Difference between revisions of "Involvement with research"

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Research Experience for Undergraduates or REUs have been strongly endorsed by major science organizations including the Howard Hughes Medical Institute and the National Science Foundation as essential to advancing and enhancing student learning. Students are paired one-on-one with faculty research mentors to directly connect subject material learned in the classroom to current scientific inquiry. In so doing, students acquire and hone new laboratory and research skills such as “making use of primary literature, formulating research hypotheses, interpreting data, and communicating the results of research” (Kardash, 2000, 2004). REUs are particularly prized for the use of collaborative and inquiry-based learning as well as interdisciplinary focus.
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Research Experience for Undergraduates or REUs have been strongly endorsed by major science organizations including the Howard Hughes Medical Institute and the National Science Foundation as essential to advancing and enhancing student learning. Students are paired one-on-one with faculty research mentors to directly connect subject material learned in the classroom to current scientific inquiry. In so doing, students acquire and hone new laboratory and research skills such as “making use of primary literature, formulating research hypotheses, interpreting data, and communicating the results of research” (Kardash, 2000, 2004). REUs are particularly prized for the use of [[collaborative]] and [[inquiry-based learning]] as well as interdisciplinary focus.
  
 
Early experience with research is known to attract and retain talented undergraduate students in Science, Technology, Engineering, and Mathematics (STEM) fields. Several empirical studies have shown that REUs increase minority student interest (Fitzsimmons, S.J. et al) and retention (Lopatto, D) (Kremer and Bringle) as well as graduate school matriculation (Hathaway, R.S. et al.) in STEM fields.  
 
Early experience with research is known to attract and retain talented undergraduate students in Science, Technology, Engineering, and Mathematics (STEM) fields. Several empirical studies have shown that REUs increase minority student interest (Fitzsimmons, S.J. et al) and retention (Lopatto, D) (Kremer and Bringle) as well as graduate school matriculation (Hathaway, R.S. et al.) in STEM fields.  

Revision as of 14:07, 16 May 2011

Research Experience for Undergraduates or REUs have been strongly endorsed by major science organizations including the Howard Hughes Medical Institute and the National Science Foundation as essential to advancing and enhancing student learning. Students are paired one-on-one with faculty research mentors to directly connect subject material learned in the classroom to current scientific inquiry. In so doing, students acquire and hone new laboratory and research skills such as “making use of primary literature, formulating research hypotheses, interpreting data, and communicating the results of research” (Kardash, 2000, 2004). REUs are particularly prized for the use of collaborative and inquiry-based learning as well as interdisciplinary focus.

Early experience with research is known to attract and retain talented undergraduate students in Science, Technology, Engineering, and Mathematics (STEM) fields. Several empirical studies have shown that REUs increase minority student interest (Fitzsimmons, S.J. et al) and retention (Lopatto, D) (Kremer and Bringle) as well as graduate school matriculation (Hathaway, R.S. et al.) in STEM fields.



Citations

  • Bauer, K.W., & Bennett, J.S. (2003). "Alumni perceptions used to assess undergraduate research experience". J. Higher Educ, 74 , 210-230.
  • Fitzsimmons, S.J., Carlson, K., Kerpelman, L.C., and Stoner, D. (1990). “A Preliminary Evaluation of the Research Experiences for Undergraduates (REU) Program of the National Science Foundation.” Washington, D.C.: National Science Foundation.
  • Hathaway, R.S., Nagda, B.A., & Gregerman, S.R. (2002). "The relationship of undergraduate research participation to graduate and professional education pursuit: an empirical study". Journal of College Student Development , 43 , 614-631.
  • Kardash, C.M. (2000). "Evaluation of an undergraduate research experience: perceptions of undergraduate interns and their faculty mentors". Journal of Educational Psychology, 92 , 191-201.
  • Lopatto, D. (2004). "Survey of Undergraduate Research Experiences (SURE): First Findings". Cell Biol Educ 3(4): 270-277 2004
  • Seymour, E., Hunter, A-B., Laursen, S.L., & DeAntoni, T. (2004). "Establishing the benefits of research experiences for undergraduates in the sciences: first findings from a three-year study". Science Education
  • Kremer, J.F., & Bringle, R.G. (1990). "The effects of an intensive research experience on the careers of talented undergraduates". Journal of Research and Development in Education, 24 , 1-5.
  • Kukreti, AR. (2007). “Research Experiences for Undergraduate Students in Structural Engineering” International Conference on Engineering Education – ICEEE 2007.