An intensive primary-literature-based teaching program directly benefits undergraduate science majors and facilitates their transition to doctoral programs.
An intensive primary-literature-based teaching program directly benefits undergraduate science majors and facilitates their transition to doctoral programs.
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DOI：
10.1187/cbe.06-02-0144
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发表时间：
2006-01-01
期刊：
影响因子：
--
通讯作者：
Grossel, Martha
中科院分区：
文献类型：
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作者：
Kozeracki, Carol A;Carey, Michael F;Grossel, Martha
加州大学洛杉矶分校的霍华德休斯本科生研究计划 (HHURP) 是文学与科学学院和医学院之间的合作项目，通过严格的研讨会课程加强指导研究，培养一批积极主动的本科生。该课程的重点是科学期刊文章的展示和批判性分析以及学生自己的研究。本文介绍了 HHURP 的组成部分和目标，并讨论了三个项目评估的结果：年度学生评估、对担任 HHURP 学者研究顾问的加州大学洛杉矶分校教授的采访以及对项目校友的调查。学生们表示，该项目提高了他们阅读和展示主要科学研究的能力以及展示自己的研究的能力，并增强了他们在加州大学洛杉矶分校的研究经验。毕业后，他们发现参与 HHURP 帮助他们获得了自己选择的研究生课程的录取资格，并在作为研究生教育基础的互动研讨会中为他们提供了优于同龄人的优势。根据1998-1999年和2004-2005年该项目的评估，我们得出结论，基于文献的强化培训项目可以提高学生本科期间的信心和科学素养，并促进他们向研究生学习的过渡。
UCLA's Howard Hughes Undergraduate Research Program (HHURP), a collaboration between the College of Letters and Science and the School of Medicine, trains a group of highly motivated undergraduates through mentored research enhanced by a rigorous seminar course. The course is centered on the presentation and critical analysis of scientific journal articles as well as the students' own research. This article describes the components and objectives of the HHURP and discusses the results of three program assessments: annual student evaluations, interviews with UCLA professors who served as research advisors for HHURP scholars, and a survey of program alumni. Students indicate that the program increased their ability to read and present primary scientific research and to present their own research and enhanced their research experience at UCLA. After graduating, they find their involvement in the HHURP helped them in securing admission to the graduate program of their choice and provided them with an advantage over their peers in the interactive seminars that are the foundation of graduate education. On the basis of the assessment of the program from 1998-1999 to 2004-2005, we conclude that an intensive literature-based training program increases student confidence and scientific literacy during their undergraduate years and facilitates their transition to postgraduate study.