Student-Driven Research in the First Year: Building Science Skills and Creating Community

References

• Auchincloss, L. C., Laursen, S. L., Branchaw, J. L., Eagan, K., Graham, M., Hanauer, D. I., Lawrie, G., McLinn, C. M., Pelaez, N., Rowland, S., Towns, M., Trautmann, N. M., Varma-Nelson, P., Weston, T. J., & Dolan, E. L. (2014). Assessment of course-based undergraduate research experiences: A meeting report. CBE—Life Sciences Education, 13(1), 29–40. https://doi.org/10.1187/cbe.14-01-0004
   PubMed Web of Science ®Google Scholar
• Ballen, C. J., Blum, J. E., Brownell, S., Hebert, S., Hewlett, J., Klein, J. R., McDonald, E. A., Monti, D.L., Nold, S. C., Siemmons, K. E., Soneral, P. A. G., & Cotner, S. (2017). A call to develop coursebased undergraduate research experiences (CUREs) for nonmajors courses. CBE—Life Sciences Education, 16(2), mr2, 1–7. https://doi.org/10.1187/cbe.16-12-0352
   PubMed Web of Science ®Google Scholar
• Brown, P C., Roediger, H. L., & Daniel, M. A. (2014). Make it stick: The science of successful learning. Belknap Press.
   Google Scholar
• Cianfrani, C., & Hews, S. (2017). Mentoring and community involvement within an integrated sciences first-year program. In Transforming STEM in higher education: Discovery, innovation, and the value of evidence. AACUAnnual STEM Conference. Association for American Colleges and Universities.
   Google Scholar
• Cianfrani, C., & Hews, S. (2020). Course-based research in the first semester of college: Teaching inquiry and building community using constructed wetlands for greywater treatment. Journal of College Science Teaching, 49(4), 66–74.
   Google Scholar
• Cooper, K. M., Soneral, P A. G., & Brownell, S. E. (2017). Define your goals before you design a CURE: A call to use backward design in planning course-based undergraduate research experiences. Journal of Microbiology & Biology Education, 18(2), 1–7. https://doi.org/10.1128/jmbe.v18i2.1287
   Web of Science ®Google Scholar
• Corwin, L. A., Dolan, E. L., Graham, M. J., Hanauer, D. I., & Pelaez, N. (2018a). The need to be sure about CUREs: Discovery and relevance as critical elements of CUREs for nonmajors. Journal of Microbiology & Biology Education, 19(3), 1–5. https://doi.org/10.1128/jmbe.v19i3.1683
   Web of Science ®Google Scholar
• Corwin, L. A., Runyon, C. R., Ghanem, E., Sandy, M., Clark, G., Palmer, G. C., Reichler, S., Rodenbusch, S. E., & Dolan, E. L. (2018b). Effects of discovery, iteration, and collaboration in laboratory courses on undergraduates’ research career intentions fully mediated by student ownership. CBE—Life Sciences Education, 17(2), ar20, 1–11. https://doi.org/10.1187/cbe.17-07-0141
   PubMed Web of Science ®Google Scholar
• Corwin, L. A., Runyon, C., Robinson, A., & Dolan, E. L. (2015). The laboratory course assessment survey: A tool to measure three dimensions of research-course design. CBE—Life Sciences Education, 14(4), ar37, 1–11. https://doi.org/10.1187/cbe.15-03-0073
   PubMed Web of Science ®Google Scholar
• Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publishing.
   Google Scholar
• Eloff, I., & Ebersohn, L. (2001). The implications of an asset-based approach to early intervention. Perspectives in Education, 19(3), 147–157.
   Google Scholar
• Eyler, J. R. (2018). How humans learn: The science and stories behind effective college teaching. West Virginia University Press.
   Google Scholar
• Feldman, A., Divoll, K. A., & Rogan-Klyve, A. (2013). Becoming researchers: The participation of undergraduate and graduate students in scientific research groups. Science Education, 97(2), 218–243. https://doi.org/10.1002/sce.21051
   Web of Science ®Google Scholar
• Gardner, G., Forrester, J., Jeffrey Shumaker, P., Ferzli, M., & Shea, D. (2015). Authentic science research opportunities: How do undergraduate students begin integration into a science community of practice? Journal of College Science Teaching, 44(4), 61–65. https://doi.org/10.2505/4/jcst15_044_04_61
   Google Scholar
• Harsh, J. A., Maltese, A. V, & Tai, R. H. (2011). Undergraduate research experiences from a longitudinal perspective. Journal of College Science Teaching, 41(1), 84–91.
   Google Scholar
• Hunter, A.-B., Laursen, S. L., & Seymour, E. (2007). Becoming a scientist: The role of undergraduate research in students’ cognitive, personal, and professional development. Science Education, 91(1), 36–74. https://doi.org/10.1002/sce.20173
   Web of Science ®Google Scholar
• Kardash, C. A. M. (2000). Evaluation of an undergraduate research experience: Perceptions of undergraduate interns and their faculty mentors. Journal of Educational Psychology, 92(1), 191–201. https://doi.org/10.1037/0022-0663.92.1.191
   Web of Science ®Google Scholar
• Kolb, S. M. (2012). Grounded theory and the constant comparative method: Valid research strategies for educators. Journal of Emerging Trends in Educational Research and Policy Studies, 3(1), 83–86.
