Entering Research : A Curriculum to Support Undergraduate and Graduate Research Trainees

ISBN-13: 9781319263683 / Angielski

Janet Branchaw;Amanda R Butz;Amber R Smith

Opis

For students whose experience with science has been primarily in the classroom, it can be difficult to identify and contact potential mentors, and to navigate the transition to a one-on-one, mentor-student relationship. This is especially true for those who are new to research, or who belong to groups that are underrepresented in research. The Entering Research curriculum offers a mechanism to structure the independent research experience, and help students overcome these challenges.

Spis treści

Chapter 1: The Entering Research Framework Chapter 2: Active Learning: Facilitating, Not Teaching Facilitator Roles Facilitating Groups Handling Facilitation Challenges Chapter 3: Building a Trainee Curriculum Using Backward Design Custom Curricula Complete Curricula Complete Curriculum #1 10-Week Summer Research Program for Undergraduate Students Complete Curriculum #2 15-Week Seminar for Novice Undergraduate Students Complete Curriculum #3 15-Week Seminar for Intermediate Undergraduate Students Complete Curriculum #4 15-Week Seminar for Novice Graduate Students Chapter 4: Strategies and Tools for Assessing Trainee Learning and Evaluating Implementations Designing an Assessment and Evaluation Plan Choosing Assessment and Evaluation Tools Rubric Index Post-Activity Mini-Reflection Entering Research Implementation Evaluation Survey Entering Research Learning Assessment (ERLA) Surveys Chapter 5: The Entering Research Activities Summary of Entering Research Activities Introductory Activities Constructive and Destructive Group Behaviors Setting the Stage for Inclusive Discussions Addressing Conflict Aligning Mentor and Trainee Expectations Article Organization, Comprehension, and Recall 96 Case Study: Authorship Case Study: Awkward Mentor Barriers to Effective Communication Bias Literacy: Fair Play Video Game Challenges Facing Diverse Teams Communicating Research Findings 1: Poster Presentations Communicating Research Findings 2: Oral Presentations Communicating Research Findings 3: Developing Your Presentation Communicating Research to the General Public Coping Efficacy Counter-Storytelling Case Study: Credit Where Credit Is Due Developing a Curriculum Vitae Discussion of the Nature of Science Discussion with Experienced Undergraduate Researchers Diversity in STEM Elevator Sentences Establishing Your Ideal Thesis Committee Ethics Case: Discussion with Mentor Finding a Research Mentor Finding Potential Research Rotation Groups and Mentors Fostering Your Own Research Self-Efficacy Case Study: Frustrated Funding Your Research General Public Abstract Importance of Reading in Graduate School Interviewing for Graduate School Case Study: Keeping the Data Letter of Recommendation Mentor Biography Mentor Interview about Making Research Posters Messages Sent and Received Mini-Case Studies: Sticky Situations Mini-Grant Proposal My Mentoring and Support Network Networking 1: Introduction to Networking Networking 2: What Should Your Network Look Like? Networking 3: Your Brand Networking 4: Planning for Networking Opportunities and Engaging in Purposeful Interactions Case Study: Overwhelmed Personal Statement Prioritizing Research Mentor Roles Privilege and White Fragility Professional Development Plans Reflecting on Your Mentoring Relationship Research Articles 1: Introduction Research Articles 2: Guided Reading Research Articles 3: Practical Reading Strategies 366 Research Careers: The Informational Interview Research Documentation: Can You Decipher This? Research Documentation Process Research Experience Reflections 1: Entering Research? Research Experience Reflections 2: Reflection Exercise Research Experience Reflections 3: Research Experience Exit Interview Research Group Diagram Research Group Funding Research Rotation Evaluation Research Writing 1: Background Information and Hypothesis or Research Question Research Writing 2: Research Project Outline and Abstract Research Writing 3: Project Design Research Writing 4: Research Literature Review and Publishing Process Research Writing 5: The Peer-Review Process Research Writing 6: Research Proposal Research Writing 7: Research Paper Case Study: Responding to Feedback Safety Training Checklist Science and Society Science Literacy Test Science or Pseudoscience? Searching Online Databases Case Study: Selection of Data Steps to Researcher Independence Stereotype Threat Summer Undergraduate Research Programs The Next Step in Your Career The Power of Social Persuasion Case Study: The Sharing o

O autorze

Janet L. Branchaw is an Assistant Professor of Kinesiology in the School of Education and the Faculty Director of the Wisconsin Institute for Science Education and Community Engagement (WISCIENCE) at the University of Wisconsin-Madison (UW-Madison). She earned her B.S. in Zoology from Iowa State University and her Ph.D. in Physiology with a focus on cellular neurophysiology from the University of Wisconsin-Madison. Most recently she is leading UW-Madison's Howard Hughes Medical Institute Inclusive Excellence project to catalyze institutional change to support 2- to 4-year STEM transfer students.
Amanda R. Butz is the Director of Evaluation and Research for the Wisconsin Institute for Science Education and Community Engagement (WISCIENCE) at the University of Wisconsin-Madison. She received her Ph.D. in Educational Psychology from the University of Kentucky, where her research focused on academic motivation, self-efficacy, and the beliefs and aspirations of rural potential first-generation college students.
Amber R. Smith is the Associate Director of the Wisconsin Institute for Science Education and Community Engagement (WISCIENCE) at the University of Wisconsin-Madison (UW-Madison). She earned her B.S. in Biology from Carroll College and her Ph.D. in Plant Breeding Plant Genetics from the University of Wisconsin-Madison. As a postdoctoral fellow at the Institute for Biology Education (now WISCIENCE), Smith developed first-year transition programs for Biology students at UW-Madison before continuing her educational development work as an instructional consultant in the Center for Research on Learning and Teaching (CRLT) at the University of Michigan. At CRLT she led inclusive teaching professional development trainings for graduate student instructors, postdoctoral fellows, and faculty.