Mentoring Undergraduate Research in Statistics: Reaping the Benefits and Overcoming the Barriers

References

• American Statistical Association (ASA) (2018a), “ASA Ethical Guidelines for Statistical Practice,” Committee on Professional Ethics of the American Statistical Association, available at https://www.amstat.org/ASA/Your-Career/Ethical-Guidelines-for-Statistical-Practice.aspx.
   Google Scholar
• American Statistical Association (ASA) (2018b), “Overview of Statistics as a Scientific Discipline and Practical Implications for the Evaluation of Faculty Excellence,” available at https://www.amstat.org/asa/files/pdfs/POL-Statistics-as-a-Scientific-Discipline.pdf.
   Google Scholar
• 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., and Dolan, E. L. (2014), “Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report,” CBE—Life Sciences Education, 13, 29–40. DOI: 10.1187/cbe.14-01-0004.
   PubMed Web of Science ®Google Scholar
• Bangera, G., and Brownell, S. E. (2014), “Course-Based Undergraduate Research Experiences Can Make Scientific Research More Inclusive,” CBE—Life Sciences Education, 13, 602–606. DOI: 10.1187/cbe.14-06-0099.
   PubMed Web of Science ®Google Scholar
• Boomer, K. B., Rogness, N., and Jersky, B. (2007), “Statistical Consulting Courses for Undergraduates: Fortune or Folly?,” Journal of Statistics Education, 15. DOI: 10.1080/10691898.2007.11889542.
   Google Scholar
• Bowling, B., Doyle, M., Buckley, B., Filaseta, J., and Hare, P. (2016), “Project FORCE: Improving Recruitment and Retention through STEM-Wide Efforts,” in Envisioning the Future of Undergraduate STEM Education: Research and Practice Symposium, Washington, DC, April 27–29, 2016.
   Google Scholar
• Chickering, A. W., and Gamson, Z. F. (1987), “Seven Principles for Good Practice in Undergraduate Education,” American Association for Higher Education (AAHE) Bulletin, 39, 3–7.
   Google Scholar
• Cirino, L. A., Emberts, Z., Joseph, P. N., Allen, P. E., Lopatto, D., and Miller, C. W. (2017), “Broadening the Voice of Science: Promoting Scientific Communication in the Undergraduate Classroom,” Ecology and Evolution, 7, 10124–10130. DOI: 10.1002/ece3.3501.
   PubMed Web of Science ®Google Scholar
• Delzell, D. A. (2012), “African Conflict and Climate Data for an Undergraduate Research Project,” Journal of Statistics Education, 20, 1–23. DOI: 10.1080/10691898.2012.11889654.
   Google Scholar
• Denofrio, L. A., Russell, B., Lopatto, D., and Lu, Y. (2007), “Linking Student Interests to Science Curricula,” Science, 318, 1872–1873. DOI: 10.1126/science.1150788.
   PubMed Web of Science ®Google Scholar
• Dorff, M., and Narayan, D. A. (2013), “Obtaining Funding and Support for Undergraduate Research,” PRIMUS, 23, 776–784. DOI: 10.1080/10511970.2013.775977.
   Google Scholar
• Eagan, M. K., Jr., Hurtado, S., Chang, M. J., Garcia, G. A., Herrera, F. A., and Garibay, J. C. (2013), “Making a Difference in Science Education: The Impact of Undergraduate Research Programs,” American Educational Research Journal, 50, 683–713. DOI: 10.3102/0002831213482038.
   PubMed Web of Science ®Google Scholar
• Finley, A., and McNair, T. (2013), “Assessing Underserved Students’ Engagement in High-Impact Practices,” Association of American Colleges and Universities, available at http://www.aacu.org/assessinghips.
   Google Scholar
• Gentile, J. M. (2000), “Then and Now: A Brief View of Hope College Today,” in Academic Excellence, ed. M. P. Doyle, Tucson, AZ: Research Corporation, pp. 79–85.
   Google Scholar
• Gregerman, S. R., Lerner, J. S., Hippel, W., Jonides, J., and Nagda, B. A. (1998), “Undergraduate Student-Faculty Research Partnerships Affect Student Retention,” The Review of Higher Education, 22, 55–72. DOI: 10.1353/rhe.1998.0016.
   Web of Science ®Google Scholar
• Gibbs, G., and Simpson, C. (2005), “Conditions Under Which Assessment Supports Students’ Learning,” Learning and Teaching in Higher Education, 1, 3–31.
   Google Scholar
• Grinnell College (2018), “Assessment,” Grinnell College, available at https://www.grinnell.edu/academics/centers-programs/ctla/assessment.
