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

22

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

24

YEAR TWO

Grant activities took off!

25

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