... View all references), and in the way that research experiences are provided to undergraduate ... more ... View all references), and in the way that research experiences are provided to undergraduate students (Jenkins, Healey and Zetter 200729. Jenkins, A., Healey, M. and Zetter, R. 2007. ... http://www.uq.edu.au/sbms/staff/dr-kirsten-zimbardi View all references). ...
Undergraduate research has been associated with high levels of student engagement, academic succe... more Undergraduate research has been associated with high levels of student engagement, academic success (Kuh, 2008), and a large range of professional and personal benefits (Hunter, Laursen, & Seymour, 2006; Lopatto, 2009). However, many previous studies have focussed on a limited definition for undergraduate research across a limited range of disciplinary contexts. In this showcase, we examine the student benefits across a range of models of undergraduate research in a large number of diverse disciplines (Farrand-Zimbardi, van der Burg, & Myatt, 2010). Sixty-eight academics were interviewed to obtain detailed information on the undergraduate research programs they coordinated. All comments relating to student benefits were identified in the interview transcripts, and categorised in relation to eight themes of benefits developed by Hunter and colleagues (2006). There were clear differences in the frequency with which certain benefits were reported in our broad study, compared with previous reports focussing on narrower examples of undergraduate research. The most frequently reported benefits related to the development of students’ skills, particularly communication skills. The second most frequently reported benefit related to the experience of thinking and working like a researcher or professional in each of the different discipline areas, for example applying research skills to solve complex industry-relevant problems. Benefits related to enhancing students’ career preparation were also frequently reported, most notably students using the outcomes of their research projects to gain employment. By investigating undergraduate research experiences across a diverse range of disciplinary and curricular contexts, we have highlighted adaptations to the traditional model of undergraduate research which specifically benefit students who plan to pursue careers outside academic research.
It is established that authentic undergraduate research experiences in science are pivotal in pro... more It is established that authentic undergraduate research experiences in science are pivotal in providing context to student learning and providing a true sense of what it means to be a 'scientist'. It is also recognised that with the current reduction in the number of students entering not only undergraduate science programs but also research higher degree career options, we must urgently initiate strategies to engage and retain students in science at university. At The University of Queensland strategies are in place to enhance the student experience in science, to improve retention in science programs and to build successful learning communities of science undergraduates. This enhanced student experience is being achieved through an effective network of interactions linking undergraduates to UQ research teams, showcasing the research diversity and opportunities within UQ Faculties and affiliated Research Institutes. These interactions include: formal research project courses, Industry placements, informal laboratory experiences, the Advanced Study Program in Science, and embedded authentic research experiences within courses. In 2008, in addition to existing strategies, an innovative new program called the Undergraduate Science Students Experience in Research (USSER) Network is being introduced. The USSER Network will target large numbers of First Year undergraduate science students and will assist them to understand what research is really about and make informed choices about research-based courses and careers. This new Network has a flexible design allowing student access to researchers, tours of research facilities and research placements, and is directly aligned to UQ’s goals of providing quality student experiences enhanced by UQ’s research reputation and capacity. This paper builds on the introductory session presented at HERDSA 2007 and will showcase the integrated strategies in place at UQ and discuss the innovative new USSER Network introduced in 2008.
AUSTRALIAN BIOCHEMIST Undergraduate research experiences have enormous benefits for our students,... more AUSTRALIAN BIOCHEMIST Undergraduate research experiences have enormous benefits for our students, but the numbers of students who participate are tiny. Over the past two years our team has been working with the Australian Office of Learning and Teaching (OLT) to increase the numbers of Australian undergraduate students engaging in scientific research. We call our communal effort ‘ The ALURE Project’. ALURE stands for Authentic Large-scale Undergraduate Research Experience. In this article we report on our progress and discuss some of our findings as we work with ALURE implementers across Australia. Why Bother with Undergraduate Research Experiences? Providing undergraduate students with meaningful research experiences is not easy, so it is important to ask why we should do it. In the traditional, apprenticeship-style undergraduate research model, a single student works in a professional research laboratory on their own project. This model provides a powerfully authentic research exp...