   Google Scholar
• Kretzman, J. P., & McKnight, J. L. (1993). Building communities from the inside out: A path toward finding and mobilizing a community’s assets. ACTA Publications.
   Google Scholar
• Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Association of American Colleges and Universities.
   Google Scholar
• Lang, J. M. (2016). Small teaching: Everyday lessons from the science of learning. Jossey-Bass.
   Google Scholar
• Linn, M. C., Palmer, E., Baranger, A., Gerard, E., & Stone, E. (2015). Undergraduate research experiences: Impacts and opportunities. Science, 347(6222). https://doi.org/10.1126/science.1261757
   PubMed Web of Science ®Google Scholar
• Lopatto, D. (2004). Survey of undergraduate research experiences (SURE): First findings. Cell Biology Education, 3(4), 270–277. https://doi.org/10.1187/cbe.04-07-0045
   PubMedGoogle Scholar
• Lopatto, D. (2007). Undergraduate research experiences support science career decisions and active learning. CBE Life Sciences Education, 6(4), 297–306. https://doi.org/10.1187/cbe.07-06-0039
   PubMedGoogle Scholar
• Packard, B. W.-L. (2016). Successful STEM mentoring initiatives for underrepresented students. Stylus Publishing.
   Google Scholar
• Russell, S. H., Hancock, M. P., & Mccullough, J. (2007). Benefits of undergraduate research experiences. Science, 316, 548–549.
   PubMed Web of Science ®Google Scholar
• Ryder, J., & Leach, J. (1999). University science students’ experiences of investigative project work and their images of science. International Journal of Science Education, 21(9), 945–9564. https://doi.org/10.1080/095006999290246
   Web of Science ®Google Scholar
• Sadler, T. D., Burgin, S., McKinney, L., & Ponjuan, L. (2010). Learning science through research apprenticeships: A critical review of the lltera-ture. Journal of Research in Science Teaching, 47(3), 235–256. https://doi.org/10.1002/tea.20326
   Web of Science ®Google Scholar
• Sadler, T. D., & McKinney, L. (2010). Scientific research for undergraduate students: A review of the literature. Journal of College Science Teaching, 39(5), 43–49.
   Google Scholar
• Saldana, J. (2016). The coding manual for qualitative researchers. SAGE Publishing.
   Google Scholar
• Schneider, K., Bickel, A., & Morrison-Shetlar, A. (2015). Planning and implementing a comprehensive student-centered research program for first-year STEM undergraduates. Journal of College Science Teaching, 44(3), 37–43. https://doi.org/10.2505/4/jcst15_044_03_37
   Google Scholar
• Schreiner, L. A., & Anderson, E. (2013). Strengths-based advising: A new lens for higher education. NACADA Journal, 25(2), 20–29. https://doi.org/10.12930/0271-9517-25.2.20
   Google Scholar
• Schwartz, R. S., Lederman, N. G., & Crawford, B. A. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry. Science Education, 88(4), 610–645. https://doi.org/10.1002/sce.10128
   Web of Science ®Google Scholar
• Seymour, E., Hunter, A. B., Laursen, S. L., & Deantoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three-year study. Science Education, 88(4), 493–534. https://doi.org/10.1002/sce.10131
   Web of Science ®Google Scholar
• Shanahan, J., Walkington, H., Ackley, E., Hall, E., & Stewart, K. (2017). Award-winning mentors see democratization as the future of undergraduate research. Council on Undergraduate Research Quarterly, 37(4), 4–11.
   Google Scholar
• Stoddard, E., & Pfeifer, G. (2018). Working towards more equitable team dynamics: Mapping student assets to minimize stereotyping and task assignment bias. In Proceedings from the ASEE Conference: 2018 CoNECD-The Collaborative Network for Engineering and Computing Diversity Conference (p. 19). Crystal City, VA.
   Google Scholar
• Svihla, V, Gomez, J. R., Bowers, S., Datye, A. K., Prescott, P., Scacco, J., James, J. O., & Loner, N. (2017). Asset-based design projects in a freshman-level course. In 2017 ASEE Annual Conference & Exposition. Columbus, OH: ASEE. https://doi.org/10.18260/1-2--27645
   Google Scholar
• Tokuhama-Espinosa, T. (2010). The new science of teaching and learning: Using the best of mind, brain, and education science in the classroom. Teachers College Press.
   Google Scholar
• Weaver, G. C., Russell, C. B., & Wink, D. J. (2008). Inquiry-based and research-based laboratory pedagogies in undergraduate science. Nature Chemical Biology, 4(10), 577–581.
   PubMed Web of Science ®Google Scholar