004 ~ Learning Communities ~ Eileen Underwood
37m
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The Teaching & Learning Professor
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Today’s guest is an associate professor of biological sciences at BGSU. She's been faculty at BGSU since 1985 and the director of the BGSU Herpetarium since 1997. Her research interests include developmental genetics, reptile and amphibian husbandry, egg incubation, as well as student engagement and attitudes. She is a good friend and mentor. Please welcome Dr. Eileen Underwood.
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Table of Contents:
00:00 - Introduction
05:41 - Interview with Dr. Eileen Underwood
24:34 - Video Outage
26:25 - Video Back
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MATT
Testing… Testing… 123 Testing…
INNER DIALOGUE MATT
Hi Matt! Did you remember to push the record button? Last time
you forgot and you had to rerecord the entire introduction.
MATT
Who said that?
INNER DIALOGUE MATT
Me. I'm your inner dialogue. You can call me at IDM.
Short for INNER DIALOGUE MATT.
MATT
OK. Hi IDM. If you’ll excuse me I’m recording an
introduction to a podcast.
INNER DIALOGUE MATT
I know. Do you realize that you are terrible at podcasting?
You're obviously reading a script and you look like a
deer caught in headlights. Maybe you should try mixing
it up a little bit.
MATT
OK. Like how?
INNER DIALOGUE MATT
You'll think of something. Before you record, why don't
you tell me about your topic.
MATT
I am talking about Learning Communities. I'm also
talking about the Marine Lab and the Herpetarium.
INNER DIALOGUE MATT
Sounds kind of interesting. What is a Learning
Community?
MATT
Nobody can say for sure.
INNER DIALOGUE MATT
What?! So, you don’t actually know what a Learning Community
is?
MATT
There really isn't a good clean definition that everyone
can agree on, but basically, it’s a group of people who
have common academic goals and attitudes. They have
become very popular in colleges and universities in the
United States. There are residential learning
communities and non-residential learning communities.
INNER DIALOGUE MATT
Don’t tell me. Tell the camera.
(MATT NOW TALKS TO THE CAMERA)
MATT
In residential learning communities, students live together
and share common extra-curricular activities. Today we’ll
be talking about the non-residential learning
communities. According to a 1999 paper by George Washington
University professor Karen Kellogg, there are five types of
non-residential learning communities commonly found throughout
the literature. The first type, are linked courses, where
groups of students take the same two courses together. Usually
one is content-based and the other is application based. We do
this at BGSU.
For example, many of our freshman biology majors will
take a biology course and a psychology or philosophy
course together, so they see the same people in both
classes and hopefully get to know each other better. The
second type is called learning clusters, where groups of
students take three or four courses linked together. The
third type is called freshman interest groups, which are
similar to linked courses but also includes a peer
advising component. An upperclassman serves as a peer
advisor and meets with the freshman weekly. The fourth
type it's called federated learning communities, where
students take linked courses and a professor from a
different discipline called a master learner takes the
courses with the students. The master learner meets with
the students regularly to discuss the courses. The fifth
type is called coordinated studies, where a group of
students and faculty work together on a full-time block
of courses which may last an entire year.
INNER DIALOGUE MATT
There are just 5 types of non-residential
learning-communities?
MATT
No. There’s actually many more types of non-residential
learning communities. We have two live animal labs here
in the biology department at BGSU and that I would like to
talk about today. They don’t fit into any of the 5 common
categories I just listed, but they are definitely learning
communities, bringing faculty and students together on a
regular basis to peruse the same academic goals.
In the Marine Lab students take care of aquariums
and work on aquatic research projects. In the
herpetarium or reptile lab students take care of
reptiles and do reptile research projects. There are
also Professional Learning Communities, Where
like-minded professionals get together and talk about
topics related to their profession. I’ve facilitated a
bunch of professional learning communities for faculty
where we got together and talked about all aspects of
Teaching and Learning.
INNER DIALOGUE MATT
Sounds interesting, but are there any benefits to
learning communities? It sounds like a complicated
scheduling nightmare.
