using undergraduate research for institutional transformation margaret e. madden, ph. d. aascu...
Post on 17-Dec-2015
215 Views
Preview:
TRANSCRIPT
Using Undergraduate Research for Institutional Transformation
Margaret E. Madden, Ph. D. AASCU
February 2012
INSTITUTIONAL CONTEXT Handcrafted education
Small college with focus on liberal arts
Three schools Crane School of Music and Education & Professional Studies
have strong identities;
School of Arts & Sciences has less strong identity (though there are many strong programs )
2
Heavy teaching load
Limited support for research and faculty development
Title III – first generation college students, 40% from northern New York (low income, rural)
3
ARGUMENT FOR UNDERGRADUATE RESEARCH
Research is essential in college education
o collect and interpret new information,
o engage in problem-solving exercises or
o practice thinking critically in research related
activities (Johnson, 1993)
4
Undergraduate students learn when actively
engaged in process
oable to see the connection between
classroom learning and application
oable to apply knowledge to address broader
societal concerns
o (Astin, 1985; Bonwell & Eison, 1991; Cross, 1987; Morgan, 1991)
5
Research focuses on process of discipline in addition to
content
o introduces critical thinking, problem-solving, and
specific research skills
o Infusing early in the curriculum essential to cultivate
skills and motivate students do substantial
independent projects as juniors and seniorso (Halaby, 2001; Hoopes, 1993; Hunter, Laursen, & Seymour, 2007; Willison & O’Regan,
2007).
6
Benefits include specific instrumental skills, critical
thinking skills, organization and presentation to
peers
(Bloom, 1956; Angelotti et al., 2001; Halaby, 2001)
Research skills important for all disciplines
o Inquiry-based learning and education action
research important for teacher candidate
o (National Research Council, 2000; Booth, 2001; Garrett, 2006; Waite & Davis, 2006)7
Undergraduate research is the highest form of
inquiry-based learning.
Encourages group activity
Enhances interest in learning
develops critical thinking skills through
problem-based learning
(Arámbula-Greenfield, 1996; Currie, 1999).
8
Skills learned in conducting research springboard to more professional careers and
graduate study
o Summer science research participants reported both personal and professional
gains:
“thinking and working like a scientist”
clarification of career plans and graduate school
preparation for careers or graduate work
faculty also observed socialization into professional practices of science
(Currie, 1999; Hartmann, 1990; Hunter, Laursen, & Seymour, 2007)
9
Employers also continue to look for prospective
employees who have the skills to work in groups
In one study of wildlife management students,
those who did undergraduate research obtained
employment more often and more quickly than
the others (Blignauta et al., 1998; Cohen, 1994; Kinkel & Henke, 2006)
10
Students who participate in summer research also show
more general improved academic performance such as
higher grades in semesters following their research
participation
higher scores on standardized tests
improvement in quality of written work, evaluated by rubrics
measuring critical thinking, integration of knowledge and
writing skill
more frequently completing a B.S. rather than a B.A.
faster degree completion (Brakke & Crowe, 2008; Brown & Yrekli, 2007; Kinkel & Henke, 2006).
11
Undergraduate research especially effective for
improving academic performance and retention of
underrepresented students in sciences
o including African Americans
o first generation
o Women
o Hispanic students o (Barlow & Vallarejo, 2004; Brakke & Crowe, 2008; Campbell & Skoog, 2004; Ishiyama, 2007; Merisotis &
Kee, 2006)
12
Comparing African American and white students with
similar socioeconomic characteristics in a McNair
program, Ishiyama reported similar benefits from
participation in undergraduate research, but also that
African American students were more likely to mention
“clarification of career path” and being transformed
psychologically from the beginning to end of program
than white students. 13
Retention efforts enhanced by
o fostering mentor/apprentice relationships
actively engage students in subject
help build self-confidence
o African American valued personal concern in mentors more than
their white counterparts, implying the supportive relationship was
especially important to them
o Individualized instruction permits tailoring projects and tasks to
suit individual learning style preferences
o (Dean, 1986; Ishiyama, 2007; Woeste & Barham, 2007)
14
Professional organizations emphasize creation of new
knowledge through undergraduate research
o includes ability of students to better identify questions
with scientific ideas and concepts
o (Arámbula-Greenfield, 1996; Mander, 1988; Vanchieri, 1988)
15
Faculty benefit from undergraduate research
o release time or instructional credit for undergraduate research
activities as facilitators or mentors.
