Involving students in undergraduate research and development: two perspectives

Kurland, Morton L.; Rawicz, Harris

doi:10.1109/fie.1995.483207

Cited by 4 publications

(5 citation statements)

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“…For the typology of literature that we offer, and for all discussions of literature, readers are referred to the references given in Table 1. Kremmer and Bringle (1990) (2 ) Kardash (2000) (3 ) Ryder, Leach, and Driver (1999) (4 ) Rauckhorst (2001, July) Evaluation (5 ) Alexander, Foertsch, and Daffinrud (1998, July) (6 ) Nagda et al (1998) (7 ) Foertsch, Alexander, and Penberthy (1997, June) (8 ) Alexander et al (1996, June) (9 ) Fitzsimmons et al (1990, March) Costa (1997) (24 ) Manduca (1997) (25 ) Nikolova (26 ) Nikolova (27 ) Dukes, Kubinec, and Nations (1996) (28 ) Voight (1996 Nov.) (29 ) Weal and Clarke (1996, Aug.) (30 ) Krochalk and Hope (1995) (31 ) Byrd et al (1994) (32 ) Holme (1994) (33 ) Fletcher (1993) (34 ) De La Garza, Anderson, and Lee (1991) (35 ) Sanzone (1977) (36 ) Shellito et al (2001) (37 ) Orthlieb and Fewster (1994) (38 ) Christman (1991) (39 ) Dean (1991) (40 ) Jones (1991) Continued Promotional and discussion articles (41 ) Halstead (1997b) (42 ) Kurland and Rawicz (1995) (43 ) Strassburger (1995) (44 ) Gueldner et al (1993) (45 ) Seago (1992) (46 ) Schamel and Ayres (1992) (47 ) Bunnett (1984) (48 ) Powers and Black (1976) (49 ) Parsons and Bentley (1975) (50 ) Powers and Black (1975) (51 ) Stevens and Reingold (2000) Histories and reviews (52 ) Schulz (1998) (53 ) Halstead (1997a) (54 ) …”

Section: Classification and Utilization Of Literaturementioning

confidence: 99%

Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three‐year study

et al. 2004

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Descriptions of student-identified benefits of undergraduate research experiences are drawn from analysis of 76 first-round student interviews gathered at the end of summer 2000 at four participating liberal arts colleges (Grinnell, Harvey Mudd, Hope, and Wellesley). As part of the interview protocol, students commented on a checklist of possible benefits derived from the literature. They also added gains that were not on this list. Students were overwhelmingly positive: 91% of all statements referenced gains from their experiences. Few negative, ambivalent, or qualified assessments of their research experiences were offered. The benefits described were of seven different kinds. Expressed as percentages of all reported gains, they were personal/professional gains (28%); "thinking and working like a scientist" (28%); gains in various skills (19%); clarification/confirmation of career plans (including graduate school) (12%); enhanced career/graduate school preparation (9%); shifts in attitudes to learning and working as a researcher (4%); and other benefits (1%).

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Section: Classification and Utilization Of Literaturementioning

confidence: 99%

Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three‐year study

et al. 2004

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“…Moving toward achieving this goal, the department has allowed a new option to complete the required Senior Project course. The course is required for the bachelor of computer science which consists of 120-semester credit hours of course and laboratory instruction; the Senior Project is intended to provide an integrated educational experience or capstone [1][2][3][4][5][6][7][8]. Although the course is a one-credit-hour, one semester course, it is in fact a comprehensive course which requires a broad range of skills acquired over the student's course of study.…”

Section: Race and Ethnicitymentioning

confidence: 99%

“…Although the course is a one-credit-hour, one semester course, it is in fact a comprehensive course which requires a broad range of skills acquired over the student's course of study. Many studies have shown the importance of the Design Project in integrating different aspects of their course work [1][2][3][4][5][6][7][8]. The new option allows students, especially females ones, to take advantage of the applied nature of Computer Science which has been utilized in numerous applications such as the Internet, communications, e-commerce business to business and business to customer systems, electronics, and medical devices.…”

Section: Race and Ethnicitymentioning

confidence: 99%

“…The new option allows students, especially females ones, to take advantage of the applied nature of Computer Science which has been utilized in numerous applications such as the Internet, communications, e-commerce business to business and business to customer systems, electronics, and medical devices. Many of these innovative applications have been well studied and documented [4][5][6][7]. The dimension we strived to strengthen with respect to this regard is related to selection of topics, previously unexplored or minimally explored, by females that can benefit them beyond computer science.…”

Section: Race and Ethnicitymentioning

confidence: 99%

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Women Centric Senior Projects For Females In The Computational Sciences Fields

Quweider¹,

Iglesias²,

Vega³

2010 Annual Conference &Amp; Exposition Proceedings

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This paper presents a novel and creative approach to teaching a Senior Project course in Computer Science in a way that allows women to educate themselves about health, politics, and other social and well-being issues while at the same time fulfilling the computational, mathematical, and scientific requirements of the course. The Senior Project is a capstone project where students integrate their scientific as well as their software design and implementation knowledge to a real-world problem. As our institution is a minority serving one, we have strived to attract female students to the science, technology, engineering, or mathematics (STEM) fields through different means including active recruitment, mentorship programs, scholarships, and internships, just to name few. Our latest effort, reported in this paper, is to allow female students to select an area of great impact on their health and/or social well-being, and to investigate it in depth through their senior projects. The approach is called Collaborative Computer Science Women-Centric Senior Projects (CCS-WC-SP). Our goal is to eventually incorporate input from all major departments and schools of the university (University of Texas and Texas Southmost College (UTB/TSC)), thus allowing women in particular to design and implement early in their careers projects that could involve not only computational aspects but also health, medicine, psychology, sports, and politics, among many other subjects.

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“…disciplines to bring about software that is of benefit to all stakeholders and users. This sentiment has been echoed by the leaders of the industry including Microsoft, the NSF, and the ACM society [1][2][3][4][5].…”

Section: Introductionmentioning

confidence: 99%

Computational Data Mining For Feature Extraction In Health Informatics

Quweider

Pérez

Oropeza

et al.

2009 Annual Conference &Amp; Exposition Proceedings

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He received his Ph.D. in Engineering Science and an M.S. in Applied Mathematics, M.S. in Engineering Science, and M.S. in Biomedical Engineering all from the University of Toledo, Ohio. After graduation, he worked at several places including Pixera, a digital multimedia processing company in Cupertino, CA, and 3COM, a networking and communication company in Schaumberg, IL. He joined the UTB/TSC in 2000. His areas of interest include Imaging, Visualization and Animation, Web Design and Graphics.

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Involving students in undergraduate research and development: two perspectives

Cited by 4 publications

References 0 publications

Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three‐year study

Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three‐year study

Women Centric Senior Projects For Females In The Computational Sciences Fields

Computational Data Mining For Feature Extraction In Health Informatics

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