MATT
Scheduling can be difficult, but there is a huge body of
literature around this
indicating a huge number of benefits. According to Karen
Kellog (1999), benefits for students include “increases
in academic achievement, retention, motivation,
intellectual development, learning, and involvement in
community.” Faculty can be re-energized, empowered, feel
valued, become more creative, and more committed to the
college or university. Distinguished Syracuse University
sociology professor Vincent Tinto (1994) studied student
retention and learning communities. In a 1994 paper, he
explains that
learning communities provide a strong sense of belonging
for students and a strong sense of belonging is key to
student retention in a college or university.
INNER DIALOGUE MATT
Nice job! It looks like you found a fairly interesting
topic and you have done your homework. Now quit wasting
everybody's time and introduce your guest.
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References
Golde, C. M., & Pribbenow, D. A. (n.d.). Understanding Faculty Involvement in Residential Learning Communities, Journal of College Student Development. Retrieved November 12, 2019, from http://chris.golde.org/filecabinet/facultyinvolvement.html.
Kellog, K. (1999) Learning Communities. ERIC Digest. Washington, D.C.: ERIC Clearinghouse on Higher Education.
Tinto, V. (2003). Learning Better Together: The Impact of Learning Communities on Student Success. In Promoting Student Success in College, Higher Education Monograph Series (pp. 1-8). Syracuse, NY: Syracuse University.
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010 ~ Perfectionism ~ Dr. Ronald L. Partin
Today’s guest is my greatest inspiration and mentor. He is an Emeritus Professor of Education at Bowling Green State University. He served as the Coordinator for the Guidance and Counseling Program and as the Coordinator of Graduate Programs in the School of Teaching and Learning. He retired from the University in 1999 but continues to educate the public by serving as a volunteer docent at the Carl Sandberg home in Hendersonville, North Carolina. He is the author of several books including The Classroom Teacher’s Survival Guide, The Social Studies Teachers Book of Lists, Social Studies Teachers Survival Kit, and Online Social Studies Resources. In this interview, he discusses perfectionism, BGSU in the 1960s, and his teaching philosophy. Please welcome my father, Dr. Ronald L. Partin…
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009 ~ Constructivism ~ Dr. Rick Worch
Guest Introduction
Today’s guest is a professor in the School of Teaching and Learning at Bowling Green State University. He teaches Science Methods for the Inclusive Early Childhood Classroom, Advanced Methods in Elementary School Science, Advanced Pedagogy and Best Practices, Qualitative Approaches to Classroom Inquiry, as well as Issues and Trends in Curriculum and Instruction. His research focuses on “Play” in human and nonhuman primates, lesson study with preservice and inservice teachers, and the acquisition of pedagogical content knowledge. He is a good friend and collogue. Please welcome Dr. Rick Worch.
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Table of Contents:
00:00 - Introduction - Learning Theory & Constructivism
07:25 - Interview with Dr. Rich Worch
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Learning Theory & Constructivism
Learning Theory explains how students understand, process, integrate, and retain knowledge throughout learning. Prior experience, environmental factors, cognitive ability, and emotions play a large part in a student’s world view or understanding of the world they live in. The world view influences the way knowledge and skills are acquired, changed, and retained. There are generally 3 contemporary theories of learning teachers use to guide their teaching practices: Cognitivism, Transformative Theory, and Constructivism.
Cognitivism
Cognitivism stems from Gestalt Psychology and focuses on the learner and memory. In Gestalt theory, psychologists believe that humans learn by making sense of the relationships between new and old information. The human mind views entities as part of a bigger picture and as components of more complex systems (Cherry 2019). Cognitive theories of learning focus on the learner instead of the environment and have two underlying assumptions: 1) the memory system of the brain is structured and an operational processor of information; 2) prior knowledge plays a key role in learning (Smith 2018). Because each individual has a unique view of the world, humans create their own learning experiences and uniquely decipher information in ways that may differ from others.