ABSTRACT A recent survey of undergraduate students in the Health Sciences revealed that a substan... more ABSTRACT A recent survey of undergraduate students in the Health Sciences revealed that a substantial proportion of physiotherapy students, occupational therapy students and speech pathology students at The University of Queensland do not prepare themselves for laboratory classes, and a substantial proportion of students fail to attend some laboratory classes. Recent studies (Krause et al 2005) have reported that today’s full-time students are likely to have an enormous workload based on full-time study and part-time (or full-time) work. Students tend to have individual coping mechanisms that rely on prioritising. Adequately preparing for laboratory classes becomes a low priority resulting in a diminished quality of the student learning experience and poor student outcomes may result. This project will develop Video on Demand broadcast (VODcast) ‘snapshots’ of the laboratory classes for students to access via mobile phone technology or the internet just prior to laboratory sessions. These VOD casts will show the main class activities and provide an introduction to the class topics and their wider implications. This project will harness the immediate nature and ease of access of new mobile learning (mLearning) technologies to motivate students to improve their laboratory class preparations and increase laboratory class attendance. By providing relevance and immediate purpose to their learning, students should be more engaged, leading to enhancement of their class experience and improved success rates. This in turn should increase the efficacy of the laboratory classes. The main aim of this presentation is to seek discussion with participants who have utilised similar technologies and to seek feedback as to whether such an approach and its wider application could be of benefit to these learners and also students in other disciplines.
ABSTRACT A recent survey of undergraduate students in the Health Sciences revealed that a substan... more ABSTRACT A recent survey of undergraduate students in the Health Sciences revealed that a substantial proportion of physiotherapy students, occupational therapy students and speech pathology students at The University of Queensland do not prepare themselves for laboratory classes, and a substantial proportion of students fail to attend some laboratory classes. Recent studies (Krause et al 2005) have reported that today’s full-time students are likely to have an enormous workload based on full-time study and part-time (or full-time) work. Students tend to have individual coping mechanisms that rely on prioritising. Adequately preparing for laboratory classes becomes a low priority resulting in a diminished quality of the student learning experience and poor student outcomes may result. This project will develop Video on Demand broadcast (VODcast) ‘snapshots’ of the laboratory classes for students to access via mobile phone technology or the internet just prior to laboratory sessions. These VOD casts will show the main class activities and provide an introduction to the class topics and their wider implications. This project will harness the immediate nature and ease of access of new mobile learning (mLearning) technologies to motivate students to improve their laboratory class preparations and increase laboratory class attendance. By providing relevance and immediate purpose to their learning, students should be more engaged, leading to enhancement of their class experience and improved success rates. This in turn should increase the efficacy of the laboratory classes. The main aim of this presentation is to seek discussion with participants who have utilised similar technologies and to seek feedback as to whether such an approach and its wider application could be of benefit to these learners and also students in other disciplines.
Http Dx Doi Org 10 1080 03075079 2011 651448, Mar 12, 2014
... View all references), and in the way that research experiences are provided to undergraduate ... more ... View all references), and in the way that research experiences are provided to undergraduate students (Jenkins, Healey and Zetter 200729. Jenkins, A., Healey, M. and Zetter, R. 2007. ... http://www.uq.edu.au/sbms/staff/dr-kirsten-zimbardi View all references). ...
... View all references), and in the way that research experiences are provided to undergraduate ... more ... View all references), and in the way that research experiences are provided to undergraduate students (Jenkins, Healey and Zetter 200729. Jenkins, A., Healey, M. and Zetter, R. 2007. ... http://www.uq.edu.au/sbms/staff/dr-kirsten-zimbardi View all references). ...
Undergraduate research has been associated with high levels of student engagement, academic succe... more Undergraduate research has been associated with high levels of student engagement, academic success (Kuh, 2008), and a large range of professional and personal benefits (Hunter, Laursen, & Seymour, 2006; Lopatto, 2009). However, many previous studies have focussed on a limited definition for undergraduate research across a limited range of disciplinary contexts. In this showcase, we examine the student benefits across a range of models of undergraduate research in a large number of diverse disciplines (Farrand-Zimbardi, van der Burg, & Myatt, 2010). Sixty-eight academics were interviewed to obtain detailed information on the undergraduate research programs they coordinated. All comments relating to student benefits were identified in the interview transcripts, and categorised in relation to eight themes of benefits developed by Hunter and colleagues (2006). There were clear differences in the frequency with which certain benefits were reported in our broad study, compared with previous reports focussing on narrower examples of undergraduate research. The most frequently reported benefits related to the development of students’ skills, particularly communication skills. The second most frequently reported benefit related to the experience of thinking and working like a researcher or professional in each of the different discipline areas, for example applying research skills to solve complex industry-relevant problems. Benefits related to enhancing students’ career preparation were also frequently reported, most notably students using the outcomes of their research projects to gain employment. By investigating undergraduate research experiences across a diverse range of disciplinary and curricular contexts, we have highlighted adaptations to the traditional model of undergraduate research which specifically benefit students who plan to pursue careers outside academic research.
