Collaborative Research for Novice Undergraduates

本科生合作研究

• 批准号: 7514947
• 负责人: KYLE J. FRANTZ
• 金额: $ 31.07万
• 依托单位: GEORGIA STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-09-19 至 2012-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7514947
• 关键词: Academic achievement; Achievement; Address; Affect; Area; Basic Science; Behavioral Research; Behavioral Sciences; Belief; Biomedical Research; Career Choice; Classification; Color; Complement; Confounding Factors (Epidemiology); Coupling; Data; Data Analyses; Data Collection; Data Set; Depth; Development; Disadvantaged; Disease regression; Education; Educational Curriculum; Educational process of instructing; Educational workshop; Effectiveness; Effectiveness of Interventions; Endogenous depression; English Language; Environment; Equation; Exposure to; Family; Focus Groups; Fostering; Funding; Future; Hand; Housing; Institution; Interview; Knowledge; Laboratories; Laboratory Research; Laboratory Scientists; Learning; Linear Models; Literature; Logistics; Measurable; Measures; Mentors; Meta-Analysis; Methods; Minority; Mission; Modeling; National Institute of General Medical Sciences; Numbers; Outcome; Outcome Assessment; Paper; Participant; Patient Self-Report; Personal Satisfaction; Pilot Projects; Population; Positioning Attribute; Process; Published Comment; Purpose; Rate; Recruitment Activity; Relative (related person); Research; Research Personnel; Resources; Respondent; Sample Size; Schools; Science; Scientist; Score; Self Efficacy; Solid; Statistically Significant; Students; Subgroup; Surveys; Testing; Transportation; USA Georgia; Universities; Week; Western Asia Georgia; Woman; base; career; college; cost; cost effectiveness; design; experience; falls; follow-up; high school; improved; innovation; instrument; interest; member; novel; pressure; programs; response; science education; size; skills; social; socioeconomics; statistics; success; theories; tool

DESCRIPTION (provided by applicant): Undergraduate students may be attracted to science by exposure to basic laboratory research. A summer research experience as an apprentice in a scientist's laboratory can be effective in this regard, but the pool of willing scientists is often too limited to accommodate large numbers of students in such environments. The proposed project will use a 10-week summer research program based at Georgia State University in Atlanta to test the hypothesis that a collaborative learning experience in a dedicated teaching laboratory will positively affect student outcomes to the same or greater degree than traditional research apprenticeships. Every year for four years, the Research Team will partner with local programs to recruit and admit undergraduate students from institutions nationwide to participate in the study, with focus on students from underrepresented groups (i.e. xxx). Program logistics deemed effective in pilot studies would be replicated in the proposed project, including recruitment, stipends, housing, and transportation. By conducting hypothesis-driven education research, we will fill a critical gap in current knowledge about the effectiveness of interventions intended to interest, motivate, and prepare students for research careers in the biomedical sciences, with particular focus on students from underrepresented groups. In order to test our hypothesis, we will adapt, develop, and/or validate quantitative and qualitative assessment tools. Self-efficacy surveys will reveal student beliefs about their abilities to study science, conduct scientific research, and succeed in science-related careers. Mastery quizzes will probe acquisition of basic science content knowledge and process skills. Laboratory observations, participant and mentor interviews, focus group discussions, and assessment of research presentations will describe how, why, and for which participant subgroups the summer research program is effective. Long-term follow-up will be conducted yearly through 2016 to determine the impact of the research experience on long-term achievement and career decisions, with achievement defined as course grades and standardized pre-professional test scores, and career decisions defined as choice of science-related courses, majors, pre-professional tests, and post-baccalaureate academic or professional positions. By the end of the project, we will have identified components of undergraduate research programs that foster the progress of a diverse student population toward careers in biomedical and behavioral research.

描述（由申请人提供）：本科生可能会通过接触基础实验室研究而被科学所吸引。在这方面，在科学家实验室当学徒的暑期研究经历可能是有效的，但在这样的环境中，愿意做研究的科学家往往太有限，无法容纳大量的学生。该项目将在亚特兰大的佐治亚州立大学开展为期10周的暑期研究项目，以验证一个假设，即在专门的教学实验室中进行协作式学习，与传统的研究学徒制相比，会对学生的学习成果产生相同或更大程度的积极影响。在四年的时间里，研究团队每年都将与当地项目合作，从全国院校招募和录取本科生参加研究，重点关注来自代表性不足群体（即xxx）的学生。在试点研究中被认为有效的项目后勤将在拟议项目中复制，包括招聘、津贴、住房和交通。通过进行假设驱动的教育研究，我们将填补目前关于干预措施有效性的一个关键知识空白，这些干预措施旨在引起学生的兴趣，激励学生，并为他们在生物医学科学的研究生涯做好准备，特别关注来自代表性不足群体的学生。为了检验我们的假设，我们将调整、开发和/或验证定量和定性评估工具。自我效能感调查将揭示学生对自己学习科学、进行科学研究以及在科学相关职业中取得成功的能力的信念。掌握测验将考察基本科学内容知识和处理技能的获取情况。实验室观察、参与者和导师访谈、焦点小组讨论和研究报告评估将描述夏季研究计划如何、为什么以及对哪个参与者小组有效。长期随访将每年进行一次，直到2016年，以确定研究经历对长期成就和职业决策的影响，成就定义为课程成绩和标准化专业前测试成绩，职业决策定义为科学相关课程、专业、专业前测试和学士学位后学术或专业职位的选择。到项目结束时，我们将确定本科研究项目的组成部分，以促进不同学生群体在生物医学和行为研究领域的职业发展。