Transformative Theory
Transformative learning theory explains how people adjust and reinterpret meaning (Taylor 2008).
It is related to the mental process of creating change in a frame of reference (Mezirow 1997). A frame of reference defines the way humans view the world and emotions play a large part in creating that view (Illeris 2001). Adults typically reject information that conflicts with their views and understanding of the world. Frame of reference is made up of habits of mind and points of view. Habits of mind (such as mindset or persistence) are very difficult to change but possible, however points of view may change over time as a result of reflection, criticism, or feedback (Mezirow 1997). Transformative Learning occurs when a student critically ponders evidence in support of competing understandings and points of view (Mezirow 1997).
Constructivism
Constructivism is a concept often mentioned when discussing science classroom-learning environments. In fact, much of the current science education research and literature has focused on constructivism. Constructivism is a philosophy about how people learn, and specifically addresses how knowledge is acquired and constructed. More specifically, “according to the constructivist view, meaningful learning is a cognitive process in which individuals make sense of the world in relation to the knowledge which they already have constructed, and this sense-making process involves active negotiation and consensus building” (Fraser 1998, p. 13). Science educators may agree that constructivism is ideally more desirable over more traditional methods of instruction, such as direct instruction; however, many debate exactly how knowledge is built. The two primary descriptions of constructivism derive from Jean Piaget’s (1954) theory of cognitive development and Lev Vygotsky’s (1978) social constructivism. Cognitive constructivism focuses on internal cognitive processes (Piaget 1954) and an individual’s attempts to make sense of the world (Von Glasersfeld 1995), whereas social constructivism stresses the significance of society, culture, and language (Lemke 2001), where knowledge is socially constructed and acquired in specific social and cultural contexts. Despite their differences, both branches of constructivist thought stress the importance of experiential learning and acknowledge that motivation is crucial for the construction of knowledge and the progression of conceptual change. The literature contains many testimonials and experimental research studies that support the idea that meaningful learning is tied to experience (e.g. Angelo 1990; Bodner 1986; Bybee 1993; Caprio 1994; Lawson 1992; Lawson et al. 1990, 1993; Leonard 1989a, 1989b; Lord 1994; Lorsch & Tobin 1995; Roth 1994; Seymour 1995). The National Research Council’s 1999 Report, How People Learn (Brandsford, Brown, & Cocking 2000), is also in concert with the constructivist view and suggests inquiry-based learning as a way to have students doing real scientific investigations similar to the way in which practicing scientists define problems, formulate and test hypotheses, and draw conclusions. Inquiry-based learning has many nonscience classroom applications as well.
Currently there are many models of constructivist learning (e.g., Glasson & Lalik 1993; Hewson & Tabachnick 1999; Nussbaum & Novick 1982). However, David Palmer (2005) examined the extent to which motivational strategies have been considered in the design of existing constructivist informed teaching models and found that existing models were inadequate in explicitly integrating motivation. Palmer also found that some models, in fact, conflict with the currently accepted views of motivation. Thus, new models integrating motivation and constructivism are needed. In a 2012 article by BGSU faculty Partin and Haney such a model is proposed and they discuss implications for further research in this area.
References
Angelo, T. A. (1990). Classroom assessment: Improving learning quality where it matters most. New Directions for Teaching and Learning, (42), 71-82.
Bodner, G. M. (1986). Constructivism: A theory of knowledge. Journal of Chemical Education, 63(10), 873-878.
Bransford, J. D., Brown, A. L., Cocking, R. R. Commission on Behavioral and Social Sciences and Education. (2000). How people learn: Brain, mind, experience, and school. expanded edition. National Academy of Sciences - National Research Council, Washington, DC.
Bybee, R. W. (1993). Leadership, responsibility, and reform in science education. Science Educator, 2(1), 1-9.
Caprio, M. W. (1994). Easing into constructivism. Journal of College Science Teaching, 23(4), 210.
Cherry, K. (2019, November 18). What Impact Did Gestalt Psychology Have? Retrieved from https://www.verywellmind.com/what-is-gestalt-psychology-2795808.
