There is national attention and concern from industry leaders, educators and politicians that the United States will not be able to maintain its competitive edge due to the lack of students prepared for careers in science, technology, engineering, and math (STEM) (Hurtado et al., 2008; Kuenzi et al., 2006; Kuenzi, 2008; Laursen et al., 2010). Student-faculty research, such as is done during an undergraduate research experience (URE), has been shown to be a high impact activity leading to greater student interest in STEM careers. A closer look is needed to get an idea of what types of experiences during UREs impact a student’s interest in persisting into a STEM field career and to understand what are the key mechanisms of the experience that make it meaningful. The findings in this study add to the literature by exploring participants views of the undergraduate research experience at non-doctoral-granting universities and by supporting the idea that UREs can be effective in these settings as well. Further, this study puts forward a theoretical explanation about how and why UREs promote a student’s interest in persisting to a STEM field career. The purpose of this qualitative study using critical incidents was to identify experiences during a URE that students perceived to encourage or deter their interest in pursuing a STEM field career following graduation and to identify causal mechanisms for why these experiences made a difference in their interest. This study was designed to use a qualitative approach consisting of individual interviews and a focus group with a total of 31 participants from three institutions to identify and come to a more complex, multi-layered understanding of the undergraduate research experience. A card sorting technique where participants assigned each card to the encouraged an interest, deterred an interest, neither encouraged nor deterred an interest, or did not experience category was used initially to generate a conversation about what individual experiences that students perceive encourage or deter them from pursuing a STEM field career following graduation. Follow-up interview questions guided the participant in explaining the incident and how and why it impacted their interest in a STEM field career following graduation. Findings of the study indicate that all participants began their URE with an interest in science. No one set of critical incidents was identified to encourage or deter an interest as the same incident could have positive and negative outcomes. Because of the initial strong interest in science, incidents identified in the literature as deterring an interest in STEM often served to help participants refine the field or topic in STEM they wanted to pursue rather than causing them to leave STEM altogether. The individual critical incidents during the URE in totality, not individually, had an impact on participants’ interest in pursuing a STEM field career. It is a combination of multiple experiences or events that help students gain a greater sense of self and to refine career and research opportunities. The main contribution of this study is a theoretical model of the mechanisms by which a variety of incidents during a URE can impact an interest in STEM. This model identifies underlying causal mechanisms on how UREs can promote an interest in STEM. The model is similar to a grounded theory model in that it highlights student characteristics, contextual factors, mechanisms, and outcomes that help to refine STEM field career interest. The URE incidents in totality provide mechanisms resulting in outcomes that refine a career interest in STEM. As all participants were still involved in their URE, this study is limited in that we do not know with any certainty if the participants will enter a STEM field career. Future research designed with a longitudinal time frame could follow participants throughout the URE then into their career thus allowing greater understanding as to why some students may choose to leave the STEM pipeline. In-depth case studies would allow for testing of the conceptual model to identify turning points in an interest in a STEM field career and how interests in a STEM field career are refined. Further, case studies would allow researchers to compare the conceptual model in different settings. The goals of UREs can be advanced in settings where there is a central organizing office on campus that makes visible that the institution values research and STEM and creates opportunities where students can to connect to a wider community of researchers. Faculty mentors guiding UREs can advance a commitment to pursue science by continually articulating the importance and wider social significance of the research. Further, faculty mentors play an invaluable role by providing information about the range of opportunities to pursue research, connect students with other research, and encourage URE student attendance at professional conferences in order to begin identification with a wider community of like-minded individuals. / Ph. D. / Educators, industry leaders and politicians are concerned about the lack of students prepared for STEM field careers and the United States being able to maintain its competitive edge globally. One opportunity to prepare students for STEM field careers is through student-faculty research, such as is done during an undergraduate research experience (URE). This study was designed to identify and understand critical incidents in undergraduate research experiences that students perceive to encourage or deter their interest in pursuing a STEM field career following graduation and to identify why these experiences made a difference in their interest. An incident sorting process was used to identify individual experiences that students perceive encourage or deter them from pursuing a STEM field career following graduation. Participant interviews and a focus group were conducted to understand how and why the identified experiences had a bearing on the student deciding to pursue a STEM field career following graduation. Findings of the study indicate that incidents during the URE combined, not individually, had an impact on participants’ interest in pursuing a STEM field career.

