“It’s usually not worth the effort unless you get really lucky”: Barriers to Undergraduate Research Experiences from the Perspective of Computing Faculty
“It’s usually not worth the effort unless you get really lucky”: Barriers to Undergraduate Research Experiences from the Perspective of Computing Faculty
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“除非你真的很幸运，否则通常不值得付出努力”：从计算学院的角度来看本科生研究经验的障碍
DOI：
10.1145/3501385.3543976
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发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Lee, David T.
中科院分区：
文献类型：
--
作者：
Sharma, Rhea;Nair, Atira;Guo, Ana;Palea, Dustin;Lee, David T.
在全国范围内努力促进计算教育，本科研究经验（URES）已被确定为一种有效的方式，不仅可以激励研究和研究生学习，而且可以提高参与度和保留率，促进学科知识和该领域的多样性，发展强大的软技能和技术技能，并将学生融入社区。然而，尽管有这么多好处，URES的机会仍然有限。尽管寻找教师导师的挑战是主要障碍之一，但更深入地探索教师视角的研究仍然有限。在本文中，我们利用一个新项目的入职过程，采访了12名在一家大型公共研究机构从事计算相关研究的工程学院，了解他们对URES的经验和看法。这些教师的经验范围从经常与许多本科生一起工作到经验有限或没有经验。我们的分析揭示了四个主要主题的障碍URES围绕错位的中心概念：教育系统和研究之间的错位，教师和学生的目标之间的错位，研究的期望和现实之间的错位，以及在试图创建对齐时达到并保持稳定状态的挑战。最后，我们讨论了设计程序和计算生态系统，规模访问URES，帮助克服错位的设计影响。
In nationwide efforts to promote computing education, undergraduate research experiences (UREs) have been identified as an effective way to not only motivate research and graduate studies, but to also increase participation and retention, promote disciplinary knowledge and diversity in the field, develop strong soft and technical skills, and integrate students in the community. Yet, despite these many benefits, opportunities for UREs are still limited. And even though the challenge of finding faculty mentors is one of the major barriers, there is still limited research exploring the faculty perspective in greater depth. In this paper, we leveraged an onboarding process for a new program to interview twelve engineering faculty doing computing-related research in a large public research institution about their experiences and perspectives towards UREs. These faculty members ranged in experience from working regularly with many undergraduates to having limited or no prior experience. Our analysis uncovered four main themes on barriers to UREs around the central concept of misalignment: misalignments between the educational system and research, misalignments between faculty and student goals, misalignments between expectations of research and reality, and the challenge of getting to and maintaining steady state when trying to create alignment. We conclude by discussing design implications for designing programs and computational ecosystems that scale access to UREs by helping to overcome misalignments.
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