o increases research productivity of faculty
o enhances the likelihood of obtaining tenure and promotion
o (Baugh, 1983; Denning, 1993; Gonzalez, 2001)
Faculty perceptions of student abilities were raised after they
mentored students in mathematics research, as well, suggesting that
they may then encourage students to meet higher expectations
(Brown & Yurekli, 2007)
16
Many reports of curricular transformation after a department or entire college
systematically undertook infusion of research through the curriculum o (Hu, Kuh, & Gayles, 2007; Malachowski, 2003; Kierniesky, 2005; Kight, Gaynor, & Adams, 2006).
Many written descriptions of structures to promote undergraduate research are available in
diverse specific disciplines, including:
l physical sciences l biology l mathematics
l psychology l humanities
(Brown & Yurekli 2007; Coker & Davies 2006; Grobman, 2007; Hunter, Laursen & Seymour, 2007; Kierniesky, 2005; Mabrouk, McIntyre, Virrankoski,
Jeliffe, 2007; Malachowski, 2003; Wittner, 2007)
17
THE PROGRAM
Personnel
Dr. Gerald Ratliff, Project Director and
Associate VP for Academic Affairs
Dr. Carleen Graham, Director of Center for Undergraduate Research and Crane School of
Music Opera Director
18
YEAR ONE
got organized form advisory board defined research hire center director began to educate faculty
19
20
Year 1 (2008-2009)Number of participants
Departments represented
Faculty Student Travel 6 GeologySociologyBiologyAnthropologyTheatreChemistry
Faculty Individual Curriculum Grant
5(4 courses)
PhysicsComputer ScienceMusic (performance)English (writing)
Department Curriculum Grant
2 ChemistryMusic Theory
CENTER FOR UNDERGRADUATE RESEARCH
http://www.potsdam.edu/academics/specialprograms/cur/index.cfm
21
ENDOWED PROGRAMS
The Fredrick B. Kilmer Undergraduate Research Apprenticeships
o supports student-faculty collaborative projects during the academic year
o a small number of students during the summer.
The Ram Chugh North Country Public Service and Research Award
o Presented at the annual SUNY Potsdam Learning & Research Fair
o For research on a social, political, environmental or scientific issue relevant to the North Country region of New York State.
The Frederick B. Kilmer Fund
o Awards at annual SUNY Potsdam Learning & Research Fair.
23
26
Year 2 (2009-2010)
Number of participants
Departments represented
Faculty Student Travel 7 Chemistry (3)GeologyMusicBiochemistrySociology
Faculty Individual Curriculum Grant
8 Educational technologyMusic EducationEnglish (literature)MathematicsPoliticsMusic (2)Geology
27
Year 2 (2009-2010)
Number of participants Departments represented
Department Curriculum Grant
3 EnglishBiologyModern Languages
Professional Development travel
3 Modern LanguagesCommunicationBusiness Administration
Teams to Conferences 3 AAC&UEvergreen Conference NCUR
Workshops on campus 2 Grant Writing Curriculum development
YEAR THREE
•Center refined its procedures
•Began creating a series of workshops for students and faculty
28
29
Year 3 (2010-2011)
Number of participants Departments represented
Faculty Student Travel 6 Community HealthMusic Education (2)Music PerformanceArcheologyComputer Science
Faculty Individual Curriculum Grant
11 Music theoryHistory Music EducationPoliticsPhysicsEnglish (writing)Modern Languages (2)EconomicsCommunicationArt
30
Year 3 (2010-2011)
Number of participants
Departments represented
Department Curriculum Grant
2 Political Science Women & Gender Studies
Professional Development travel
14 HistoryEducation technology (2)DanceEnglish (literature) (2)Music Performance (2)BiologySociologyAnthropology (2)English (writing) (2)
31
Year 3 (2010-2011)
Number of participants
Departments represented
Teams to Conferences 4 School Within School (Peabody)AAC&UNortheast Writing Centers AssnNCUR (29 student presented)
Workshops on campus 4 Grant Writing (2)Curriculum Development (2)
CENTER FOR UNDERGRADUATE EDUCATION WORKSHOPS SPRING 2012Is that Plagiarism? A Student's Guide to Sources, Citation and
Honor in WritingEthics and Undergraduate Research: A Faculty Panel Discussion Efficient Online ResearchCreating Your Research PosterPresenting Your Research in a Professional Manner - Oral PresentationsSubmitting a Successful Kilmer Undergraduate Research ApplicationApril 16 - 20 is National Undergraduate Research Week!