Glasson, G. E., & Lalik, R. V. (1993). Reinterpreting the learning cycle from a social constructivist perspective: A qualitative study of teachers' beliefs and practices. Journal of Research in Science Teaching, 30(2; 2), 187-207.
Hewson, P. W., & Tabachnick, B. R. (1999). Educating prospective teachers of biology: Introduction and research methods. Science Education, 83(3), 247.
Illeris, K (April 2001). "Transformative Learning in the Perspective of a Comprehensive Learning Theory". Journal of Transformative Education. 2 (2): 79–89. doi:10.1177/1541344603262315
Lawson, A. E. (1992). Using reasoning ability as the basis for assigning laboratory partners in nonmajors biology. Journal of Research in Science Teaching, 29(7), 729-741.
Lawson, A. E., Baker, W. P., Didonato, L., Verdi, M. P. and Johnson, M. A. (1993), The role of hypothetico-deductive reasoning and physical analogues of molecular interactions in conceptual change. Journal of Research in Science Teaching, 30: 1073–1085.
Lawson, A. E., Rissing, S. W., & Faeth, S. H. (1990). An inquiry approach to non-majors’ biology. Journal of College Science Teaching, (May), 340-346.
Lemke, J. L. (2001). Articulating communities: Sociocultural perspectives on science education. Journal of Research in Science Teaching, 38(3), 296-316.
Leonard, W. H. (1989). Research and teaching: Ten years of research on investigative laboratory instruction strategies. Journal of College Science Teaching, 18(5), 304-306.
Leonard, W. H. (1989). A review of research on science laboratory instruction at the college level. U.S.; South Carolina:
Lord, T. R. (1994). Using constructivism to enhance student learning in college biology. Journal of College Science Teaching, 23(6), 346.
Lorsbach, A., & Tobin, K. (1995). Toward a critical approach to the study of learning environments in science classrooms. Research in Science Education, 25(1), 19-32.
Mezirow, J (1997
008 ~ Academic Tenure, Undergraduate Research, & Sense of Community ~ Dr. Kevin McCluney
Today’s guest has built a lab that attracts both thriving graduate and undergraduate students. He currently oversees a doctoral student, 3 master’s students, and a few advanced undergraduates. The lab studies how human alteration of environmental factors influences the dynamics of animals in terrestrial and aquatic food webs and ecosystems using integrative approaches. Their work investigates basic ecological questions that have importance for achieving sustainable environmental management in a changing world. Their four key research areas include Terrestrial Water Webs, Water Quantity and Quality Effects on Aquatic-Terrestrial Linkages, Urbanization and Climate Change, and Riverine Macrosystems.
Today’s guest has been working very long hours to get his lab up and running over the past five years and he has recently been tenured in the Biological Sciences at BGSU. He is a friend and colleague. Please welcome Dr. Kevin McCluney.
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Table of Contents:
00:00 - Introduction - Academic Tenure, Undergraduate Research, & Sense of Community
10:19 - Interview with Dr. Kevin McCluney
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Introduction
In the United States, a tenured faculty position is an academic appointment that can only be dismissed for misconduct, or in rare cases, lack of funding or program discontinuation. The purpose of tenure is to allow academic freedom without the threat of losing one’s employment for promoting controversial ideas, such as evolutionary biology or contentious literature. The view is that academic freedom is crucial in teaching and research; and society will benefit if scholars are free to explore a variety of topics, questions, and opinions. It also prevents schools from replacing more expensive seasoned teachers with less expensive novice teachers to save money. However, some believe that the tenure system doesn’t provide an incentive for faculty to remain productive after they are tenured.
Tenure Track vs Non-Tenure Track
The tenure process is rigorous and it can be brutal. New “tenure-track” faculty members typically have a limited amount of time to produce an adequate record in teaching, research (grants & publications), and service (committees, advising, program administration, etc.). At BGSU Assistant-Professors (1st rank) have 5 years. At that time, they must either be tenured and promoted to Associate-Professor (2nd rank) or dismissed from the university. In other words, they must “publish or perish”. The 3rd and final rank for tenure-track faculty is Professor or Full-Professor.
