Successful Undergraduate Research Experiences in Engineering: Student, Faculty, and Industrial Perspectives
Successful Undergraduate Research Experiences in Engineering: Student, Faculty, and Industrial Perspectives
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工程领域成功的本科生研究经验：学生、教师和行业视角
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Dian Mitrayani
中科院分区：
文献类型：
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作者：
J. Reisel;C. Walker;Luciana Cançado;Dian Mitrayani
当提出提高工程专业学生的教育和毕业率的想法时，经常提倡的一种做法是增加进行本科研究的学生人数。通常情况下，高成就的本科生从事研究活动所取得的好处被引用作为本科研究为所有学生提供的潜力的证据。然而，关于研究经历对普通工程专业学生的影响和益处的研究相对较少。然而，为了实现更广泛的参与本科研究的经验，这是这些学生，本科研究的机会需要提供。因此，有必要了解这些经验如何与这些学生的职业目标相吻合，以及如何最好地满足学生的期望和需求。这项由NSF赞助的工作的主要目的是为广泛的工程专业学生制定成功的本科研究经验的定义。特别注意的是，学生的学术背景和表现是坚实的，但不突出。对于这些学生来说，成绩优异的学生所带来的一些好处--比如增加了上研究生院的可能性--可能并不是衡量成功经历的适当标准。为了制定这些定义，我们调查和采访了从事工程本科研究经验的学生，监督本科生从事研究项目的教师，以及雇用最近工程毕业生的行业代表。在本文中，我们提出了这些群体的观点。随着三个群体的观点作为输入，一个成功的本科研究经验的非精英工程专业学生的定义已经制定，并提出。除了这些成功的本科研究经验的定义，本文还提出了从教师和学生如何使经验更有利于学生的见解。这些信息可以帮助其他教师为自己的学生设计研究经验。
When ideas for improving the education and graduation rates of engineering students are presented, one practice often promoted is increasing the number of students performing undergraduate research. Often, the benefits achieved by high-achieving undergraduate students engaged in research activities are cited as evidence of the potential that undergraduate research offers all students. However, relatively little study has been devoted to the impact and benefits of research experiences on ordinary engineering students. Yet, in order to achieve broader participation in undergraduate research experiences, it is these students to whom undergraduate research opportunities need to be provided. Therefore, it is necessary to understand how these experiences can mesh with the career goals of these students, and how they can best meet the students’ expectations and needs. The primary purpose of this NSF-sponsored work is to develop definitions of what constitutes a successful undergraduate research experience for a wide range of engineering students. Particular attention is devoted to students whose academic background and performance is solid, but not outstanding. For such students, some of the benefits seen in high-achieving students – such as increased likelihood of graduate school attendance – may not be appropriate measures of a successful experience. To develop the definitions, we have surveyed and interviewed students who have been engaged in undergraduate research experiences in engineering, faculty members who have supervised undergraduate students working on research projects, and industrial representatives who have employed recent engineering graduates. In this paper, we present the perspectives of these groups. With the perspectives of the three groups as input, the definitions of a successful undergraduate research experience for non-elite engineering students have been developed and are presented. In addition to these definitions of a successful undergraduate research experience, the paper also presents insights from the faculty and students on how to make the experiences more beneficial for the students. Such information can help other faculty as they design research experiences for their own students.