It is established that authentic undergraduate research experiences in science are pivotal in pro... more It is established that authentic undergraduate research experiences in science are pivotal in providing context to student learning and providing a true sense of what it means to be a 'scientist'. It is also recognised that with the current reduction in the number of students entering not only undergraduate science programs but also research higher degree career options, we must urgently initiate strategies to engage and retain students in science at university. At The University of Queensland strategies are in place to enhance the student experience in science, to improve retention in science programs and to build successful learning communities of science undergraduates. This enhanced student experience is being achieved through an effective network of interactions linking undergraduates to UQ research teams, showcasing the research diversity and opportunities within UQ Faculties and affiliated Research Institutes. These interactions include: formal research project courses, Industry placements, informal laboratory experiences, the Advanced Study Program in Science, and embedded authentic research experiences within courses. In 2008, in addition to existing strategies, an innovative new program called the Undergraduate Science Students Experience in Research (USSER) Network is being introduced. The USSER Network will target large numbers of First Year undergraduate science students and will assist them to understand what research is really about and make informed choices about research-based courses and careers. This new Network has a flexible design allowing student access to researchers, tours of research facilities and research placements, and is directly aligned to UQ’s goals of providing quality student experiences enhanced by UQ’s research reputation and capacity. This paper builds on the introductory session presented at HERDSA 2007 and will showcase the integrated strategies in place at UQ and discuss the innovative new USSER Network introduced in 2008.
AUSTRALIAN BIOCHEMIST Undergraduate research experiences have enormous benefits for our students,... more AUSTRALIAN BIOCHEMIST Undergraduate research experiences have enormous benefits for our students, but the numbers of students who participate are tiny. Over the past two years our team has been working with the Australian Office of Learning and Teaching (OLT) to increase the numbers of Australian undergraduate students engaging in scientific research. We call our communal effort ‘ The ALURE Project’. ALURE stands for Authentic Large-scale Undergraduate Research Experience. In this article we report on our progress and discuss some of our findings as we work with ALURE implementers across Australia. Why Bother with Undergraduate Research Experiences? Providing undergraduate students with meaningful research experiences is not easy, so it is important to ask why we should do it. In the traditional, apprenticeship-style undergraduate research model, a single student works in a professional research laboratory on their own project. This model provides a powerfully authentic research exp...
ABSTRACT A recent survey of undergraduate students in the Health Sciences revealed that a substan... more ABSTRACT A recent survey of undergraduate students in the Health Sciences revealed that a substantial proportion of physiotherapy students, occupational therapy students and speech pathology students at The University of Queensland do not prepare themselves for laboratory classes, and a substantial proportion of students fail to attend some laboratory classes. Recent studies (Krause et al 2005) have reported that today’s full-time students are likely to have an enormous workload based on full-time study and part-time (or full-time) work. Students tend to have individual coping mechanisms that rely on prioritising. Adequately preparing for laboratory classes becomes a low priority resulting in a diminished quality of the student learning experience and poor student outcomes may result. This project will develop Video on Demand broadcast (VODcast) ‘snapshots’ of the laboratory classes for students to access via mobile phone technology or the internet just prior to laboratory sessions. These VOD casts will show the main class activities and provide an introduction to the class topics and their wider implications. This project will harness the immediate nature and ease of access of new mobile learning (mLearning) technologies to motivate students to improve their laboratory class preparations and increase laboratory class attendance. By providing relevance and immediate purpose to their learning, students should be more engaged, leading to enhancement of their class experience and improved success rates. This in turn should increase the efficacy of the laboratory classes. The main aim of this presentation is to seek discussion with participants who have utilised similar technologies and to seek feedback as to whether such an approach and its wider application could be of benefit to these learners and also students in other disciplines.
ABSTRACT A recent survey of undergraduate students in the Health Sciences revealed that a substan... more ABSTRACT A recent survey of undergraduate students in the Health Sciences revealed that a substantial proportion of physiotherapy students, occupational therapy students and speech pathology students at The University of Queensland do not prepare themselves for laboratory classes, and a substantial proportion of students fail to attend some laboratory classes. Recent studies (Krause et al 2005) have reported that today’s full-time students are likely to have an enormous workload based on full-time study and part-time (or full-time) work. Students tend to have individual coping mechanisms that rely on prioritising. Adequately preparing for laboratory classes becomes a low priority resulting in a diminished quality of the student learning experience and poor student outcomes may result. This project will develop Video on Demand broadcast (VODcast) ‘snapshots’ of the laboratory classes for students to access via mobile phone technology or the internet just prior to laboratory sessions. These VOD casts will show the main class activities and provide an introduction to the class topics and their wider implications. This project will harness the immediate nature and ease of access of new mobile learning (mLearning) technologies to motivate students to improve their laboratory class preparations and increase laboratory class attendance. By providing relevance and immediate purpose to their learning, students should be more engaged, leading to enhancement of their class experience and improved success rates. This in turn should increase the efficacy of the laboratory classes. The main aim of this presentation is to seek discussion with participants who have utilised similar technologies and to seek feedback as to whether such an approach and its wider application could be of benefit to these learners and also students in other disciplines.
