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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: [email protected].
    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

1. Bangera G, Brownell SE 2014 Course-based undergraduate research experiences can make scientific research more inclusive CBE Life Sci Educ 14 602 606
2. Burks RL, Chumchal MM 2009 To co-author or not to co-author: how to write, publish, and negotiate issues of authorship with undergraduate research students Sci Signal 2 94 1 7 10.1126/scisignal.294tr3 http://dx.doi.org/10.1126/scisignal.294tr3
3. Campbell AM, Lom B 2006 A simple e-mail mechanism to enhance reflection, independence, and communication in young researchers CBE Life Sci Educ 5 318 322 10.1187/cbe.06-06-0170 17146038 1681362 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 Engineering 2009 On being a scientist: a guide to responsible conduct in research 3rd ed The National Academies Press Washington, DC
5. Dirks C, Cunningham M 2006 Enhancing diversity in science: is teaching science process skills the answer? CBE Life Sci Educ 5 218 226 10.1187/cbe.05-10-0121 17012213 1618688 http://dx.doi.org/10.1187/cbe.05-10-0121
6. Eagan MK, Hurtado S, Chang MJ, Herrera FA, Garibay JC 2013 Making a difference in science education: the impact of undergraduate research programs Am Educ Res J 50 683 713 10.3102/0002831213482038 http://dx.doi.org/10.3102/0002831213482038
7. Fechheimer M, Webber K, Kleiber PB 2011 How well do undergraduate research programs promote engagement and success of students? CBE Life Sci Educ 10 156 163 10.1187/cbe.10-10-0130 21633064 3105922 http://dx.doi.org/10.1187/cbe.10-10-0130
8. Feldman A, Divoll K, Rogan-Klyve A 2009 Research education of new scientists: implications for science teacher education J Res Sci Teach 46 4 442 459 10.1002/tea.20285 http://dx.doi.org/10.1002/tea.20285
9. Linn MC, Palmer E, Baranger A, Gerard E, Stone E 2015 Undergraduate research experiences: impacts and opportunities Science 347 627 10.1126/science.1261757 http://dx.doi.org/10.1126/science.1261757
10. Smaglik P 2015 Fresh perspective: undergraduate researchers can boost a lab’s energy and work, but need help to flourish Nature 518 127 128 10.1038/nj7537-127a 25658009 http://dx.doi.org/10.1038/nj7537-127a
11. Thiry H, Laursen SL 2011 The role of student-advisor interactions in apprenticing undergraduate researchers into a scientific community of practice J Sci Educ Technol 20 771 784 10.1007/s10956-010-9271-2 http://dx.doi.org/10.1007/s10956-010-9271-2
12. Thiry H, Weston TJ, Laursen SL, Hunter A-B 2012 The benefits of multi-year research experiences: differences in novice and experienced students’ reported gains from undergraduate research CBE Life Sci Educ 11 260 272 10.1187/cbe.11-11-0098 22949423 3433299 http://dx.doi.org/10.1187/cbe.11-11-0098
13. Villarejo M, Barlow AEL, Kogan D, Veazey BD, Sweeney JK 2008 Encouraging minority undergraduates to choose science careers: career paths survey results CBE Life Sci Educ 7 394 409 10.1187/cbe.08-04-0018 19047426 2592049 http://dx.doi.org/10.1187/cbe.08-04-0018

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2016-05-04
2019-10-16

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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