A Case Study of Undergraduate and Graduate Student Research in STEM Education

Abstract

Student research in STEM education is an important learning component for both undergraduate and graduate students. It is not sufficient for students to learn passively in lecture-based classrooms without engaging and immersing themselves in the educational process through real-world research learning. Experiential learning for STEM students can involve conducting research, alongside and through the guidance of their professors, early in a student’s undergraduate or graduate program. The authors consider such experiences to be the hallmark of a high-quality STEM education and something every student, undergraduate and graduate, should have during the course of their programs. The purpose of this case study is to document the faculty authors’ experiences in student-faculty research and provide guidance and recommendations for best practices based upon the authors’ experience, data, and literature findings. Moreover, the study presents the experience of the faculty authors’ international student researchers in STEM with focus on two student researchers, one undergraduate and one graduate, who are international STEM. The students served as co-authors on this project. Findings from this case study indicate that students were highly engaged in the research process and found these skills valuable preparation for further study and career. Moreover, the students expressed enthusiasm and engagement for the research process.

The Billion Oyster Project and Curriculum and Community Enterprise for Restoration Science Curriculum: STEM+C Summer Institute Experiential Learning

“…The results of the study are encouraging for future summer programming for high school students and teachers. Previous research had found the connections between hands-on experiential learning activities and student interest and learning in STEM (Birney et al, 2021a(Birney et al, , 2021b(Birney et al, , 2022Brandt, 2016;Hoskins, 2019;Plank, 2017;Wilcox, Cruse, & Clough, 2015). Grant funding had provided the needed resources to provide both the professional experiences for teachers and learning opportunities for students.…”

“…The research team has been conducting research on activities related to multiple NSF grants since 2017 (e.g., recent publications such as Birney et al, 2021aBirney et al, , 2021bBirney et al, , 2022, and the driving theoretical framework across this research has been based on Bandura's (1986Bandura's ( , 1997 self-efficacy and social cognitive theory in which student cognitive and social development happens through social interactions between students through collaborative work and teacher/student interactions, which has broad implications for student sense of self-efficacy. Nava and Park (2021) had indicated that real-world STEM learning through hands-on activities and field-based experiences can improve content knowledge and self-efficacy.…”

The Billion Oyster Project and Curriculum and Community Enterprise for Restoration Science Curriculum: Summary of STEM+C and ITEST Program Impacts on NYC Teachers and Students

“…Lower scores represent lower levels and higher scores represent higher levels. Statistical analysis across the studies of this project was conducted using linear modeling and chi-square analysis and can be found in the previous publications (e.g., Birney et al, 2021aBirney et al, , 2021bBirney et al, , 2022.…”

“…The BOP-CCERS project and study (e.g., recent publications such as Birney et al, 2021aBirney et al, , 2021bBirney et al, , 2022 has rested on a theoretical foundation with Bandura's (1986Bandura's ( , 1997 self-efficacy and social cognitive theory in which student cognitive and social development occurs through social interactions between students and interactions with the teacher, who functions as a coach or guide for student inquiry. The BOP-CCERS project is grounded by this framework to create a community of learners and develop self-efficacy in line with Vygotsky's (1987) sociocultural theory of learning.…”

Trends Research and Publication of Master Students in Science Education Program

“…Furthermore, the research focus taken is almost the same as the previous research. Students are less courageous in taking different topics because they are afraid it will take them a long time to complete their studies (Birney et al, 2021;Brata, 2015).…”