PURM 10.1 (2021)
Special Issue: Mentoring Students in Course-Embedded Undergraduate Research
Letter from the Guest Editors for Issue 10.1
Jessica Merricks, Ph.D.
Assistant Professor of Biology, Elon University
Vanessa Bravo, Ph.D.
Associate Professor of Strategic Communications and Chair of the Department of Strategic Communications, Elon University
Jennifer Hamel, Ph.D.
Associate Professor of Biology and Japheth E. Rawls Professor of Undergraduate Research in Science, Elon University
Reflections on the Impact of Exposing Students Outside the Classroom Through Presentations and Publications
Abstract: Undergraduate research (UR) is one of the high-impact practices in higher education that increase student engagement and retention. It can be in the form of a one-on-one model or the course undergraduate research experience (CURE). This dialogue paper of students in the Mojica research group at Pace University reflects on the impact of UR, particularly their exposure outside the classroom through poster presentations and publications after doing research in modified CURE courses (Analytical Methods and Techniques and Instrumental Analysis) and as a researcher and leader of the research group. The application of salient practices of UR mentoring in the research group and a glimpse of how UR is being done in the department will also be discussed.
Keywords: mentoring, undergraduate research, presentations, publications
Josephine Farshi, B.S., Pace University
Alexandrea Papadelias, B.S., Pace University
Gwen Ianonne, B.S., Pace University
Jahaira Zapata, B.S., Pace University
Alexis Javornik, B.S., Pace University
Kevin Symczak, B.S., Pace University
Maximillian Baria, B.S., Pace University
Elmer-Rico E. Mojica, Ph.D., Pace University
The First Year Research Experience (FYRE): Through the Eyes of Research Coaches
Abstract: This paper draws on the reflections of senior undergraduate and graduate students who worked as research coaches within the First Year Research Experience (FYRE) at the University of Saskatchewan. The program supports faculty to embed a discipline-specific research project into a first-year course aimed at new undergraduate students, to encourage students to develop research skills early in their program. Institutional support funds extra instructional mentorship help for the FYRE class via hiring and training research coaches to work with the students. Overall, the research coaches act as peer or near-peer mentors for the students to develop research skills; however, the research coaches themselves gain several benefits (e.g., developing research skills, confidence, and communication skills) while overcoming challenges (e.g., assessing student knowledge, learning time management, and overcoming student apathy) in their mentorship roles. This article adds to the growing conversation around the impact of course-based undergraduate research experience (CURE) courses on peer and near-peer student mentors.
Keywords: peer and near-peer mentoring, CURE, research coach, first year research experience (FYRE), mentorship gains
Bidushy Sadika, Ph.D. Candidate, Western University, Canada
Irini Soubry, Ph.D. Candidate, University of Saskatchewan, Canada
Brooke Kleiboer, B.Com., University of Saskatchewan, Canada
Caroline Aubry-Wake, Ph.D. Candidate, University of Saskatchewan, Canada
Fern Toop, B.A. Candidate, University of Saskatchewan, Canada
Renata Leonhardt, M.Sc., University of Saskatchewan, Canada
Ruby Lindsay, B.A., University of Saskatchewan, Canada
Merle Massie, Ph.D., University of Saskatchewan, Canada
Preserving the Positive Student Outcomes of CUREs Through Disruption: Implications for Remote Learning
Abstract: We evaluated how faculty adapted course-based undergraduate research experiences (CUREs) to remote instruction and compared student outcomes with CUREs offered in-person in prior semesters. Our findings suggest that partially remote CUREs can be as effective as face-to-face CUREs and provide evidence supporting the potential benefits of CUREs in hybrid or remote learning contexts.
