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There are many ongoing efforts to improve undergraduate science, technology, engineering, and mathematics (STEM) education that focus on increasing the active engagement of students and decreasing traditional lecture-based teaching, and UREs have been proposed as a solution to these efforts and may be a key strategy for broadening participation in STEM. In light of the proposals questions have been asked about what is known about student participation in UREs, best practices in UREs design, and evidence of beneficial outcomes from UREs.\n\nUndergraduate Research Experiences for STEM Students provides a comprehensive overview of and insights about the current and rapidly evolving types of UREs, in an effort to improve understanding of the complexity of UREs in terms of their content, their surrounding context, the diversity of the student participants, and the opportunities for learning provided by a research experience. This study analyzes UREs by considering them as part of a learning system that is shaped by forces related to national policy, institutional leadership, and departmental culture, as well as by the interactions among faculty, other mentors, and students. 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National Academies of Sciences, Engineering, and Medicine; Division of Behavioral and Social Sciences and Education; Division on Earth and Life Studies; Board on Science Education; Board on Life Sciences; Committee on Strengthening Research Experiences for Undergraduate STEM Students; James Gentile, Kerry Brenner, and Amy Stephens, Editors

\n
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2022 - Institution-Wide Analysis of Academic Outcomes Ass.pdf", "md5": "67be32f0ffd09155709de84312e0b3b5", "mtime": 1655501462000, "tags": [], "relations": {}, "dateAdded": "2022-06-17T21:31:02Z", "dateModified": "2022-06-17T21:31:02Z" } }, { "key": "49MS66GB", "version": 901, "library": { "type": "group", "id": 94170, "name": "Course-based Undergraduate Research Experiences", "links": { "alternate": { "href": "https://www.zotero.org/groups/course-based_undergraduate_research_experiences", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/94170/items/49MS66GB", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/course-based_undergraduate_research_experiences/items/49MS66GB", "type": "text/html" } }, "meta": { "createdByUser": { "id": 42204, "username": "usherbm", "name": "Bethany Usher", "links": { "alternate": { "href": "https://www.zotero.org/usherbm", "type": "text/html" } } }, "creatorSummary": "Battaglia et al.", "parsedDate": "2022", "numChildren": 1 }, "data": { "key": "49MS66GB", "version": 901, "itemType": "journalArticle", "title": "Institution-Wide Analysis of Academic Outcomes Associated with Participation in UGR: Comparison of Different Research Modalities at a Hispanic-Serving Institution", "creators": [ { "creatorType": "author", "firstName": "Samantha Jude", "lastName": "Battaglia" }, { "creatorType": "author", "firstName": "Lourdes E.", "lastName": "Echegoyen" }, { "creatorType": "author", "firstName": "Laura A.", "lastName": "Diaz-Martinez" } ], "abstractNote": "Most studies on the benefits of participation in undergraduate research (UGR) use data from student participants in undergraduate research programs (URPs), which offer a limited number of positions. In reality, however, the majority of UGR students participate in undergraduate research not in programs (URNPs). The authors conducted an institution-wide study at a Hispanic-serving institution to examine the relationship between academic success and participation in these two UGR modalities. Although there were some differences between URPs and URNPs, participation in research at this institution was largely equitable and inclusive, with UGR demographics that reflected those of the institution, and it was positively associated with increased benefits along multiple academic metrics, regardless of UGR modality. Importantly, these increases were observed for both first time in college and transfer students.", "publicationTitle": "Scholarship and Practice of Undergraduate Research", "publisher": "", "place": "", "date": "Spring 2022", "volume": "5", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "8-24", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "https://doi.org/10.18833/spur/5/3/9", "citationKey": "", "url": "https://www.proquest.com/docview/2651851554/abstract/44A91E39C3C04BADPQ/1", "accessDate": "2022-06-17T21:30:56Z", "PMID": "", "PMCID": "", "ISSN": "2476101X", "archive": "", "archiveLocation": "", "shortTitle": "Institution-Wide Analysis of Academic Outcomes Associated with Participation in UGR", "language": "English", "libraryCatalog": "ProQuest", "callNumber": "", "rights": "Copyright Council on Undergraduate Research Spring 2022", "extra": "Num Pages: 8-24\nPlace: Washington, United States\nPublisher: Council on Undergraduate Research\nSection: ASSESSMENT", "tags": [ { "tag": "Academic achievement", "type": 1 }, { "tag": "Apprenticeship", "type": 1 }, { "tag": "Continuing education", "type": 1 }, { "tag": "Education--Higher Education", "type": 1 }, { "tag": "Enrollments", "type": 1 }, { "tag": "Graduation rate", "type": 1 }, { "tag": "Hispanic Americans", "type": 1 }, { "tag": "Hispanic serving institutions", "type": 1 }, { "tag": "Participation", "type": 1 }, { "tag": "Professional development", "type": 1 }, { "tag": "Research", "type": 1 }, { "tag": "STEM education", "type": 1 }, { "tag": "Student retention", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2022-06-17T21:30:56Z", "dateModified": "2022-06-17T21:30:56Z" } }, { "key": "EKCFVM9W", "version": 900, "library": { "type": "group", "id": 94170, "name": "Course-based Undergraduate Research Experiences", "links": { "alternate": { "href": "https://www.zotero.org/groups/course-based_undergraduate_research_experiences", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/94170/items/EKCFVM9W", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/course-based_undergraduate_research_experiences/items/EKCFVM9W", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/94170/items/XC9S55LF", "type": "application/json" } }, "meta": { "createdByUser": { "id": 42204, "username": "usherbm", "name": "Bethany Usher", "links": { "alternate": { "href": "https://www.zotero.org/usherbm", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "EKCFVM9W", "version": 900, "parentItem": "XC9S55LF", "itemType": "note", "note": "