Annual Learning & Research Fair
32
YEAR FOUR•In Progress •Focus on learning communities•First-Year Interest Groups (Learning Communities)•General Education•Upper division•6 guest speakers•3 guest authors
33
YEAR FIVE PLANS
•Continued focus on learning communities
•Plans to sustain
•Sustaining the work
•Endowments
34
BENCHMARK AND ASSESSMENT MEASURES
•5-year targets monitored annually
•NSSE
•Numbers of participants
35
36
Objective Baseline 2007
2010 2011 Goal Spring ‘13
Increase seniors reporting participation in research with faculty as measured by NSSE.(Q 7d)
24% 37% have done or plan to
37% have done or plan to
40%
Increase student level of academic challenge from as measured by NSSE. (Benchmark Score)
57% 57.7 % 59.3 % 62%
Increase student report of student-faculty interaction outside the classroom as measured by NSSE. (Q 1s)
49% 52 % (Sometimes, often, very often)
63 % 55%
Increase students applying for research funds.
6 69 + 116 Kilmer awards since spring 2009 (duplicated)
30
ADDITIONAL MEASURES
•Increase number of second-year courses with hands-on research component
•Increase number of courses incorporating significant independent faculty/student research project
•Increase the number of faculty in the School of Arts and Sciences who are engaged in undergraduate student research
37
38
Participation Goals Year 3 goal To date (2.5 years )
Individual Curriculum grant 36 36
Department curriculum grant 9 7
Attendance at professional meetings
30 26
Students funded 30 69
Goal for year
So far this year
Faculty development and curriculum
50 27
REFERENCES
Angelotti, M. Cappella, D. and Kelly, P.P. 2001. “Pre-service teacher research: how viable is it?” English Education. 34:79-84.
Arámbula-Greenfield, T. 1996. “Implementing problem-based learning in a college science class.” Journal of College Science Teaching. 26: 26-30.
Astin. A.W. 1985. Achieving Educational Excellence. Jossey-Bass San Francisco.
Barlow, A.E.L.; Villarejo, M. 2004. “Making a difference for minorities: Evaluation of an educational enrichment program.” Journal of Research in Science Teaching. 41:861-881.
Baugh, C.M. 1983 “Faculty and student research in the basic sciences.” Journal of the Medical Association of the State of Alabama. 52:34-37.
39
Blignauta, R.J. and Venterb I.M. 1998. “Teamwork: can it equip university science students with more than rigid subject knowledge?” Computers & Education 31: 265-279.
Bloom, B.S. (Ed.) 1956. “Taxonomy of educational objectives: The classification of educational goals: Handbook I, cognitive domain.” New York. Toronto: Longmans, Green.
Bonwell, C.C. and J.A. Eison. 1991. “Active Learning: Creating Excitement in the Classroom.” ASHE – ERIC Higher Education Reports 1: 1-104.
Booth, G. 2001. “Is inquiry the answer?” The Science Teacher 68:57-9.
Brakke, D. and Crowe, M. 2008. “Outcomes for student learning from undergraduate research experiences.” Paper presented at the annual meeting of the American Association of Colleges and Universities, Washington DC.
40
Brown, D. and Yurelki, O. 2007. “Undergraduate research in mathematics as a curricular option.” International Journal of Mathematical Education in Science and Technology. 38:571-580. .
Campbell, A. and Skoog, G. 2004. “Preparing undergraduate women for science careers: Facilitating success in professional research.” Journal of College Science Teaching, 33:24-26.
Cohen, E. G., 1994. “Restructuring the classroom: conditions for productive small groups.” Review of Educational Research 64(1):1-35.
