"Entering Research": A Course that Creates Community and Structure for Beginning Undergraduate Researchers in the STEM Disciplines

Autor/inn/en	Balster, Nicholas; Pfund, Christine; Rediske, Raelyn; Branchaw, Janet
Titel	"Entering Research": A Course that Creates Community and Structure for Beginning Undergraduate Researchers in the STEM Disciplines
Quelle	In: CBE - Life Sciences Education, 9 (2010) 2, S.108-118 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.09-10-0073
Schlagwörter	Control Groups; Experimental Groups; Mentors; Student Attitudes; Physical Sciences; Educational Experience; Researchers; Courses; Student Adjustment; Community; Guides; Student Development; Biology; Science Education; Science Instruction; College Science; Science Laboratories; Instructional Effectiveness; Pretests Posttests; Student Surveys; College Faculty; Teacher Attitudes; Course Content; Course Evaluation; Course Objectives; Course Descriptions; Student Research; Research Skills; Undergraduate Students; College Instruction; Wisconsin + Suchen Sie Ihr Suchwort? Schülerverhalten; Natural sciences; Naturwissenschaften; Naturwissenschaft; Bildungserfahrung; Researcher; Forscher; Kursangebot; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Handbuch; Leitfaden; Biologie; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Schülerbefragung; Fakultät; Lehrerverhalten; Kursprogramm; Kursstrukturplan; Studentenforschung; Forschungsleistung; Hochschullehre
Abstract	Undergraduate research experiences have been shown to enhance the educational experience and retention of college students, especially those from underrepresented populations. However, many challenges still exist relative to building community among students navigating large institutions. We developed a novel course called "Entering Research" that creates a learning community to support beginning undergraduate researchers and is designed to parallel the "Entering Mentoring" course for graduate students, postdocs, and faculty serving as mentors of undergraduate researchers. The course serves as a model that can be easily adapted for use across the science, technology, engineering, and mathematics (STEM) disciplines using a readily available facilitator's manual. Course evaluations and rigorous assessment show that the "Entering Research" course helps students in many ways, including finding a mentor, understanding their place in a research community, and connecting their research to their course work in the biological and physical sciences. Students in the course reported statistically significant gains in their skills, knowledge, and confidence as researchers compared with a control group of students, who also were engaged in undergraduate research but not enrolled in this course. In addition, the faculty and staff members who served as facilitators of the "Entering Research" course described their experience as rewarding and one they would recommend to their colleagues. (Contains 8 figures and 1 table.) (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10