Keywords: course-based undergraduate research, CURE, remote learning
Kristina L. Cohen, Ph.D., Boston University
Mary C. Wright, Ph.D., Brown University
Mark Johnson, Ph.D., Brown University
Stacey Lawrence, Ph.D., Brown University
Caution for Mentors: Evidence of Confirmation Bias in Measurements Taken by Undergraduate Students in Course-based Research
Abstract: Confirmation bias (when expectations influence interpretation) was evaluated in a course-based student research project. Data collected by the students was significantly affected by the hypothesis they were testing, providing evidence of bias. Bias in data collection is an important issue for mentors to address with students.
Keywords: CURE, undergraduate, research, bias, course-based, reliability
Marlo Gunnar McCarter, B.S., University of California, Irvine
Catherine Loudon, Ph.D., University of California, Irvine
Engaged Learning and Transitioning to College: Student Reflections on A First-Year Seminar Mentored Course-Based Research Experience
Abstract: This article builds the case for offering a mentored course-based research experience embedded within a first-year seminar for college students. Using Shanahan et al.’s (2015) article, the students reflect on ways in which course-based mentored research can provide students with pivotal experiences that impact their later learning in college.
Keywords: course-based undergraduate research experience (CURE), mentoring, public presentation, transition to college, first-year seminar
Nancy Budwig, Ph.D., Clark University
Sophie E. Alienello, Clark University
Talia M. Harlow, Clark University
Megan Hill, Clark University
Justin Kan, Boston University
Experiencing Course-Based Undergraduate History Research in a Technically Intensive Curriculum
Abstract: This paper analyzes the practice of individual history research within the scope of an undergraduate course through the autoethnographic reflections of the instructor and a student participant. Its findings highlight that a course structured around incremental milestones and substantial instructor mentoring in a shared environment of trust can help students to achieve results meaningful to their disciplinary development and self-confidence.
Keywords: course-based research, CUREs, autoethnography, instructor-student relationship, history
Douglas W. Leonard, Ph.D., United States Air Force Academy
Jackson R. Ayers, B.S., United States Air Force Academy
Fostering Undergraduate Research Among Black Identified Students in a First-Year Seminar
Abstract: This dialogue details the structure of preparing underrepresented first-year students to engage in undergraduate research in a first-year seminar, a discussion of a student’s experience in the class, and a reflection on the personal and professional growth of the Black-identified mentor and mentee.
Keywords: first-year students, Black-identified students, course embedded research, access and success, mentoring
Amy Johnson, Ph.D., Vanderbilt University
Delyla Makki, Elon University
Opening Pathways to Undergraduate Research for Community College Students: Outcomes from a Course-Embedded Research Initiative and Multi-Institutional Partnership
Abstract: This article describes a course-embedded undergraduate research experience that was designed to open access for community college students to high-impact learning opportunities called the community college undergraduate research experience (CCURE). We discuss CCURE’s purpose and model as well as data collected and analyzed from students and instructors.
Keywords: undergraduate research, high-impact practices, community college students
James M. DeVita, Ph.D., University of North Carolina Wilmington
Kristi M. Wiley, M.A., University of North Carolina Wilmington
Denise Henning, Ph.D., University of North Carolina Wilmington
Undergraduate Research: Benefits from Extensive Involvement as a Research Assistant
Abstract: Undergraduate research with human subjects provides unique, professional training where students benefit from career preparation, community exposure, individual growth, and collaboration with a mentor. As I explore my benefits from working as a research assistant, I explain how these benefits can be extended to any student extensively involved in a personal project at the undergraduate level.
Keywords: undergraduate research, community engagement, mentor, career preparation, research assistant, human subjects research
Maison Evensen, B.A., The University of Utah
Building Equitable Research Experiences at a Two-Year Community College
Abstract: The present paper discusses how Valencia College, a two-year institution, was able to develop a successful undergraduate research program. By following their mission to remain learning-centered and accessible, Valencia faculty and administrators have created a high-impact experience that is not only educational, but equitable, to all students seeking to engage in this work at the college.
Keywords: undergraduate research, educational equity, two-year college, mentorship, high-impact practice
Melonie Williams Sexton, Ph.D., Valencia College
Vasudha Sharma, Ph.D., Valencia College