Coker, J.S. and Davies, E. 2006. “Ten time-saving tips for undergraduate research mentors.” Journal of Natural Resources and Life Sciences Education. 35:110-112.
Cross, K.P. 1987. “Teaching for Learning.” AAHE Bulletin 39:3-7.
41
Currie, P. 1999. “Promoting Student Research.” English for Specific Purposes18: 329-345.
Denning, P. J., 1993. “Designing new principles to sustain research in our universities.” Communications of the ACM 36 7:99-104.
Garrett, J.L. 2006. “For the record: It’s time to spring into action research!” Kappa Delta Pi Record. 42:104-105.
Gonzalez, C. “2001 Undergraduate research, graduate mentoring, and the university's mission.” Science 293: 1624-1626 .
Grobman, L. 2007. “Affirming the independent researcher model: Undergraduate research in the humanities.” Council on Undergraduate Research Quarterly, 28:23-28.
42
Halaby, R. 2001. “Promoting Undergraduate Research in Science.” The Scientist 15:35.
Hartmann, D.J. 1990 “Undergraduate research experience as preparation for graduate school.” American Sociologist. 21:179.
Hoopes, L.L.M. 1993. “For undergraduates, hands-on research and book learning go hand in hand.” The Scientist. 7:10.
Hu, S., Kuh, G. and Gayles, J. 2007. “Engaging undergraduate students in research activities: Are research universities doing a better job?” Innovative Higher Education. 32:167-177.
Hunter, A-B, Laursen, S.L., and Seymour, E. 2007. “Becoming a scientist: The role of undergraduate research in students’ cognitive, personal, and professional development.” Science Education. 91:36-74.
43
Ishiyama, J. 2007. “Expectations and perceptions of undergraduate research mentoring: Comparing first generation, low income white/Caucasian students and African American students.” College Student Journal 41:540-549..
Johnson, Ronald L. 1993 “Directed-student research at the undergraduate level: some time-proven techniques to improve the college-level direction of student research.” Journal of College Science Teaching 22:274-5.
Kierniesky, N.C. 2005. “Undergraduate research in small psychology departments: Two decades later.” Teaching of Psychology. 32:84-90.
Kight, S., Gaynor, J.J., and Adams, S.D. 2006. “Undergraduate research communities: A powerful approach to research training.” Journal of College Science Teaching. 35:34-39.
Kinkel, D.H. and Henke, S.E. 2006. “Impact of undergraduate research on academic performance, educational planning, and career development.” Journal of Natural Resources and Life Sciences Education. 35:194-201.
44
Mabrouk, P., McIntyre, R., Virrankoski, M., and Jeliffe, K. 2007. “WebGURU: The web-based guide to research for undergraduates.” College Science Teaching. 36:18-23.
Malachowski, M.R. 2003. “A research-across-the-curriculum movement.” New Directions for Teaching and Learning. 93:55-68.
Mander, R. 1988 “Encouraging students to be research minded.” Nurse Education Today. 8: 30-35.
Merisotis, J.P. and Kee, A.M. 2006. “A model of success: The Model Institutions for Excellence Program’s decade of leadership in STEM education.” Journal of Hispanic Higher Education. 5:288-308.
Morgan D. 1991. “New methods teach science by observation, hypothesis," The Scientist, 5:1.
45
National Research Council. 2000. “Inquiry and the national science education standards: A guide for teaching and learning.” Washington, DC: National Academy Press.
Kuh, G., Gonyea, R., Kinzie, J., and Laird, T.N. 2008. “’High-impact’ practices: What they are, why they work, and who benefits.” Panel at the annual meeting of the American Association of Colleges and Universities, Washington DC.
Waite, S. and Davis, B. 2006. “Developing undergraduate research skills in a faculty of education: Motivation through collaboration.” Higher Education Research and Development. 25:403-419.
Wittner, D.G. 2007. “Making history: Developing a research tradition with Utica College’s history majors.” Council on Undergraduate Research Quarterly. 28:29-32.
Woeste, L.A. and Barham, B.J. 2007. “Undergraduate student researchers, preferred learning styles, and basic science research: A winning combination.” Clearing House. 81:63-65.
46
top related