   Google Scholar
• Hathaway, R. S., Nagda, B. A., and Gregerman, S. R. (2002), “The Relationship of Undergraduate Research Participation to Graduate and Professional Education Pursuit: An Empirical Study,” Journal of College Student Development, 43, 614–631.
   Web of Science ®Google Scholar
• Hardin, J. (2017), “Expectations and Skills for Undergraduate Students Doing Research in Statistics and Data Science,” AmstatNews, available at https://magazine.amstat.org/blog/2017/09/01/undergraduateexpectations/.
   Google Scholar
• Hensel, N., ed. (2012), Characteristics of Excellence in Undergraduate Research (COEUR), Washington, DC: Council on Undergraduate Research, available at https://www.cur.org/assets/1/23/COEUR_final.pdf.
   Google Scholar
• Humphreys, S. M. (1997). “Summer Undergraduate Program in Engineering Research at Berkeley,” Proceedings of the Frontiers in Education Conference, 3, 1137–1139.
   Google Scholar
• Hunter, A.-B., Laursen, S. L., and Seymour, E. (2007), “Becoming a Scientist: The Role of Undergraduate Research in Students’ Cognitive, Personal, and Professional Development,” Science Education, 91, 36–74. DOI: 10.1002/sce.20173.
   Web of Science ®Google Scholar
• Hydorn, D. (2018), “Engaging Students in the Practice of Statistics Through Undergraduate Research,” Journal of Statistics Education, 26, 87–91. DOI: 10.1080/10691898.2018.1475204.
   Web of Science ®Google Scholar
• Jensen, J. L., Kummer, T. A., and Godoy, P. D. M. (2015), “Improvements From a Flipped Classroom May Simply Be the Fruits of Active Learning,” CBE—Life Sciences Education, 14, ar5. DOI: 10.1187/cbe.14-08-0129.
   PubMed Web of Science ®Google Scholar
• Kardash, C. M. (2000), “Evaluation of an Undergraduate Research Experience: Perceptions of Undergraduate Interns and Their Faculty Mentors,” Journal of educational psychology, 92, 191. DOI: 10.1037/0022-0663.92.1.191.
   Web of Science ®Google Scholar
• Kilgo, C. A., Sheets, J. K. E., and Pascarella, E. T. (2015), “The Link Between High-Impact Practices and Student Learning: Some Longitudinal Evidence,” Higher Education, 69, 509–525.
   Web of Science ®Google Scholar
• Kinzie, J., Gonyea, R., Shoup, R., and Kuh, G. D. (2008), “Promoting Persistence and Success of Underrepresented Students: Lessons for Teaching and Learning,” New Directions for Teaching and Learning, 2008, 21–38. DOI: 10.1002/tl.323.
   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, available at https://provost.tufts.edu/celt/files/High-Impact-Ed-Practices1.pdf.
   Google Scholar
• Laursen, S., Hunter, A.-B., Seymour, E., Thiry, H., and Melton, G. (2010), Undergraduate Research in the Sciences: Engaging Students in Real Science, San Francisco, CA: Jossey-Bass.
   Google Scholar
• Laursen, S. (2019), “Levers for Change: An Assessment of Progress on Changing STEM Instruction,” American Association for the Advancement of Science, available at https://www.aaas.org/sites/default/files/2019-07/levers-for-change-WEB100_2019.pdf.
   Google Scholar
• Lazier, M. (2017), “Cal Poly Receives Historic $110 Million Gift from Alumnus William L. Frost,” The Magazine for Cal Poly San Luis Obispo, available at http://magazine.calpoly.edu/news/cal-poly-receives-historic-110-million-gift-alumnus-william-l-frost/.
   Google Scholar
• Legler, J., Roback, P., Ziegler-Graham, K., Scott, J., Lane-Getaz, S., and Richey, M. (2010), “A Model for an Interdisciplinary Undergraduate Research Program,” The American Statistician, 64, 59–69. DOI: 10.1198/tast.2010.09198.
   Web of Science ®Google Scholar
• Linn, M. C., Palmer, E., Baranger, A., Gerard, E., and Stone, E. (2015), “Undergraduate Research Experiences: Impacts and Opportunities,” Science, 347, 1261757. DOI: 10.1126/science.1261757.
   PubMed Web of Science ®Google Scholar
• Lopatto, D. (2003), “The essential features of undergraduate research,” Council on Undergraduate Research Quarterly, 24, 139–142. DOI: 10.18833/curq/37/3/1.
