, Chris L.; McKay, Tara; Mazzeo, April; Morris, Janet; Prigodich, Cheryl; Groot, Robert D.

doi:10.1080/00221546.2011.11779086

Cited by 69 publications

(91 citation statements)

References 19 publications

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“…Craney, McKay, Mazzeo, Morris, Prigodich, and De Groot (2009) found undergraduate students who participated in undergraduate research were more likely to graduate with a 98.5% graduation rate versus the average graduation rate of 82%. Interestingly, GPA was not a factor, with a range from 2.26 to 4.0.…”

Section: Undergraduate Research At Higher Education Institutionsmentioning

confidence: 99%

“…Interestingly, GPA was not a factor, with a range from 2.26 to 4.0. Craney et al (2009) found undergraduate researchers earned more national awards with "(61%) of the college's students receiving competitive national awards" (p. 108). Undergraduate research experiences have the potential to transform undergraduate motivation for learning research, thus generating improved self-efficacy with research methodology.…”

Section: Undergraduate Research At Higher Education Institutionsmentioning

confidence: 99%

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Professionalization of Teaching in America: Two Case Studies Using Educational Research Experiences to Explore the Perceptions of Pre-Service Teachers/Researchers

Gentry¹,

Baker²,

Lamb³

et al. 2016

AIJ

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Section: Undergraduate Research At Higher Education Institutionsmentioning

confidence: 99%

Section: Undergraduate Research At Higher Education Institutionsmentioning

confidence: 99%

Professionalization of Teaching in America: Two Case Studies Using Educational Research Experiences to Explore the Perceptions of Pre-Service Teachers/Researchers

Gentry¹,

Baker²,

Lamb³

et al. 2016

AIJ

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“…Suggestions for adjusting faculty workloads are offered. My hope is to (1) provide educators with a ready-made program; (2) demonstrate its feasibility to faculty and its value to students, faculty, and community; and (3) encourage departments to use the tools presented or design their own using these as a template.The value of undergraduate training in, and the conduct of, research has been reported by many educators, for many disciplines (Madan and Teitge 2013 for a review of particular disciplines; see also Russell et al 2007; Kuh 2008;Lopatto 2010a;Craney et al 2011). Benefits fall within the areas of personal and scholarly growth and career guidance.…”

mentioning

confidence: 99%

“…The value of undergraduate training in, and the conduct of, research has been reported by many educators, for many disciplines (Madan and Teitge 2013 for a review of particular disciplines; see also Russell et al 2007;Kuh 2008;Lopatto 2010a;Craney et al 2011). Benefits fall within the areas of personal and scholarly growth and career guidance.…”

mentioning

confidence: 99%

Embedding Undergraduate Research in an Anthropology Curriculum

Welker¹

2016

CUR Quarterly

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We strive to provide our students with applied and transformational experiences to strengthen and crystallize the coursework within our disciplines and prepare students to conduct research in their later undergraduate years, graduate school, and careers. One of our greatest challenges as educators is training students to conduct research within the constraints of college and department-level requirements and subject to faculty teaching loads and the need for faculty buy-in. I have designed a system for embedding high-impact educational practices and transformational experiences in a stepwise process throughout an undergraduate anthropology curriculum. I support using community-based projects as the vehicle for training students to design and carry out collaborative research, after which they can mentor other students to further refine their training and/or take an upperlevel course that results in a proposal for a capstone research project. Materials for four courses are included, along with assessment tools for measuring student mastery/growth/development. The courses involved are a research design seminar, a methods seminar, a research proposal course, and a seminar on mentoring research design or methods. Suggestions for adjusting faculty workloads are offered. My hope is to (1) provide educators with a ready-made program; (2) demonstrate its feasibility to faculty and its value to students, faculty, and community; and (3) encourage departments to use the tools presented or design their own using these as a template.The value of undergraduate training in, and the conduct of, research has been reported by many educators, for many disciplines (Madan and Teitge 2013 for a review of particular disciplines; see also Russell et al. 2007; Kuh 2008;Lopatto 2010a;Craney et al. 2011). Benefits fall within the areas of personal and scholarly growth and career guidance. In terms of personal development, students report or demonstrate increased self-confidence, independence, creativity, discipline, cognitive development (e.g., analytical and synthetic skills), and feelings of accomplishment (Russell et al. 2007; Lopatto 2008Lopatto , 2010bWayment and Dickson 2008).Besides the obvious development of research skills (formulating research questions, conducting a literature review, designing a project and research methods, collecting and analyzing data, and reporting of results), students benefit scholastically in other direct and indirect ways. Applied and research experience help to crystallize what students learn in the foundational courses within their major, via "reallife" experience (https://www.utexas.edu/ugs/our/conduct/ models). As Madan and Teitge (2013, 1) state, "…only after forming one's own hypotheses does one truly understand the nuances of research designs and better conceptualize course material." Students begin to think like scientists, and the more they participate in research design, the better they become at tailoring methods to answer proposed questions (Russell et al. 2007; Lopatto 2008;Madan a...

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“…Brewer and Smith 2011;Kenny et al 2001). Additionally, students who engage in undergraduate research activities pursue graduate education and additional research at higher rates (Hathaway et al 2002;Lopatto 2003;Russell et al 2007); demonstrate higher retention rates (Nagda et al 1998;Schneider et al 2015); increase academic achievement and graduation rates (Bauer and Bennett 2003;Craney et al 2011); and develop fundamental critical-thinking skills (Hunter et al 2006;Kardash 2000;Lopatto 2007;Schneider et al 2015).…”

mentioning

confidence: 99%

A Centralized Undergraduate Research Database: Collaboration Between Institutional Research and University-wide Research Programs

Schneider¹,

Sullivan²,

Collado³

2016

CUR Quarterly

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Universities, particularly large ones, struggle to capture undergraduate research activity and impact. It requires a strong campus collaborative environment to track, map, and assess student involvement in undergraduate research. The University of Central Florida (UCF) Office of Undergraduate Research partnered with the Office of Institutional Knowledge Management (the institutional research unit that provides information to facilitate and enhance decision making, strategic planning, and assessment) to develop a "data mart" to track and map undergraduate researchers. The goal is not only to understand the number of students involved but also to understand the impact the various types of experiences are having on students. UCF is a large research-intensive university, and this was the first attempt to characterize student involvement. One of the many strengths of this work is that the characteristics of the student researchers can be compared to the undergraduate population, an aid to strategic planning. This article will review the collaboration, including how it was developed, how it is maintained, and its future directions.

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Cross-Discipline Perceptions of the Undergraduate Research Experience

Cited by 69 publications

References 19 publications

Professionalization of Teaching in America: Two Case Studies Using Educational Research Experiences to Explore the Perceptions of Pre-Service Teachers/Researchers

Professionalization of Teaching in America: Two Case Studies Using Educational Research Experiences to Explore the Perceptions of Pre-Service Teachers/Researchers

Embedding Undergraduate Research in an Anthropology Curriculum

A Centralized Undergraduate Research Database: Collaboration Between Institutional Research and University-wide Research Programs

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