These positions are centered around teaching, with service rounding out the responsibilities. Teaching-focused positions have consistently been present at research institutions in relatively small numbers fairly recently, “teaching stream” positions have become of growing interest in Ontario ( Sanders, 2011). Engaging Undergraduates in Publishable Research as Teaching Stream Faculty Allowing my students to take a leadership role over their projects, particularly projects involving controversial or sensitive topics, has proven to be an effective method, albeit a time intensive one, for generating high quality data. The benefits to students seem clear, but what about the benefits to science? Can undergraduate research projects lead to data that is rigorous and worthy of publication? As a teaching stream faculty member at a research-intensive university, my lab consists solely of undergraduate research assistants. Such benefits are found throughout science, engineering, and mathematics ( Rodenbusch et al., 2016), particularly in underrepresented groups ( Nagda et al., 1988 but see also Lopatto, 2004). These include refinement of critical thinking skills and clarification of career goals ( Seymour et al., 2004 Russell et al., 2007) as well as enhanced motivation to complete academic programs ( Graham et al., 2013). Abundant previous work has outlined the benefits of research experiences for undergraduates (e.g., Landrum and Nelsen, 2002 Lopatto, 2004, 2007 although also see Linn et al., 2015). ![]() Undergraduate research is an important experiential learning opportunity.
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