Research experience for undergraduates

GrangerMary, J; AmoussouGuy-Alain,; LabradorMiguel, A; PerrySue,; BusumKelly, M Van

doi:10.1145/1124706.1121513

Cited by 10 publications

(3 citation statements)

References 6 publications

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“…A six-point Likert scale was used: Strongly Agree (1), Moderately Agree (2), Slightly Agree (3), Slightly Disagree (4), Moderately Disagree (5), Strongly Disagree (6). All students completed the pre-survey in 2007, while our post-survey return rates were 80% and 63% in 2006 and 2007, respectively.…”

Section: Student Survey Resultsmentioning

confidence: 99%

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Improving retention and graduate recruitment through immersive research experiences for undergraduates

et al. 2008

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Research experiences for undergraduates are considered an effective means for increasing student retention and encouraging undergraduate students to continue on to graduate school. However, managing a cohort of undergraduate researchers, with varying skill levels, can be daunting for faculty advisors. We have developed a program to engage students in research and outreach in visualization, virtual reality, networked robotics, and interactive games. Our program immerses students into the life of a lab, employing a situated learning approach that includes tiered mentoring and collaboration to enable students at all levels to contribute to research.Students work in research teams comprised of other undergraduates, graduate students and faculty, and participate in professional development and social gatherings within the larger cohort. Results from our first two years indicate this approach is manageable and effective for increasing students' ability and desire to conduct research.

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Section: Student Survey Resultsmentioning

confidence: 99%

“…NSF REU Sites typically support an in-depth research experience for a cohort of 8-12 undergraduate students working in a research lab during the summer, and occasionally during the academic year. General information about REUs can be found in [6] and online through www.nsf.gov.…”

Section: Introductionmentioning

confidence: 99%

Improving retention and graduate recruitment through immersive research experiences for undergraduates

et al. 2008

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“…According to the AIS Global IS Education Report, some universities (e.g., University of Duisburg-Essen, Zeppelin ni ersity gemeinn t ige, and Vinnytsia National Technical University) include student research in their IS educational programs (vom Brocke et al, 2020). Research experiences for undergraduates (REUs) constitute programs that some universities use to support undergraduate research (Granger et al, 2006). However, in general, we lack knowledge about how to involve students in all research aspects and-in doing so-how to strengthen their competences toward becoming competent and reflective IS practitioners.…”

Section: Introductionmentioning

confidence: 99%

Student Research as Legitimate Peripheral Participation

Müller¹

2022

CAIS

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Student research aligns well with recent movements to a learner-centered educational paradigm. However, despite student research's learning benefits, the IS literature has paid limited attention to the topic. We require easy-to-follow student research frameworks and case studies and ways to measure research-teaching integration's benefits. I address this knowledge gap in this essay. I present a research apprenticeship model that serves as an adaptable framework for integrating student research into existing study programs and teaching practices. I evaluate its benefits through personal reflections and students' self-reported learning outcomes. I interpret these benefits by drawing on learning theory and, in particular, the two concepts "legitimate peripheral participation" and "community of practice". I claim that the model helps students become legitimate members of the IS research community of practice. With this essay, I contribute to the literature by identifying situated learning elements that student research requires to succeed and describe model components that support legitimate peripheral participation in the community. Subsequently, I relate these contributions to extant IS literature, discuss their implications for teaching practice, derive recommendations, and highlight potential future research topics.

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