Http Dx Doi Org 10 1080 03075079 2011 651448, Mar 12, 2014
... View all references), and in the way that research experiences are provided to undergraduate ... more ... View all references), and in the way that research experiences are provided to undergraduate students (Jenkins, Healey and Zetter 200729. Jenkins, A., Healey, M. and Zetter, R. 2007. ... http://www.uq.edu.au/sbms/staff/dr-kirsten-zimbardi View all references). ...
Workshop: Best Practices for Undergraduate Research Experiences – Developing Authentic Large-Scal... more Workshop: Best Practices for Undergraduate Research Experiences – Developing Authentic Large-Scale Undergraduate Research Experiences (ALUREs) in your Science Course
Hosting staff:
Rowland, S., Green, M., Lawrie, G., Myatt, P., Pedwell, R., Wang, J., Worthy, P., Zimbardi, K.
Background context:
The model of undergraduate research where students undertake a research project over an extended period of time under the supervision of a researcher, has been associated with high levels of student engagement, academic success and a wide range of student benefits. The problem with this model is the numbers of students who can participate; most URE programs in Australia are still aimed at elite students, and in many cases only a small number of students can be accommodated each year. We have developed a model for up-scaling undergraduate research experiences to cohorts of several hundred students. We are now leading a national project in Australia to support the uptake of these Authentic Large-Scale Undergraduate Research Experiences (ALUREs) and provide the benefits of research experiences to thousands of undergraduate students; 2014 is the last year of the project.
The aims of this workshop:
In this workshop we will guide participants through the proces of developing and implementing an Authentic Large-Scale Undergraduate Reseach. Examples of ALUREs from the biosciences (ranging from physiology to molecular biology) will be provided to highlight key components and considerations for ALURE design and implementation. Workshop participants will then engage in the development of their own ALURE using a detailed checklist derived from our extensive experience in supporting faculty in the development, implementation, and evaluation of ALUREs.
After this workshop delegates will be able to return to their host institution with a working plan for the introduction of an ALURE into their undergraduate curriculum. They will be aware of the factors and people who can help them in their implementation, as well as be armed with strategies for identifying and overcoming possible hurdles they may encounter during their ALURE journey.
Timeline of activities:
We will present different ALURE examples in chemistry, biochemistry, physiology, and microbiology, interspersed with discussions on the participants' own ALURE ideas. Each ALURE example will highlight a different feature of the ALURE design and implementation process.
We will also work with attendees to examine methods and strategies for (i) negotiating with stakeholders about ALURE implementation, (ii) demonstrating the value of an ALURE, and (iii) making an ALURE implementation sustainable.
A light lunch and morning or afternoon tea will be served (financed by the team).
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Hosting staff:
Rowland, S., Green, M., Lawrie, G., Myatt, P., Pedwell, R., Wang, J., Worthy, P., Zimbardi, K.
Background context:
The model of undergraduate research where students undertake a research project over an extended period of time under the supervision of a researcher, has been associated with high levels of student engagement, academic success and a wide range of student benefits. The problem with this model is the numbers of students who can participate; most URE programs in Australia are still aimed at elite students, and in many cases only a small number of students can be accommodated each year. We have developed a model for up-scaling undergraduate research experiences to cohorts of several hundred students. We are now leading a national project in Australia to support the uptake of these Authentic Large-Scale Undergraduate Research Experiences (ALUREs) and provide the benefits of research experiences to thousands of undergraduate students; 2014 is the last year of the project.
The aims of this workshop:
In this workshop we will guide participants through the proces of developing and implementing an Authentic Large-Scale Undergraduate Reseach. Examples of ALUREs from the biosciences (ranging from physiology to molecular biology) will be provided to highlight key components and considerations for ALURE design and implementation. Workshop participants will then engage in the development of their own ALURE using a detailed checklist derived from our extensive experience in supporting faculty in the development, implementation, and evaluation of ALUREs.
After this workshop delegates will be able to return to their host institution with a working plan for the introduction of an ALURE into their undergraduate curriculum. They will be aware of the factors and people who can help them in their implementation, as well as be armed with strategies for identifying and overcoming possible hurdles they may encounter during their ALURE journey.
Timeline of activities:
We will present different ALURE examples in chemistry, biochemistry, physiology, and microbiology, interspersed with discussions on the participants' own ALURE ideas. Each ALURE example will highlight a different feature of the ALURE design and implementation process.
We will also work with attendees to examine methods and strategies for (i) negotiating with stakeholders about ALURE implementation, (ii) demonstrating the value of an ALURE, and (iii) making an ALURE implementation sustainable.
A light lunch and morning or afternoon tea will be served (financed by the team).