Contributions Made by Undergraduates to Research Projects: Using the CREDIT Taxonomy to Assess Undergraduate Research Experiences

Autor/inn/en	Honoré, Matt; Keller, Thomas E.; Lindwall, Jen; Crist, Rachel; Bienen, Leslie; Zell, Adrienne
Titel	Contributions Made by Undergraduates to Research Projects: Using the CREDIT Taxonomy to Assess Undergraduate Research Experiences
Quelle	In: Scholarship and Practice of Undergraduate Research, 4 (2020) 1, S.41-51 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2476-101X
Schlagwörter	Undergraduate Students; Student Experience; Research Projects; Student Role; Taxonomy; Student Research; Student Participation; Biomedicine; Research Training; Mentors; Oregon (Portland); Alaska (Anchorage); Guam; Hawaii + Suchen Sie Ihr Suchwort? Studienerfahrung; Forschungsvorhaben; Taxonomie; Studentenforschung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Biomedizin
Abstract	The authors developed a novel tool, the CREDIT URE, to define and measure roles performed by undergraduate students working in research placements. Derived from an open-source taxonomy for determining authorship credit, the CREDIT URE defines 14 possible roles, allowing students and their research mentors to rate the degree to which students participate in each role. The tool was administered longitudinally across three cohorts of undergraduate student-mentor pairs involved in a biomedical research training program for students from diverse backgrounds. Students engaged most frequently in roles involving data curation, investigation, and writing. Less frequently, students engaged in roles related to software development, supervision, and funding acquisition. Students' roles changed over time as they gained experience. Agreement between students and mentors about responsibility for roles was high. (As Provided).
Anmerkungen	Council on Undergraduate Research. 734 15th Street NW Suite 850, Washington, DC 20005. Tel: 202-783-4810; Fax: 202-783-4811; e-mail: cur@cur.org; e-mail: SPUR@cur.org; Web site: https://www.cur.org/what/publications/journals/spur/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01