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Full-Text Articles in Education
Supporting Undergraduate Research For Globally Distributed Students And Mentors, Emily Faulconer, Brent Terwilliger, Robert Deters
Supporting Undergraduate Research For Globally Distributed Students And Mentors, Emily Faulconer, Brent Terwilliger, Robert Deters
Publications
Undergraduate research is widely viewed as a high-impact practice. However, participation in undergraduate research among students completing degree programs exclusively online may be impeded due to barriers such as access limitations, time poverty, and adequate institutional support. Through an NSF I-USE project (#2021221), we formed a framework of support, including a research independent study course and a mentoring program, where we deliberately separated and defined the roles of research supervisor and research mentor. In this session, we will discuss interview data on the experiences of faculty and students in both the credit-bearing active research as well as the non-credit-bearing research …
Building Undergraduate Research In A Fully Online Engineering Program, Robert Deters, Brent Terwilliger, Emily Faulconer, Kelly A. George
Building Undergraduate Research In A Fully Online Engineering Program, Robert Deters, Brent Terwilliger, Emily Faulconer, Kelly A. George
Publications
This paper describes the creation and implementation of the support network of the Research Scholars Program at the Worldwide campus of Embry-Riddle Aeronautical University. Funded by an NSF IUSE grant, the purpose of this new program is to increase the opportunity for online engineering and engineering technology students to participate in undergraduate research. Studies have shown that participation in research can have an important impact on students, though online students are likely underrepresented in undergraduate research. The Research Scholars Program uses existing support systems of the campus while also building new components. These new components developed for this project are …
Utilizing The Mentor Badging System In Selectedworks To Facilitate The Faculty-Student Connection, Debra Rodensky, Kadie Mullins
Utilizing The Mentor Badging System In Selectedworks To Facilitate The Faculty-Student Connection, Debra Rodensky, Kadie Mullins
Digital Commons Southeastern User Group (DC SEUG) 2019
Identifying available faculty research mentors with the right background has been a challenge for student researchers and the teams that support them for many years. To address this challenge, the Office of Undergraduate Research (OUR) teamed up with the Scholarly Communications Team to introduce ‘Mentor Badging,’ creating a one-stop, searchable database of available mentors. Using a SelectedWorks Mentor Badge gives the OUR team, fellow faculty, and student researchers the opportunity to track available faculty mentors and the nature of the faculty research projects. In addition to providing a database, the ‘Mentor Badging’ program allows a direct email to be sent …
Undergraduate Research For Online Students, Emily K. Faulconer, Amy B. Gruss
Undergraduate Research For Online Students, Emily K. Faulconer, Amy B. Gruss
Publications
Since the term “high impact educational prac-tices” (HIPs) was coined in 2008, it comes up often in SoTL research and professional devel-opment. Undergraduate research is one of the commonly listed HIPs. The profes sional and personal benefits to studentsP are numerous, including increased perAsistence, self-confi-dence, career preparation, enhanced mentori©ng relationships, development of transferable skills, networking opportunities, and balancing of intellectual independence and collaboration skills (Council on Undergraduate Research, 2017; Lopatto, 2006, 2010; Madan & Teitge, 2013).
Models Of Interdisciplinary Research And Service Learning At Hope College, Aaron A. Best, Matthew Dejongh, Amanda J. Barton, Jeff R. Brown, Christopher C. Barney
Models Of Interdisciplinary Research And Service Learning At Hope College, Aaron A. Best, Matthew Dejongh, Amanda J. Barton, Jeff R. Brown, Christopher C. Barney
Publications
"Children love to explore the world around them. In doing so they are not aware of disciplinary boundaries or even of disciplines. They move freely from watching ants (biology) to building structures (engineering) to counting rocks (mathematics and geology) to seeing what things dissolve in water (chemistry). Only as they go to school do they learn that humans divide up the way we learn about the universe and start to think within disciplinary boundaries. In doing so, those children, who are now us, lose the ability to think broadly and use the insights of various ways of thinking to solve …