Includes bibliographical references and index.

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However, certain skills and a base level understanding of research and inquiry processes are needed for students to succeed in these experiences. Through the Students as Scholars program at George Mason University, faculty are supported to redevelop course curricula to intentionally incorporate inquiry-based learning objectives and activities to teach research skills. Soil Science, a major's course, was redesigned to include \"Scholarly Inquiry\" outcomes: articulating a scholarly question; engaging in active inquiry-based learning; gathering applicable evidence; and using appropriate conventions when reporting results. The course partners with Environmental Studies on the Piedmont (ES), a local field station, in a service-learning project that addresses ES needs. Students work in self-selected teams to identify a soil-related project such as identifying the best site to build a salamander pond habitat, a vegetable/crop plot, or a wetlands area. Teams remotely investigate what soils, topography, etc. are needed to create the projects and then collect data at ES using an auger and soil analysis protocols. The teams then synthesize their results into a formal written report that they also present orally to the Director of ES. These reports are kept and used at the field station. Students reported that the course has helped (very much/quite a bit) in understanding current issues in soil science, the research process, and collecting appropriate evidence for a research project. They have learned skills that are appropriate to their career goals and feel better able to work with others and contribute to their field, all while retaining a curious attitude. All 11 respondents (16 in the class) reported that the research project was the most valuable and enjoyable course experience. While students had positive experiences in the course, and 5 state that they want to go to graduate school, 7 of 11 respondents were not motivated or unsure if they wanted to do further independent research as an undergraduate. 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United States

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Development of the instrument is discussed, as well as the methods used to achieve construct validity. Results are compared from 2013-2016 student participation in the individually mentored Undergraduate Research Scholars Program (URSP) and Mason's Research- and Scholarship-Intensive (RS) courses, which are capstone-style research courses for seniors. Both groups reported highly positive attitudes and experiences overall, yet an independent samples Mann-Whitney U test revealed that URSP students reported significantly more positive attitudes about doing research, and more personal and professional development at the end of their experience. URSP students reported dramatically higher rates of learning on several inquiry outcomes. 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These three adaptations are examples of numerous emerging models that modify RSD terminology and shape, within its broad parameters, and are introduced in this issue as the Models of Engaged Learning and Teaching (MELT).", "publicationTitle": "Journal of University Teaching & Learning Practice", "publisher": "", "place": "", "date": "2018-12", "volume": "15", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "1-14", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://mutex.gmu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=133174811&site=ehost-live", "accessDate": "2022-06-17T21:04:37Z", "PMID": "", "PMCID": "", "ISSN": "14499789", "archive": "", "archiveLocation": "", "shortTitle": "Research skill development spanning higher education", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "Publisher: University of Wollongong", 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