Over the last two decades, higher education administrations have seen the importance of undergraduate students having been exposed to research be increasingly emphasized. Higher education institutions have taken strides to incorporate research into the undergraduate curricula, with the natural sciences fields being the most successful and efficient at implementing these changes. This project aimed to survey the national undergraduate research landscape when it came to humanities fields to see what steps academic humanities researchers, faculty, and administrators are taking, or need to be taking, to encourage more humanities undergraduates to become involved with research. Additionally, this project provides a brief case study of the undergraduate research opportunities available to humanities students at Virginia Tech. / Master of Arts / Over the last two decades, higher education administrations have seen the importance of exposing undergraduate students to research be increasingly emphasized. Higher education institutions have taken strides to incorporate research into the undergraduate curricula, with the natural sciences fields being the most successful and efficient at implementing these changes. This project aims to survey the national undergraduate research landscape when it comes to humanities fields to see what steps academic humanities researchers, faculty, and administrators are taking, or need to be taking, to encourage more humanities undergraduates to become involved with research. To do so, an in-depth analysis of the existing literature on the subject is provided, along with analyses of interviews the author conducted with several higher education administrators from universities across the nation. Additionally, this project provides a brief case study of the undergraduate research opportunities available to humanities students at Virginia Tech.

Published Article / Worldwide, including in South Africa, involvement in research is making increasing quality demands on higher education institutions in terms of sustaining high-level research capability and involvement on an efficient and effective basis. These are complex issues, particularly when concerns such as the quality of postgraduate training, lengthy postgraduate completion rates and the high percentage of suspension of postgraduate studies are present. These are just some of the issues leading to this improvement-oriented study investigating new-generation postgraduate students at a case-study university of technology. The research methodology applied in this study was primarily a qualitative research method, supported by a quantitative research element.

Purpose - The purpose of this paper is to observe how undergraduate students approach open-ended searching for a research assignment, specifically as it affected their use of the discovery interface Primo. Design/methodology/approach - In total, 30 undergraduate students were provided with a sample research assignment and instructed to find resources for it using web tools of their choice, followed by the Primo discovery tool. Students were observed for 30 minutes. A survey was provided at the end to solicit additional feedback. Sources students found were evaluated for relevance and utility. Findings - Students expressed a high level of satisfaction with Primo despite some difficulty navigating through more complicated tasks. Despite their interest in the tool and previous exposure to it, it was usually not the first discovery tool students used when given the research assignment. Students approached the open-ended search environment much like they would with a commercial search engine. Originality/value - This paper focused on an open-ended search environment as opposed to a known- item scenario in order to assess students' preferences for web search tools and how a library discovery layer such as Primo was a part of that situation. Evaluation of the resources students found relevant were also analyzed to determine to what degree the students understood the level of quality they exhibited and from which tool they were obtained.

