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Using Undergraduate Research for Institutional Transformation

Using Undergraduate Research for Institutional Transformation. Margaret E. Madden, Ph. D. AASCU February 2012. Handcrafted education Small college with focus on liberal arts Three schools Crane School of Music and Education & Professional Studies have strong identities;

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Using Undergraduate Research for Institutional Transformation

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  1. Using Undergraduate Research for Institutional Transformation Margaret E. Madden, Ph. D. AASCU February 2012

  2. 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 ) Institutional Context

  3. Heavy teaching load Limited support for research and faculty development Title III – first generation college students, 40% from northern New York (low income, rural)

  4. Research is essential in college education collect and interpret new information, engage in problem-solving exercises or practice thinking critically in research related activities (Johnson, 1993) Argument for undergraduate research

  5. Undergraduate students learn when actively engaged in process able to see the connection between classroom learning and application able to apply knowledge to address broader societal concerns (Astin, 1985; Bonwell & Eison, 1991; Cross, 1987; Morgan, 1991)

  6. Research focuses on process of discipline in addition to content introduces critical thinking, problem-solving, and specific research skills Infusing early in the curriculum essential to cultivate skills and motivate students do substantial independent projects as juniors and seniors (Halaby, 2001; Hoopes, 1993; Hunter, Laursen, & Seymour, 2007; Willison & O’Regan, 2007).

  7. 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 Inquiry-based learning and education action research important for teacher candidate (National Research Council, 2000; Booth, 2001; Garrett, 2006; Waite & Davis, 2006)

  8. 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).

  9. Skills learned in conducting research springboard to more professional careers and graduate study 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)

  10. 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)

  11. 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).

  12. Undergraduate research especially effective for improving academic performance and retention of underrepresented students in sciences including African Americans first generation Women Hispanic students (Barlow & Vallarejo, 2004; Brakke & Crowe, 2008; Campbell & Skoog, 2004; Ishiyama, 2007; Merisotis & Kee, 2006)

  13. 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.

  14. Retention efforts enhanced by fostering mentor/apprentice relationships actively engage students in subject help build self-confidence African American valued personal concern in mentors more than their white counterparts, implying the supportive relationship was especially important to them Individualized instruction permits tailoring projects and tasks to suit individual learning style preferences (Dean, 1986; Ishiyama, 2007; Woeste & Barham, 2007)

  15. Professional organizations emphasize creation of new knowledge through undergraduate research includes ability of students to better identify questions with scientific ideas and concepts (Arámbula-Greenfield, 1996; Mander, 1988; Vanchieri, 1988)

  16. Faculty benefit from undergraduate research release time or instructional credit for undergraduate research activities as facilitators or mentors. increases research productivity of faculty enhances the likelihood of obtaining tenure and promotion (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)

  17. Many reports of curricular transformation after a department or entire college systematically undertook infusion of research through the curriculum (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)

  18. 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 The program

  19. got organized form advisory board defined research hire center director began to educate faculty Year One

  20. http://www.potsdam.edu/academics/specialprograms/cur/index.cfmhttp://www.potsdam.edu/academics/specialprograms/cur/index.cfm Center for Undergraduate Research

  21. The Fredrick B. Kilmer Undergraduate Research Apprenticeships supports student-faculty collaborative projects during the academic year a small number of students during the summer.  The Ram Chugh North Country Public Service and Research Award Presented at the annual SUNY Potsdam Learning & Research Fair 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 Awards at annual SUNY Potsdam Learning & Research Fair.  Endowed Programs

  22. Grant activities took off! Year Two

  23. Center refined its procedures Began creating a series of workshops for students and faculty Year Three

  24. Is 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 Center for Undergraduate Education Workshops Spring 2012

  25. In Progress Focus on learning communities First-Year Interest Groups (Learning Communities) General Education Upper division 6 guest speakers 3 guest authors Year Four

  26. Continued focus on learning communities Plans to sustain Sustaining the work Endowments Year Five Plans

  27. 5-year targets monitored annually NSSE Numbers of participants Benchmark and assessment measures

  28. 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 Additional measures

  29. 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. references

  30. 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.

  31. 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.

  32. 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.

  33. 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.

  34. 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.

  35. 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.

  36. 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.

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