PURM 2.1
PURM 2.1 (Fall 2012)
Letter from the Editors
Mathew Gendle, Elon University, U.S.
Rebecca Pope-Ruark, Elon University, U.S.
Do as I Say and as I Do: An Adaptation of McElroy’s Mentor Demonstration Model for Multiple Independent Study Projects
Abstract: Supervising multiple undergraduate research projects poses challenges. The literature is flush with techniques for guiding faculty initiated research groups, but little addresses simultaneously mentoring multiple student initiated projects. An adaptation of McElroy’s Mentor Demonstration Model is an effective solution, producing synergies including increased productivity of faculty supervisors, creation of a learning community, improved undergraduate research skills, and increased student confidence. The topics addressed and achievements of participants in an application of the model are outlined and commentaries from participating students and survey results are included.
Alice Kassens, Roanoke College, U.S.
Sara Caudle, Roanoke College, U.S.
Tyler Rinko, Roanoke College, U.S.
Justin Tuma, Roanoke College, U.S.
Orbiting a Nucleus as a Team
Abstract: Using the metaphor of an atom, with the nucleus being the problem and the research mentor and mentee orbiting the problem, this dialogue presents the authors’ perspectives on the benefits and challenges of undergraduate research.
Rebecca M. Jones, George Mason University, U.S.
Ashley S. McNeill, University of Rhode Island, U.S.
Research Orientations of Undergraduate Students in Education (ROUSE): How Do Prospective Teachers View Learning to Conduct Research as a Part of Learning to Teach?
Abstract: Teacher educators argue that prospective teachers should learn about conducting classroom-based practitioner inquiry as a means of continuous improvement of professional practice. Learning the knowledge and skills required to conduct classroom-based practitioner inquiry can be achieved through undergraduate research experiences. This study examines the attitudes and dispositions of students related to UR who express interest in entering a teacher education program at a private liberal university. Findings suggest that prospective teacher education students feel able to and capable of participating in undergraduate research and they also strongly value research. However, these same students are not convinced of the usefulness of research as part of their preparation as future teachers. While focused on teacher education, this study’s implications may be applicable to other disciplines.
Mark Enfield, Elon University, U.S.
Undergraduate Research Program Spotlight
Collaborations between Research Universities and Liberal Arts Colleges: A Unique Model of Undergraduate Research Mentorship
Editor’s Introduction
Mat Gendle, Elon University, U.S.
Connecting a Liberal Arts and Sciences University with a Research University: Neuroscience Collaborations between the College of Charleston and the Medical University of South Carolina
Christopher Korey, College of Charleston, U.S.
Elizabeth Meyer-Bernstein, College of Charleston, U.S.
Michael Ruscio, College of Charleston, U.S.
David Moorman, Medical University of South Carolina