At BGSU we also have full-time “non-tenure track” faculty, who are ineligible for tenure. We call these faculty members Qualified Rank Faculty (QRF). Their ranks parallel the tenure-track ranks progressing from Assistant Teaching-Professor, to Associate Teaching-Professor, and finally Teaching-Professor. Typically, non-tenure track faculty do not have a research commitment, but they have higher teaching loads along with a service commitment. Colleges and universities also hire part-time teachers called Adjunct-Faculty. Adjuncts are typically paid on a “per-course” basis and they do not work enough hours to be eligible for health insurance, retirement plans, or other employee benefits.
Graduate Faculty
There are varying levels of Graduate Faculty Statuses along with increasing amounts of privileges. At BGSU the highest level (Level 1) may allow a faculty member to chair a doctoral dissertation or master’s thesis committee, participate as a member of a thesis or dissertation committee and all other graduate responsibilities associated with both the master’s and doctoral level of graduate study and teach graduate courses of any level. They may also participate as a Graduate Faculty Representative (GFR) on dissertation committees and represent a graduate program at The Graduate Council. In the Department of Biological Sciences at BGSU, maintaining graduate faculty status is extremely important to many tenure-track faculty since we have masters and doctoral programs, and tenure-track faculty run their own lab full of graduate students. The professors train the graduate students, help them define their projects, and ideally help them publish their research. The professors also write grants to fund their labs and often times to pay graduate student stipends. Grants may also pay for Post-Doctoral researchers to work in their labs.
Undergraduate Research
Undergraduate students are encouraged to work along-side graduate students, post-doctoral scholars, and professors in the various biology labs at BGSU. Undergraduates must volunteer their time and sometimes the work is tedious, however, the rewards are invaluable. Ideally, the undergraduate will find a mentor in the lab who will teach them how to become a productive scientist, illuminate the cultural nuances of academia, and explain theory, philosophy, and concepts. Participating in a graduate lab as an undergraduate will also allow for socialization to occur where the undergraduate has opportunities to meet other students, scientists, and researchers working in the field. If the undergraduate feels accepted into the lab, they may gain a very powerful sense of community.
Sense of Community
McMillan & Chavis (1986) define sense of community as "a feeling that members have of belonging, a feeling that members matter to one another and to the group, and a shared faith that members' needs will be met through their commitment to be together." According to Distinguished Syracuse University Sociology Professor Vincent Tinto (1975) for students to persist in college, they must become socially and academically integrated into the university and the associated communities found within.
In fact, according to professor and chair of the doctoral programs in higher education at Azusa Pacific University, Laurie Schreiner (2013) developing a sense of community among college students has been shown to be a strong predictor of a student’s success and it is the absolute best way to help all students thrive on campus. She defines thriving as being “fully engaged intellectually, socially, and emotionally in the college experience” (Schreiner, 2010, p. 4). Success is typically measured as academic performance or graduation. However, Schreiner looks far beyond that and states that students who are thriving “are engaged in the learning process, invest effort to reach important educational goals, manage their time and commitments effectively, connect in healthy ways to other people, are optimistic about their future and positive about their present choices, and are committed to making a meaningful difference in the world around them” (Schreiner, 2010, p. 41).
Guest Introduction
McCluney Lab's four key research areas include:
- Terrestrial Water Webs: Studying the direct effects of animal water balance (sources and losses) on trophic interactions and food webs (which they have named "water webs"). For instance, previous work has shown that spiders and crickets will "drink" their food under dry conditions, consuming large amounts in order to meet water requirements rather than energy or nutrients.
- Water Quantity and Quality Effects on Aquatic-Terrestrial Linkages: Studying how changes in water quantity and quality influence the reciprocal feedbacks between adjacent aquatic and terrestrial ecosystems. For instance, they have shown strong effects of river drying on streamside animals. They are also investigating the influence of variation in macronutrients, like phosphate, or trace chemicals, like caffeine, on rates of emergence of aquatic insects and how changes to fluxes influence streamside spiders and birds.
