Using Undergraduate Research for Institutional Transformation Margaret E. Madden, Ph. D. AASCU February 2012 INSTITUTIONAL CONTEXT Handcrafted education Small college with focus on liberal arts Three schools Crane School of Music and Education & Professional Studies have strong identities; School of Arts & Sciences has less strong identity (though there are many strong programs ) 2 Heavy teaching load Limited support for research and faculty development Title III – first generation college students, 40% from northern New York (low income, rural) 3 ARGUMENT FOR UNDERGRADUATE RESEARCH Research is essential in college education o collect and interpret new information, o engage in problem-solving exercises or o practice thinking critically in research related activities (Johnson, 1993) 4 Undergraduate students learn when actively engaged in process o able to see the connection between classroom learning and application o able to apply knowledge to address broader societal concerns o (Astin, 1985; Bonwell & Eison, 1991; Cross, 1987; Morgan, 1991) 5 Research focuses on process of discipline in addition to content o introduces critical thinking, problem-solving, and specific research skills o Infusing early in the curriculum essential to cultivate skills and motivate students do substantial independent projects as juniors and seniors o (Halaby, 2001; Hoopes, 1993; Hunter, Laursen, & Seymour, 2007; Willison & O’Regan, 2007). 6 Benefits include specific instrumental skills, critical thinking skills, organization and presentation to peers (Bloom, 1956; Angelotti et al., 2001; Halaby, 2001) Research skills important for all disciplines o Inquiry-based learning and education action research important for teacher candidate o (National Research Council, 2000; Booth, 2001; Garrett, 2006; Waite & Davis, 2006) 7 Undergraduate research is the highest form of inquiry-based learning. Encourages group activity Enhances interest in learning develops critical thinking skills through problem-based learning (Arámbula-Greenfield, 1996; Currie, 1999). 8 Skills learned in conducting research springboard to more professional careers and graduate study o Summer science research participants reported both personal and professional gains: “thinking and working like a scientist” clarification of career plans and graduate school preparation for careers or graduate work faculty also observed socialization into professional practices of science (Currie, 1999; Hartmann, 1990; Hunter, Laursen, & Seymour, 2007) 9 Employers also continue to look for prospective employees who have the skills to work in groups In one study of wildlife management students, those who did undergraduate research obtained employment more often and more quickly than the others (Blignauta et al., 1998; Cohen, 1994; Kinkel & Henke, 2006) 10 Students who participate in summer research also show more general improved academic performance such as higher grades in semesters following their research participation higher scores on standardized tests improvement in quality of written work, evaluated by rubrics measuring critical thinking, integration of knowledge and writing skill more frequently completing a B.S. rather than a B.A. faster degree completion (Brakke & Crowe, 2008; Brown & Yrekli, 2007; Kinkel & Henke, 2006). 11 Undergraduate research especially effective for improving academic performance and retention of underrepresented students in sciences o including African Americans o first generation o Women o Hispanic students o (Barlow & Vallarejo, 2004; Brakke & Crowe, 2008; Campbell & Skoog, 2004; Ishiyama, 2007; Merisotis & Kee, 2006) 12 Comparing African American and white students with similar socioeconomic characteristics in a McNair program, Ishiyama reported similar benefits from participation in undergraduate research, but also that African American students were more likely to mention “clarification of career path” and being transformed psychologically from the beginning to end of program than white students. 13 Retention efforts enhanced by o fostering mentor/apprentice relationships actively engage students in subject help build self-confidence o African American valued personal concern in mentors more than their white counterparts, implying the supportive relationship was especially important to them o Individualized instruction permits tailoring projects and tasks to suit individual learning style preferences o (Dean, 1986; Ishiyama, 2007; Woeste & Barham, 2007) 14 Professional organizations emphasize creation of new knowledge through undergraduate research o includes ability of students to better identify questions with scientific ideas and concepts o (Arámbula-Greenfield, 1996; Mander, 1988; Vanchieri, 1988) 15 Faculty benefit from undergraduate research o release time or instructional credit for undergraduate research activities as facilitators or mentors. o increases research productivity of faculty o enhances the likelihood of obtaining tenure and promotion o (Baugh, 1983; Denning, 1993; Gonzalez, 2001) Faculty perceptions of student abilities were raised after they mentored students in mathematics research, as well, suggesting that they may then encourage students to meet higher expectations (Brown & Yurekli, 2007) 16 Many reports of curricular transformation after a department or entire college systematically undertook infusion of research through the curriculum o (Hu, Kuh, & Gayles, 2007; Malachowski, 2003; Kierniesky, 