Using Electronic Portfolios to Assess Student Learning as a Result of Undergraduate Research

心理学-认知（73），科学和技术评估（91）完成本科研究项目的个人和专业利益是多样和复杂的。参与本科研究的学生比没有研究经验的学生更有可能完成本科教育并继续研究生院;他们也自我报告智力收益。 该项目正在采取本科研究学生学习的评估到一个新的水平，通过记录学生的智力收益所经历的参与指导研究的结果，并通过探索导师关系的相对重要性及其对学生智力收益的影响。研究环境的这些不同组成部分究竟是哪些组成部分以及在多大程度上带来了智力增长--是回答一个独特问题的过程，还是学生在进行项目时得到的指导？该项目使用印第安纳州普渡大学印第安纳波利斯分校（IUPUI）的电子档案袋工具ePortfolio，从19个不同校区的学生和教职员工那里收集数据。 项目成员正在检查学生的智力技能之前和之后的研究经验在本科学习的三个关键原则：核心沟通和定量技能，批判性思维，整合和知识的应用。学生构建一个电子学习组合，以记录本科研究的证据，将他们的证据与选定的原则联系起来，并与教师导师合作，以评估和了解他们自己的智力成长，作为参与研究的结果。学生们还需要完成关于指导环境和人口统计信息的在线问卷。该项目的最终结果将是创建一个评估平台，以记录学生的学习作为一个指导的本科研究计划，将广泛提供给全国各地的学术界的结果。

Psychology - Cognitive (73), Science and Technology Assessments (91)The personal and professional benefits of completing an undergraduate research project are varied and complex. Students involved in undergraduate research are more likely to complete their undergraduate education and go on to graduate school than students who did not have a research experience; they also self-report intellectual gains. This project is taking the assessment of student learning in undergraduate research to the next level by documenting the intellectual gains experienced by students as a result of participating in mentored research, and by exploring the relative importance of the mentoring relationship and its effect on student intellectual gain. Exactly which components and to what extent do these different components of the research environment bring about intellectual growth--is it the process of answering a unique question or the mentoring that students receive as they undertake their projects?Using an electronic portfolio tool, ePortfolio, from Indiana University-Purdue University Indianapolis (IUPUI), the project is collecting data from students and faculty members at 19 different campuses. Project members are examining student intellectual skills before and after the research experience in three key principles of undergraduate learning: core communication and quantitative skills, critical thinking, and integration and the application of knowledge. Students construct an electronic learning portfolio to document evidence from undergraduate research, connect their evidence to the selected principles, and collaborate with faculty mentors to assess and understand their own intellectual growth as a result of participation in research. Students also complete on-line questionnaires about the mentoring environment, and demographic information. The final result of this project will be the creation of an assessment platform to document student learning as a result of a mentored undergraduate research program that will be widely available to the academic community across the nation.