Collaborative Proposal: EURO: Enhancing Undergraduate Research Opportunities

合作提案：EURO：增加本科生研究机会

• 批准号: 1123068
• 负责人: Kimberly Schneider
• 金额: $ 19.65万
• 依托单位: The University of Central Florida Board of Trustees
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-10-01 至 2016-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1123068&HistoricalAwards=false
• 关键词: Collaborative; Proposal; EURO; Enhancing; Undergraduate

The Boyer Report (Boyer Commission on Educating Undergraduates in Research Universities, "Reinventing Undergraduate Education; A Blueprint for America's Research Universities," 1998) identified three challenges that still permeate many public research universities: the need to start students in research activities earlier, providing quality research experiences for more students, and creating experiences that can be delivered to increasing numbers of transfer students. The second America COMPETES Act (January 2011) urged that undergraduates be included in standard NSF grants. However, increasing participation in early undergraduate research continues to be a challenge at many institutions of higher education. This project is developing a collaborative approach to increasing early undergraduate participation in significant research activities. This is being accomplished through courses and programs designed to teach general research skills, rather than only engaging students in specific disciplinary research activities. By focusing on "research oriented" or "research skills" experiences, more students can be economically included early in their undergraduate studies. The project is a partnership comprised of Washington State University, the University of Central Florida, and the University of Alabama, with faculty members from the University of Wisconsin-Madison participating in an advisory role. The partners are adapting each others' existing research skills courses (one per institution, three in total). All three courses are being made available to students at each partner institution. The three models are: - A faculty led boot camp short course, running one week in the summer as an intensive program (developed originally at WSU) - A peer mentored short course for transfer students just prior to the beginning of the academic year (developed originally at UCF) - A semester long seminar course that meets during the academic year using asynchronous delivery of lecture material (developed originally at Wisconsin). The intellectual merit of this proposal is increased by an ongoing, comprehensive assessment of the effectiveness and cost of these programs at three universities, as undertaken by a centralized evaluation team. The assessment is addressing the following questions: - Do these three skills programs increase the number of students participating in undergraduate research while maintaining the quality of existing experiences? - Do skills programs decrease the "incubation period" of new undergraduate researchers in the laboratory and increase faculty participation campus-wide? - What are the costs and benefits of implementing sustainable research-oriented teaching and training modules at three public research universities? This information is of potential value for institutions considering efforts to institutionalize or grow their undergraduate research programs.

博耶报告（博耶研究型大学本科生教育委员会，“重塑本科教育；美国研究型大学的蓝图”，1998）指出了许多公立研究型大学仍然面临的三个挑战：需要更早地让学生开始研究活动，为更多的学生提供高质量的研究经验，以及创造可以为越来越多的转学生提供的经验。第二个《美国竞争法案》（2011 年 1 月）敦促将本科生纳入标准 NSF 拨款。 然而，增加早期本科生研究的参与仍然是许多高等教育机构面临的挑战。该项目正在开发一种协作方法，以增加早期本科生对重要研究活动的参与。 这是通过旨在教授一般研究技能的课程和计划来实现的，而不是仅仅让学生参与特定的学科研究活动。 通过关注“研究导向”或“研究技能”经历，更多的学生可以在经济上尽早进入本科学习。 该项目是由华盛顿州立大学、中佛罗里达大学和阿拉巴马大学组成的合作伙伴关系，威斯康星大学麦迪逊分校的教职员工担任顾问。 合作伙伴正在调整彼此现有的研究技能课程（每个机构一门，总共三门）。 所有三门课程均向每个合作机构的学生开放。这三种模式是： - 教师主导的新兵训练营短期课程，在夏季作为密集课程运行一周（最初在 WSU 开发） - 在学年开始之前为转学生提供同行指导的短期课程（最初在 UCF 开发） - 为期一学期的研讨会课程，在学年期间使用异步交付讲座材料进行会议（最初在威斯康星州开发）。由集中评估小组对三所大学这些项目的有效性和成本进行持续、全面的评估，增加了该提案的学术价值。评估解决以下问题： - 这三个技能项目是否增加了参与本科生研究的学生数量，同时保持现有经验的质量？ - 技能项目是否会缩短实验室新本科研究人员的“孵化期”并增加全校教师的参与？ - 在三所公立研究型大学实施可持续研究型教学和培训模块的成本和收益是什么？ 这些信息对于考虑努力制度化或发展本科研究项目的机构具有潜在价值。