Esta pesquisa tem sua origem no seguinte questionamento: o \"fazer pesquisa\" (desenvolver estágio de Iniciação Científica) é um fator relevante para a apropriação da linguagem científica pelo aluno de graduação em Química? Como se dá essa apropriação? Com o intuito de elucidar esse questionamento observamos o percurso trilhado durante um ano por dois alunos de Iniciação Científica em Química. Nesse período realizamos entrevistas com os orientadores e os alunos, além de observações no local, as quais incluíram gravações em áudio e coleta de materiais orais e escritos produzidos pelos alunos, relacionados ao desenvolvimento das suas pesquisas. Procuramos subsídios para a interpretação dos dados, nos estudos da Sociologia e Antropologia da Ciência, desenvolvidos por Latour e Woolgar, e na Análise do Discurso de linha francesa, como vem sendo divulgada por Eni Orlandi, especialmente quanto às noções de tipologia do discurso e autoria. A análise dos resultados com relação à tipologia revelou nos diálogos entre orientadores e alunos, ocorridos no laboratório, um deslocamento do discurso predominantemente autoritário para um discurso polêmico. Quanto à autoria percebemos na produção do relatório de pesquisa o exercício da repetição empírica e formal, além do uso da repetição histórica, que demonstra a posição de autor ocupada pelos alunos. Observamos ainda na produção de trabalhos para congressos o uso de diferentes tipos de enunciados científicos, classificados por Latour e Woolgar, em diferentes situações que evidenciam a utilização adequada da linguagem científica. Essa investigação nos levou à percepção sobre a influência da Iniciação Científica na apropriação da linguagem científica, e indicou que esse processo se deu por meio da troca com os pares, da imitação de modelos, e, principalmente, da vivência da pesquisa. / This research has its origin in the following questions: is \"doing research\" (developing an Undergraduate Research Project) a relevant factor for the appropriation of scientific language by undergraduate students in Chemistry? How does this appropriation occur? With the intention of understanding these questions we observed two students in Undergraduate Research in Chemistry, by following them closely for one year. During that period we accomplished interviews with the supervisors and the students, and work site observations which included audio recordings and collected spoken and written data produced by the students related to the development of their research. We searched for assistance to analyze the data, within the Science\'s Sociology and Anthropology studies, developed by Latour and Woolgar, and in the Discourse Analysis, in its French approach, as divulged by Eni Orlandi, specifically according to the concepts of discourse typology and authorship. The results of the analysis related to typology demonstrate that in the conversations between supervisors and students carried out in the laboratory there is a transition from a predominantly authoritarian discourse to a polemical discourse. According to the authorship, we realized that in the production of the research report there was the exercise of empirical and formal repetition, beside that, the use of historical repetition which demonstrates the author\'s positions occupied by the students. We also observed in the preparation of work for congresses, that the use of different types of scientific statements indicated the adequate use of scientific language. Therefore, this research leads us to conscientiousness about the influence of Undergraduate Research in the appropriation of scientific language and indicated that this process occurred through the exchange among groups, the imitation of patterns and mainly the research experience.

The heart and microvasculature have characteristics of a complex adaptive system. Extreme challenges faced by these organ systems cause structural changes which lead to global adaptation. To assess the impact of myocardial interstitial edema on the mechanical properties of the left ventricle and the myocardial interstitium, we induced acute and chronic interstitial edema in dogs. With chronic edema, the primary form of collagen changed from type I to III and left ventricular chamber compliance significantly increased. The resulting functional adaptation allows the chronically edematous heart to maintain left ventricular chamber compliance when challenged with acute edema, thus, preserving cardiac function over a wide range of interstitial fluid pressures. To asses the effect of microvascular occlusions, we reintroduced the Pallid bat wing model and developed a novel mathematical model. We hypothesized that microvessels can switch from predominantly pressure-mediated to shear-mediated responses to ensure dilation during occlusions. Arterioles of unanesthetized Pallid bats were temporarily occluded upstream (n=8) and parallel (n=4) to vessels of interest (20-65 mm). In both cases, the vessels of interest rapidly dilated (36+24 %, 37+33 %), illustrating that they responded appropriately to either decreased pressure or increased shear stress. The model not only reproduced this switching behavior, but reveals its origin as the nonlinear shear-pressure-radius relationship. The properties of the heart and microvasculature were extended to characterize a “Research-Intensive Community” (RIC) model, to provide a feasible solution consistent with the Boyer Commission, to create a sustainable physiology research program. We developed and implemented the model with the aim of aligning diverse goals of participants while simultaneously optimizing research productivity. While the model radically increases the number of undergraduate students supported by a single faculty member, the inherent resilience and scalability of this complex adaptive system enables it to expand without formal institutionalization.

Breakout session from the Living the Future 7 Conference, April 30-May 3, 2008, University of Arizona Libraries, Tucson, AZ. / For the past four years the University of California, Berkeley has engaged in an initiative dedicated to enhancing undergraduate education, leveraging campus-wide resources to support and sustain curricular transformation, and strengthening the community of faculty focused on teaching and learning. The Mellon Library/Faculty Fellowship for Undergraduate Research initiative was championed by senior administrators including the University Librarian, Vice Provost for Undergraduate Education, and Dean of the Undergraduate Division of the College of Letters and Science, and sustained by a collaboration of partners from six academic support units similar to those on most university campuses. Throughout this multi-year project, librarians, educational technologists, and other pedagogical experts partnered with more than 40 faculty from the sciences, social sciences, humanities, and interdisciplinary studies to redesign courses and assignments to incorporate research-based learning. Their work has impacted more than 12,000 students enrolled in the redesigned undergraduate courses, energized a community of faculty, and created a solid foundation for ongoing partnerships among academic support units. This session will provide a brief background about the initiative, highlights of the activities and impact, and suggestions for other institutions interested in creating a similar initiative based on our evaluation of this projects impact on individual faculty, student learning, and the campus culture.