   Google Scholar
• Lopatto, D. (2004), “Survey of Undergraduate Research Experiences (SURE): First Findings,” Cell Biology Education, 3, 270–277.
   PubMedGoogle Scholar
• Lopatto, D. (2007), “Undergraduate Research Experiences Support Science Career Decisions and Active Learning,” CBE—Life Sciences Education, 6, 297–306.
   PubMedGoogle Scholar
• Lopatto, D. (2010), Science in Solution, Tucson, AZ: Research Corporation for Science Advancement.
   Google Scholar
• Mabrouk, P. A., and Peters, K. (2000). “Student Perspectives on Undergraduate Research (UR) Experiences in Chemistry and Biology,” CUR Quarterly, 21, 25–33.
   Google Scholar
• Mervis, J. (2010), “Better Intro Courses Seen as Key to Reducing Attrition of STEM Majors,” Science, 330, 306–306. DOI: 10.1126/science.330.6002.306.
   PubMed Web of Science ®Google Scholar
• National Academies of Sciences, Engineering, and Medicine (2016), Barriers and opportunities for 2-Year and 4-Year STEM degrees: Systemic change to support diverse student pathways, eds. Committee on Barriers and Opportunities in Completing 2-Year and 4-Year STEM Degrees, S. Malcom, M. Feder, Board on Science Education, Division of Behavioral and Social Sciences and Education, Board on Higher Education and the Workforce, Policy and Global Affairs, Washington, DC: The National Academies Press.
   Google Scholar
• Noy, N. (2018), “Making It Easier to Discover Datasets,” available at https://www.blog.google/products/search/making-it-easier-discover-datasets/.
   Google Scholar
• O’Donnell, K., Botelho, J., Brown, J., González, G. M., and Head, W. (2015), “Undergraduate Research and Its Impact on Student Success for Underrepresented Students,” New Directions for Higher Education, 2015, 27–38. DOI: 10.1002/he.20120.
   Google Scholar
• Osborn, J. M., and Karukstis, K. K. (2009), “The Benefits of Undergraduate Research, Scholarship, and Creative Activity,” in Broadening Participation in Undergraduate Research: Fostering Excellence and Enhancing the Impact, eds. M. Boyd and J. Wesemann, Washington, DC: Council on Undergraduate Research, pp. 41–53.
   Google Scholar
• Russell, S. H., Hancock, M. P., and McCullough, J. (2007), “Benefits of Undergraduate Research Experiences,” Science, 316, 548–549. DOI: 10.1126/science.1140384.
   PubMed Web of Science ®Google Scholar
• Seifert, T. A., Pascarella, E. T., Goodman, K. M., Salisbury, M. H., and Blaich, C. F. (2010), “Liberal Arts Colleges and Good Practices in Undergraduate Education: Additional Evidence,” Journal of College Student Development, 51, 1–22. DOI: 10.1353/csd.0.0113.
   Web of Science ®Google Scholar
• Seymour, E., Hunter, A. B., Laursen, S. L., and DeAntoni, T. (2004), “Establishing the Benefits of Research Experiences for Undergraduates in the Sciences: First Findings From a Three-Year Study,” Science Education, 88, 493–534. DOI: 10.1002/sce.10131.
   Web of Science ®Google Scholar
• Spears, J., and Hardy, A. (2011), “Recruiting Undergraduates With Research: Streamlining the Communication Process for Prospective Students,” CUR Quarterly, 32, 10–13.
   Google Scholar
• Tobias, S. (1990), They’re Not Dumb, They’re Different: Stalking the Second Tier, Tucson, AZ: Research Corporation: A Foundation for the Advancement of Science.
   Google Scholar
• Tobias, S., Chubin, D. E., and Aylesworth, K. (1995), Rethinking Science as a Career: Perceptions and Realities in the Physical Sciences, Tucson, AZ: Research Corporation: A Foundation for the Advancement of Science.
   Google Scholar
• Vogt, C. M. (2008), “Faculty as a Critical Juncture in Student Retention and Performance in Engineering Programs,” Journal of Engineering Education, 97, 27–36. DOI: 10.1002/j.2168-9830.2008.tb00951.x.
   Web of Science ®Google Scholar
• Ward, M. D. (2018), “ASA REU Experiences Offer Student Value,” Amstat News, available at https://magazine.amstat.org/blog/2018/09/01/reu18/.
   Google Scholar
• Wood, W. B., and Gentile, J. M. (2003), “Teaching in a Research Context,” Science, 302, 1510–1510. DOI: 10.1126/science.1091803.
   PubMed Web of Science ®Google Scholar