- Urbanization and Climate Change: People are increasingly moving to cities and altering those environments. Cities in mesic regions are becoming warmer and drier in ways that can mimic the projected effects of climate change. Cities in xeric areas become wetter and may become cooler, at least at some times, in some areas. They are studying how alteration of environmental factors in cities influences animal ecology in ways that may indicate the potential effects of climate change. Moreover, their research will inform management decisions in cities that could maximize ecosystem services and minimize disservices in the key places where most people live.
- Riverine Macrosystems: Rivers are dynamic, connected systems, both in space and in time. Because of this, examining the ecology of a single stream reach, at a single time point, may provide little information about plant and animal population fluctuations. Taking a broader view, it becomes apparent that animal populations in unaltered river systems demonstrate great resistance and resilience to year-to-year environmental fluctuations, due to the summed effects of asynchronous population dynamics in variable habitats. But human alterations to th
007 ~ Marine Lab Handbook
Intended for students working in the BGSU Marine Lab. This guide covers basic marine lab husbandry.
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Table of Contents:
00:18 - Marine Lab Handbook
00:26 - BGSU Marine Laboratory
04:24 - History
05:32 - Table of Contents
05:33 - Safety Precautions
09:24 - General Rules
13:32 - Marine Lab Position Hierarchy
16:51 - Marine Lab Positions
20:28 - Assistant Coordinator Positions
23:22 - How to mix Saltwater
29:08 -
33:41 - Tank Checks
34:56 - Freshwater Tank Procedures
38:53 - Saltwater Tank Procedures
44:06 -
47:56 - Coral Systems
52:18 -
54:05 - Coral Husbandry
59:47 -
01:04:05 -
01:09:37 -
01:14:59 - Feeding
01:18:01 -
01:20:43 - Tank Maintenance
01:24:26 - Filtration
01:28:54 - General Aquarium Maintance
01:31:00 -
01:34:58 - Tours
01:36:11 -
01:39:05 -
01:40:42 -
01:40:45 - Salinity Chart
01:41:43 - Nitrogen Cycle
01:42:30 -
01:42:34 -
01:42:59 -
01:43:03 -
01:43:15 -
01:43:18 -
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006 ~ Undergraduate Research / Publishing ~ Dr. Paul Moore
Today’s guest is a Professor in the Department of Biological Sciences at BGSU. He was formerly the Director of the BGSU Marine Biology Program from 1994-1999, the Director of the Center for Neuroscience, Mind & Behavior from 2000-2002, and the Director of the University Honors Program from 2002-2012.
Today’s guest has also been the Director of the Laboratory for Sensory Ecology since 1994. The Laboratory for Sensory Ecology is a multi-disciplinary lab that is interested in any questions concerning sensory behavior, evolution, physiology, and ecology. Most of their current projects are centered on understanding the role that chemical signals play in an organism's ecological role. They have projects that range from understanding the physics behind antennae design, predator avoidance, selection of habitats and mates, dominance hierarchies and other social behaviors to analyzing the chemical composition of these signals.
He is a former professor of mine, a colleague, friend, and mentor. Please Welcome Dr. Paul Moore.
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Table of Contents:
00:00 - Introduction - Undergraduate Research & Mentoring
05:40 - Interview with Dr. Paul Moore
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URE vs CURE
Undergraduate Research Experiences (UREs) and Course-based Undergraduate Research Experiences (CUREs) have recently become very popular among STEM disciplines in colleges and universities in the United States. UREs are usually limited to few students and competitive. Students who apply for UREs are typically highly interested in research, high achieving, and motivated. Students work closely with faculty, post-doctoral researchers, or graduate students during a summer, semester, year, or longer. CUREs are embedded in a course as part of the curriculum and typically only last for one semester, but they may span 2 or more courses. However, CUREs may put a strain on the professor teaching the course because they need to oversee many student’s simultaneously.
