Collaborative Research for Novice Undergraduates

本科生合作研究

• 批准号: 8137056
• 负责人: KYLE J. FRANTZ
• 金额: $ 27.61万
• 依托单位: GEORGIA STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-09-19 至 2013-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8137056
• 关键词: Academic achievement; Achievement; Affect; Basic Science; Behavioral Research; Behavioral Sciences; Belief; Biomedical Research; Color; Disadvantaged; Education; Educational process of instructing; Effectiveness; Effectiveness of Interventions; English Language; Environment; Exposure to; Focus Groups; Fostering; Future; Housing; Institution; Interview; Knowledge; Laboratories; Laboratory Research; Laboratory Scientists; Learning; Logistics; Measures; Mentors; Modeling; Outcome; Outcome Assessment; Paper; Participant; Pilot Projects; Population; Positioning Attribute; Process; Recruitment Activity; Research; Resources; Science; Scientist; Self Efficacy; Students; Subgroup; Surveys; Testing; Transportation; Universities; Woman; base; career; cost effective; experience; follow-up; interest; novel; programs; science education; skills; socioeconomics; tool; Academic achievement; Achievement; Affect; Basic Science; Behavioral Research; Behavioral Sciences; Belief; Biomedical Research; Color; Disadvantaged; Education; Educational process of instructing; Effectiveness; Effectiveness of Interventions; English Language; Environment; Exposure to; Focus Groups; Fostering; Future; Housing; Institution; Interview; Knowledge; Laboratories; Laboratory Research; Laboratory Scientists; Learning; Logistics; Measures; Mentors; Modeling; Outcome; Outcome Assessment; Paper; Participant; Pilot Projects; Population; Positioning Attribute; Process; Recruitment Activity; Research; Resources; Science; Scientist; Self Efficacy; Students; Subgroup; Surveys; Testing; Transportation; Universities; Woman; base; career; cost effective; experience; follow-up; interest; novel; programs; science education; skills; socioeconomics; tool

DESCRIPTION (provided by applicant): Undergraduate students may be attracted to science by exposure to basic laboratory research. A summer research experience as an apprentice in a scientist's laboratory can be effective in this regard, but the pool of willing scientists is often too limited to accommodate large numbers of students in such environments. The proposed project will use a 10-week summer research program based at Georgia State University in Atlanta to test the hypothesis that a collaborative learning experience in a dedicated teaching laboratory will positively affect student outcomes to the same or greater degree than traditional research apprenticeships. Every year for four years, the Research Team will partner with local programs to recruit and admit undergraduate students from institutions nationwide to participate in the study, with focus on students from underrepresented groups (i.e. xxx). Program logistics deemed effective in pilot studies would be replicated in the proposed project, including recruitment, stipends, housing, and transportation. By conducting hypothesis-driven education research, we will fill a critical gap in current knowledge about the effectiveness of interventions intended to interest, motivate, and prepare students for research careers in the biomedical sciences, with particular focus on students from underrepresented groups. In order to test our hypothesis, we will adapt, develop, and/or validate quantitative and qualitative assessment tools. Self-efficacy surveys will reveal student beliefs about their abilities to study science, conduct scientific research, and succeed in science-related careers. Mastery quizzes will probe acquisition of basic science content knowledge and process skills. Laboratory observations, participant and mentor interviews, focus group discussions, and assessment of research presentations will describe how, why, and for which participant subgroups the summer research program is effective. Long-term follow-up will be conducted yearly through 2016 to determine the impact of the research experience on long-term achievement and career decisions, with achievement defined as course grades and standardized pre-professional test scores, and career decisions defined as choice of science-related courses, majors, pre-professional tests, and post-baccalaureate academic or professional positions. By the end of the project, we will have identified components of undergraduate research programs that foster the progress of a diverse student population toward careers in biomedical and behavioral research.

描述（由申请人提供）：本科生可能会通过接受基础实验室研究而被科学吸引。在科学家实验室中，作为学徒的夏季研究经验在这方面可能是有效的，但是愿意的科学家库通常太有限了，无法在这种环境下容纳大量学生。拟议的项目将在亚特兰大的佐治亚州立大学使用一项为期10周的夏季研究计划，以检验以下假设：在专门的教学实验室中的协作学习经验将对学生成果产生比传统研究学徒相同或更大程度的积极影响。每年四年，研究小组都会与当地计划合作，以招募和录取来自全国机构的本科生参加研究，重点是来自代表性不足的团体（即XXX）的学生。计划物流在试点研究中有效，将在拟议的项目中复制，包括招聘，津贴，住房和运输。通过进行假设驱动的教育研究，我们将填补有关目前有关旨在兴趣，激励和为学生为生物医学科学研究生涯做准备的干预措施有效性的知识的关键差距，并特别关注来自代表性不足的学生的学生。为了检验我们的假设，我们将适应，开发和/或验证定量和定性评估工具。自我效能调查将揭示学生对研究科学，进行科学研究并在与科学有关的职业中取得成功的能力的信念。精通测验将探讨基础科学内容知识和过程技能的获取。实验室观察，参与者和导师访谈，焦点小组讨论以及研究演示文稿的评估将描述参与者子组的夏季研究计划有效。长期随访将于每年至2016年进行，以确定研究经验对长期成就和职业决策的影响，成就定义为课程等级和标准化的专业前测试成绩，以及职业决策定义为与科学相关的课程，专业，前专业测试，专业考验以及学术后的学术或专业学术或专业学术或职业学业的选择。到项目结束时，我们将确定本科研究计划的组成部分，这些计划促进了不同学生人口在生物医学和行为研究中的职业。