Research Group-Led Undergraduate Research Program: Analyzing and Improving a Versatile Springboard for First-Year Undergraduates

Autor/inn/en	Calvin, Jason J.; Ondry, Justin C.; Dahl, Jakob C.; Sedlak, Adam B.; McKeown-Green, Amy; Wang, Xingzhi; Crook, Michelle F.; Gleason, Samuel P.; Hauwiller, Matthew R.; Baranger, Anne M.; Alivisatos, A. Paul
Titel	Research Group-Led Undergraduate Research Program: Analyzing and Improving a Versatile Springboard for First-Year Undergraduates
Quelle	In: Journal of Chemical Education, 99 (2022) 2, S.799-809 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Calvin, Jason J.) ORCID (Ondry, Justin C.) ORCID (Dahl, Jakob C.) ORCID (Wang, Xingzhi) ORCID (Crook, Michelle F.) ORCID (Hauwiller, Matthew R.) ORCID (Baranger, Anne M.) ORCID (Alivisatos, A. Paul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c01065
Schlagwörter	Undergraduate Students; College Freshmen; Student Research; Program Effectiveness; Group Activities; STEM Education; College Science + Suchen Sie Ihr Suchwort? Studienanfänger; Studentenforschung; Gruppenaktivität; STEM
Abstract	Increasing access to undergraduate research is critical in efforts to retain students pursuing careers in STEM. Alternatives to traditional research positions, such as course based undergraduate research experiences (CUREs), have played important roles in engaging more undergraduates in research. However, these opportunities are only a subset of possible nontraditional research experiences which can enrich the undergraduate experience. In this study, we critically examined and improved the research-group-led undergraduate research program (GURP) to better meet the needs of undergraduates seeking research. Specifically, we investigated if the program was successful with a greater diversity of data sets, if assessments of learning were consistent across different data sets and teaching environments, and if the program promoted student engagement in research. We have found that this model is scalable, robust, and adaptable to different implementations while producing consistent and positive learning outcomes for students. Especially remarkable are students' increased self-identification as scientists and statistically significant gains in self-perceived competency across multiple domains of knowledge. This program model has shown promising results as a partially and fully online research experience for undergraduates and has benefited program alumni in their research careers. To assist research groups starting similar programs, we have created public data sets and instructional resources. We believe that GURP programs can work in a variety of situations and hope that they can become a tool to increase interest and build communities for young researchers. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01