Benefits
Undergraduate research offers opportunities for independent research, experience in the field of study, and professional mentoring. There is evidence suggesting that undergraduate research benefits students by preparing them to become scientists and the experience may retain students in the sciences (Graham, et al., 2013). Furthermore, the results of an undergraduate research project may be published in a peer-reviewed journal with the student as a coauthor. Today’s guest will talk about the process and benefits of publishing.
Mentors
However, Linn et al. (2015) believe the benefits of undergraduate research have been poorly studied and that positive outcomes may be due primarily to mentoring. They state that mentoring is essential for undergraduates considering careers in the sciences and one of the main benefits of undergraduate research may be undergraduates close proximity to faculty, postdoctoral researchers, and other members of the lab who help mentor the students. Mentors may serve as guides who orient the undergraduates and help them make connections among their experiences. They may also serve as role models, provide professional socialization, and facilitate the undergraduate’s professional identity as a scientist.
Mentor Benefits
Linn et al. (2015) back up their claims by citing a several studies including one indicating that students who feel they are supported by faculty are more likely to attend graduate school (Eagan et al., 2013) and a study indicating higher rates of attrition among students with inadequate interactions with mentors (Thiry, et al., 2011). They also cite a study indicating that student’s confidence in science proficiency and their likelihood to pursue a research career correlates with the number of mentor meetings (Taraban & Logue, 2012).
How Long?
In self-report surveys, students typically rate their UREs and CUREs highly. However, in a 2011 paper by Thiry, et al., the authors explain that continuous participation in a URE of three or more semesters is required for a student to build identity as a scientist. They also explain that short-term or patchy URE involvement could have negative outcomes (Thiry, et al., 2011).
At Least a Year
It seems that many students need at least a year to gain an adequate appreciation of concepts and techniques used in a particular lab. Linn et al. (2015) explain that during the first year of a URE, students spend most of their time setting up and conducting an experiment. That leaves little or no time devoted to understanding theory, philosophy, or concepts. Furthermore, students may not be adequately trained to interpret their results.
CUREs may be the Cure
The level of student understanding of underlying theories and concepts may be higher in CUREs than in UREs (Thiry, et al.,2012). CUREs typically incorporate lectures and readings with the study of a particular research question. The added formal instruction may allow students to make connections with prior knowledge, spend more time studying the topic, and more opportunities to ask questions. However, without adequate contact time between the student and professor, the student may not view the professor as a mentor.
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REFERENCES
Eagan, M. K., Hurtado, S., Chang, M. J., Garcia, G. A., Herrera, F. A., & Garibay, J. C. (2013). Making a Difference in Science Education. American Educational Research Journal, 50(4), 683–713. doi: 10.3102/0002831213482038
Fechheimer, M., Webber, K., & Kleiber, P. B. (2011). How Well Do Undergraduate Research Programs Promote Engagement and Success of Students? CBE—Life Sciences Education, 10(2), 156–163. doi: 10.1187/cbe.10-10-0130
Graham, M. J., Frederick, J., Byars-Winston, A., Hunter, A.-B., & Handelsman, J. (2013). Increasing Persistence of College Students in STEM. Science, 341(6153), 1455–1456. doi: 10.1126/science.1240487
Linn, M. C., Palmer, E., Baranger, A., Gerard, E., & Stone, E. (2015). Undergraduate research experiences: Impacts and opportunities. Science, 347(6222), 1261757. doi: 10.1126/science.1261757
Taraban, R., & Logue, E. (2012). Academic factors that affect undergraduate research experiences. Journal of Educational Psychology, 104(2), 499–514. doi: 10.1037/a0026851
Thiry, H., Laursen, S. L., & Hunter, A.-B. (2011). What Experiences Help Students Become Scientists?: A Comparative Study of Research and Other Sources of Personal and Professional Gains for STEM Undergraduates. The Journal of Higher Education, 82(4), 357–388. doi: 10.1353/jhe.2011.0023
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