2005; Kight, Gaynor, & Adams, 2006). Many written descriptions of structures to promote undergraduate research are available in diverse specific disciplines, including: l physical sciences l biology l psychology l mathematics l humanities (Brown & Yurekli 2007; Coker & Davies 2006; Grobman, 2007; Hunter, Laursen & Seymour, 2007; Kierniesky, 2005; Mabrouk, McIntyre, Virrankoski, Jeliffe, 2007; Malachowski, 2003; Wittner, 2007) 17 THE PROGRAM Personnel Dr. Gerald Ratliff, Project Director and Associate VP for Academic Affairs Dr. Carleen Graham, Director of Center for Undergraduate Research and Crane School of Music Opera Director 18 YEAR ONE got organized form advisory board defined research hire center director began to educate faculty 19 Year 1 (2008-2009) Faculty Student Travel Number of participants 6 Faculty Individual Curriculum Grant 5 (4 courses) Department Curriculum Grant 2 Departments represented Geology Sociology Biology Anthropology Theatre Chemistry Physics Computer Science Music (performance) English (writing) Chemistry Music Theory 20 CENTER FOR UNDERGRADUATE RESEARCH http://www.potsdam.edu/academics/specialprograms/cur/in dex.cfm 21 22 ENDOWED PROGRAMS The Fredrick B. Kilmer Undergraduate Research Apprenticeships o o a small number of students during the summer. The Ram Chugh North Country Public Service and Research Award o o supports student-faculty collaborative projects during the academic year Presented at the annual SUNY Potsdam Learning & Research Fair For research on a social, political, environmental or scientific issue relevant to the North Country region of New York State. The Frederick B. Kilmer Fund o Awards at annual SUNY Potsdam Learning & Research Fair. 23 24 YEAR TWO Grant activities took off! 25 Year 2 (2009-2010) Number of participants Departments represented Faculty Student Travel 7 Chemistry (3) Geology Music Biochemistry Sociology Faculty Individual Curriculum Grant 8 Educational technology Music Education English (literature) Mathematics Politics Music (2) Geology 26 Year 2 (2009-2010) Number of participants Department Curriculum 3 Grant Departments represented English Biology Modern Languages Professional Development travel 3 Modern Languages Communication Business Administration Teams to Conferences 3 AAC&U Evergreen Conference NCUR Workshops on campus 2 Grant Writing Curriculum development 27 YEAR THREE •Center refined its procedures •Began creating a series of workshops for students and faculty 28 Year 3 (2010-2011) Number of participants Departments represented Faculty Student Travel 6 Community Health Music Education (2) Music Performance Archeology Computer Science Faculty Individual Curriculum Grant 11 Music theory History Music Education Politics Physics English (writing) Modern Languages (2) Economics Communication Art 29 Year 3 (2010-2011) Number of participants Departments represented Department Curriculum Grant 2 Political Science Women & Gender Studies Professional Development travel 14 History Education technology (2) Dance English (literature) (2) Music Performance (2) Biology Sociology Anthropology (2) English (writing) (2) 30 Year 3 (2010-2011) Number of participants Departments represented Teams to Conferences 4 School Within School (Peabody) AAC&U Northeast Writing Centers Assn NCUR (29 student presented) Workshops on campus 4 Grant Writing (2) Curriculum Development (2) 31 CENTER FOR UNDERGRADUATE EDUCATION WORKSHOPS SPRING 2012 Is that Plagiarism? A Student's Guide to Sources, Citation and Honor in Writing Ethics and Undergraduate Research: A Faculty Panel Discussion Efficient Online Research Creating Your Research Poster Presenting Your Research in a Professional Manner - Oral Presentations Submitting a Successful Kilmer Undergraduate Research Application April 16 - 20 is National Undergraduate Research Week! Annual Learning & Research Fair 32 YEAR FOUR •In Progress •Focus on learning communities •First-Year Interest Groups (Learning Communities) •General Education •Upper division •6 guest speakers •3 guest authors 33 YEAR FIVE PLANS •Continued focus on learning communities •Plans to sustain •Sustaining the work • Endowments 34 BENCHMARK AND ASSESSMENT MEASURES •5-year targets monitored annually •NSSE •Numbers of participants 35 Objective Increase seniors reporting participation in research with faculty as measured by NSSE.(Q 7d) Increase student level of academic challenge from as measured by NSSE. (Benchmark Score) Increase student report of student-faculty interaction outside the classroom as measured by NSSE. (Q 1s) Increase students applying for research funds. Baseline 2007 2010 2011 Goal Spring ‘13 24% 37% have done or plan to 37% have done or plan to 40% 57% 57.7 % 59.3 % 62% 49% 52 % 63 % 55% (Sometimes, often, very often) 6 69 + 116 Kilmer awards since spring 2009 30 (duplicated) 36 ADDITIONAL MEASURES •Increase number of second-year courses with hands-on research component •Increase number of courses incorporating significant independent faculty/student research project •Increase the number of faculty in the School of Arts and Sciences who are engaged in undergraduate student research 37 Participation Goals Year 3 goal To date (2.5 years ) Individual Curriculum grant 36 36 Department curriculum grant 9 7 Attendance at professional meetings Students funded 30 26 30 69 Goal for year 50 So far this year 27 Faculty development and curriculum 38 REFERENCES Angelotti, M. 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