Esta pesquisa tem sua origem no seguinte questionamento: o \"fazer pesquisa\" (desenvolver estágio de Iniciação Científica) é um fator relevante para a apropriação da linguagem científica pelo aluno de graduação em Química? Como se dá essa apropriação? Com o intuito de elucidar esse questionamento observamos o percurso trilhado durante um ano por dois alunos de Iniciação Científica em Química. Nesse período realizamos entrevistas com os orientadores e os alunos, além de observações no local, as quais incluíram gravações em áudio e coleta de materiais orais e escritos produzidos pelos alunos, relacionados ao desenvolvimento das suas pesquisas. Procuramos subsídios para a interpretação dos dados, nos estudos da Sociologia e Antropologia da Ciência, desenvolvidos por Latour e Woolgar, e na Análise do Discurso de linha francesa, como vem sendo divulgada por Eni Orlandi, especialmente quanto às noções de tipologia do discurso e autoria. A análise dos resultados com relação à tipologia revelou nos diálogos entre orientadores e alunos, ocorridos no laboratório, um deslocamento do discurso predominantemente autoritário para um discurso polêmico. Quanto à autoria percebemos na produção do relatório de pesquisa o exercício da repetição empírica e formal, além do uso da repetição histórica, que demonstra a posição de autor ocupada pelos alunos. Observamos ainda na produção de trabalhos para congressos o uso de diferentes tipos de enunciados científicos, classificados por Latour e Woolgar, em diferentes situações que evidenciam a utilização adequada da linguagem científica. Essa investigação nos levou à percepção sobre a influência da Iniciação Científica na apropriação da linguagem científica, e indicou que esse processo se deu por meio da troca com os pares, da imitação de modelos, e, principalmente, da vivência da pesquisa. / This research has its origin in the following questions: is \"doing research\" (developing an Undergraduate Research Project) a relevant factor for the appropriation of scientific language by undergraduate students in Chemistry? How does this appropriation occur? With the intention of understanding these questions we observed two students in Undergraduate Research in Chemistry, by following them closely for one year. During that period we accomplished interviews with the supervisors and the students, and work site observations which included audio recordings and collected spoken and written data produced by the students related to the development of their research. We searched for assistance to analyze the data, within the Science\'s Sociology and Anthropology studies, developed by Latour and Woolgar, and in the Discourse Analysis, in its French approach, as divulged by Eni Orlandi, specifically according to the concepts of discourse typology and authorship. The results of the analysis related to typology demonstrate that in the conversations between supervisors and students carried out in the laboratory there is a transition from a predominantly authoritarian discourse to a polemical discourse. According to the authorship, we realized that in the production of the research report there was the exercise of empirical and formal repetition, beside that, the use of historical repetition which demonstrates the author\'s positions occupied by the students. We also observed in the preparation of work for congresses, that the use of different types of scientific statements indicated the adequate use of scientific language. Therefore, this research leads us to conscientiousness about the influence of Undergraduate Research in the appropriation of scientific language and indicated that this process occurred through the exchange among groups, the imitation of patterns and mainly the research experience.

The benefits of undergraduate student research are vast and have been well documented by the literature (Lopatto, 2003, 2010; O’Donnell, Botelho, Brown, Gonzalez, & Head, 2015; Russell, Hancock, & McCullough, 2007) despite barriers that have withstood the test of time (Wayment & Dickson, 2008). The current workshop will be led by a faculty-student duo, both with extensive experience in undergraduate research. Using evidence-based research, presenters will provide an overview of the benefits and barriers to undergraduate research and will present a logic model used for successful faculty-student collaboration. An interactive component of this workshop will prompt audience members to construct personal logic models to specifically explore their goals and feasibility in undergraduate research programming.

No description available.