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Professional Practices in Undergraduate Research Programs

    Authors: Joni M. Seeling1,*, Madhusudan Choudhary1
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    Affiliations: 1: Department of Biological Sciences, Sam Houston State University, Huntsville, TX 77341
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 04 May 2016
    • ©2016 Author(s). Published by the American Society for Microbiology.
    • [open-access] This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.

    • *Corresponding author. Mailing address: Department of Biological Sciences, Sam Houston State University, 1900 Avenue I, 134 Lee Drain Building, Huntsville, Texas 77341. Phone: 936-294-1537. Fax: 936-294-3940. E-mail: jms120@shsu.edu.
    Source: J. Microbiol. Biol. Educ. May 2016 vol. 17 no. 2 246-251. doi:10.1128/jmbe.v17i2.982
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    Abstract:

    The undergraduate research experience (URE) is an important avenue within a college trajectory in which students enhance their critical thinking, learn about the scientific process, and develop the knowledge and values that will guide their future scientific and professional careers. Individual institutions, programs, departments, and faculty administer undergraduate research differently, but each should adhere to a common set of guidelines which govern the research mentoring process. Adherence to standard practices will enhance the research experience for both students and mentors. This article examines standards and guidelines for professional practices involving undergraduate research and scholarship, and will discuss lapses and limitations that students and faculty frequently confront. The growth, support, and proper management of undergraduate research programs (URPs) at primarily undergraduate institutions (PUIs) is important for maintaining a talented pool of young scientists, as students benefit greatly from direct interactions with faculty mentors that predominate at PUIs.

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References & Citations

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3. Campbell AM, Lom B2006A simple e-mail mechanism to enhance reflection, independence, and communication in young researchersCBE Life Sci Educ531832210.1187/cbe.06-06-0170171460381681362 http://dx.doi.org/10.1187/cbe.06-06-0170
4. Committee on Science, Engineering, and Public Policy; Institute of Medicine; Policy and Global Affairs; National Academy of Sciences; and National Academy of Engineering2009On being a scientist: a guide to responsible conduct in research3rd edThe National Academies PressWashington, DC
5. Dirks C, Cunningham M2006Enhancing diversity in science: is teaching science process skills the answer?CBE Life Sci Educ521822610.1187/cbe.05-10-0121170122131618688 http://dx.doi.org/10.1187/cbe.05-10-0121
6. Eagan MK, Hurtado S, Chang MJ, Herrera FA, Garibay JC2013Making a difference in science education: the impact of undergraduate research programsAm Educ Res J5068371310.3102/0002831213482038 http://dx.doi.org/10.3102/0002831213482038
7. Fechheimer M, Webber K, Kleiber PB2011How well do undergraduate research programs promote engagement and success of students?CBE Life Sci Educ1015616310.1187/cbe.10-10-0130216330643105922 http://dx.doi.org/10.1187/cbe.10-10-0130
8. Feldman A, Divoll K, Rogan-Klyve A2009Research education of new scientists: implications for science teacher educationJ Res Sci Teach46444245910.1002/tea.20285 http://dx.doi.org/10.1002/tea.20285
9. Linn MC, Palmer E, Baranger A, Gerard E, Stone E2015Undergraduate research experiences: impacts and opportunitiesScience34762710.1126/science.1261757 http://dx.doi.org/10.1126/science.1261757
10. Smaglik P2015Fresh perspective: undergraduate researchers can boost a lab’s energy and work, but need help to flourishNature51812712810.1038/nj7537-127a25658009 http://dx.doi.org/10.1038/nj7537-127a
11. Thiry H, Laursen SL2011The role of student-advisor interactions in apprenticing undergraduate researchers into a scientific community of practiceJ Sci Educ Technol2077178410.1007/s10956-010-9271-2 http://dx.doi.org/10.1007/s10956-010-9271-2
12. Thiry H, Weston TJ, Laursen SL, Hunter A-B2012The benefits of multi-year research experiences: differences in novice and experienced students’ reported gains from undergraduate researchCBE Life Sci Educ1126027210.1187/cbe.11-11-0098229494233433299 http://dx.doi.org/10.1187/cbe.11-11-0098
13. Villarejo M, Barlow AEL, Kogan D, Veazey BD, Sweeney JK2008Encouraging minority undergraduates to choose science careers: career paths survey resultsCBE Life Sci Educ739440910.1187/cbe.08-04-0018190474262592049 http://dx.doi.org/10.1187/cbe.08-04-0018
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2016-05-04
2017-09-19

Abstract:

The undergraduate research experience (URE) is an important avenue within a college trajectory in which students enhance their critical thinking, learn about the scientific process, and develop the knowledge and values that will guide their future scientific and professional careers. Individual institutions, programs, departments, and faculty administer undergraduate research differently, but each should adhere to a common set of guidelines which govern the research mentoring process. Adherence to standard practices will enhance the research experience for both students and mentors. This article examines standards and guidelines for professional practices involving undergraduate research and scholarship, and will discuss lapses and limitations that students and faculty frequently confront. The growth, support, and proper management of undergraduate research programs (URPs) at primarily undergraduate institutions (PUIs) is important for maintaining a talented pool of young scientists, as students benefit greatly from direct interactions with faculty mentors that predominate at PUIs.

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Undergraduate research programs at primarily undergraduate institutions (PUIs).

Source: J. Microbiol. Biol. Educ. May 2016 vol. 17 no. 2 246-251. doi:10.1128/jmbe.v17i2.982
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