Research as a vital element in the undergraduate college

Abstract

Research as a Vital Element in the Undergraduate College Science, like many other academic disciplines, is developing continuously; change is the norm. As a result, the science teacher must constantly master new knowledge, learn new techniques, and then be prepared to incorporate both into the educational process. Without a mechanism to facilitate this continuing education, the teacher will be unable to function effectively.The student, in an analogous way, must learn an everexpanding number of techniques and be kept abreast of new developments while, at the same time, acquiring the background necessary for understanding.Participation in meaningful research can play an effective role in this learning process in which the student becomes a scientist. It is also an avenue of continuing intellectual attainment and challenge for the faculty. And it can be most effective when introduced at the undergraduate level.

The Biologists' Forum: The Undergraduate Research Experience: It's Really Not for Everyone, Students and Faculty Alike

“…Because research converts are neither common nor long lasting, our experience, as well as that of others (e.g. Powers and Black, 1977 ), demonstrates that it is only through the efforts of committed faculty that the student can be expected to put forth the devotion to time and effort that is necessary to creatively and productively commit to the research project and subsequently benefi t from it.…”

“…That undergraduate research, in one form or another, is a long-standing tradition that has served generations of students is undeniable ( Hughes, 1972 ;Scalzi and Kovacic, 1973 ;Parsons and Bentley, 1975 ;Powers and Black, 1977 ;Sanzone, 1977 ). Undergraduate research is not " a game of numbers " , that is, credit hours generated, students involved, or projects completed.…”

Implementing a Multidisciplinary Program for Developing Learning, Communication, and Team-Working Skills in Second-Year Undergraduate Chemistry Students

“…In 2002 the School of Chemistry decided to tackle these wide-ranging difficulties and to simultaneously introduce new elements of teaching practice (cooperative learning, information mining, and presentation skills) into the curriculum. Up to this point, the demonstration of communication and presentation skills had only occurred in the final-year of study via a formal presentation and viva defense of an individual research project.…”