Collaborative Proposal: EURO: Enhancing Undergraduate Research Opportunities

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：需要让学生更早地开始研究活动，为更多的学生提供高质量的研究经验，创造可以传递给越来越多的转校生的经验。第二项美国竞争法案（2011年1月）敦促将本科生纳入标准的NSF资助。然而，在许多高等教育机构中，增加对早期本科生研究的参与仍然是一个挑战。该项目正在开发一种合作方法，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项目来实现的，而不仅仅是让学生参与特定学科的研究活动。通过专注于“研究导向”或“研究技能”的经历，更多的学生可以在本科学习的早期被经济地纳入。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合作开展的，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（每家机构一个，总共三个）。所有这三门课程都将提供给每个合作院校的学生。这三种模式是：-教师领导的训练营短期课程，在夏季进行一周的强化课程（最初在WSU开发）-在学年开始之前为转学生提供同伴指导的短期课程（最初在UCF开发）-一个学期的研讨会课程，在学年期间使用异步交付的讲座材料（最初在威斯康星开发）。由一个集中评估小组对三所大学的这些项目的有效性和成本进行持续、全面的评估，从而增加了该提案的智力价值。该评估旨在解决以下问题：-这三个技能项目是否在保持现有经验质量的同时，增加了参与本科研究的学生数量？-技能项目是否缩短了新本科生研究人员在实验室的“潜伏期”，并增加了全校教师的参与？-在三所公立研究型大学实施可持续的研究型教学和培训模式的成本和收益是什么？这些信息对于那些考虑将本科研究项目制度化或扩大其本科生研究项目的机构具有潜在价值。

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.