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Undergraduate Research Experiences take Many Forms at Capital University
Undergraduate Researchers as Assessment ConsultantsAndrea M. Karkowski, professor of psychology
Capital University
Employability Skills
LITERACY AND NUMERACY: Read, speak, write, listen, calculate
CRITICAL THINKING: Think creatively, make decisions, solve problems
MANAGEMENT SKILLS: Plan, organize, meet goals
LEADERSHIP SKILLS: Motivate others, act ethically, with integrity & honesty
INTERPERSONAL SKILLS: Work with/help others, particularly diverse others
INFORMATION TECHNOLOGY SKILLS: Select, effectively use appropriate tools
SYSTEMS THINKING: Work effectively within organizational structure
WORK ETHIC: Attendance, punctuality, patience, attitude, professionalism
How do you fit in ASSESSMENT on top of everything else that you need to do?
State Learning Outcome
Develop Method
Collect & Analyze Data
Suggest Changes
State Hypothesis
Develop Method
Collect & Analyze
Data
Draw Conclusions
Assessment Loop Experimental Method
What is the assessment process?
Experimental Psychology
Course requires students to
Read research literature
Develop and conduct an empirical project
Communicate findings via a professional
manuscript and a poster presentation
Experimental Psychology
Course Prerequisites
Statistics
Research Methods
Course Calendar
Establishing Knowledge Base
Read & present research literature – Topics pre-determined
Interview Faculty/Staff “Client” – Projects pre-determined
Write Introduction
Design Project
Write Method Section
Collect and Analyze Data
Write Results and Discussion
Present their Work
Make Recommendations to Client
Topics Across 8 Semesters
Academic Affairs Student ServicesTopic Project #
Counseling/Health Ctr 2
Teaching/Learning Ctr 4
LEAD 2
Sustainability 2
Academic Success 3
Employability Skills 2
Student Persistence 1
Career Development 2
Student Stress 4
Library 2
Diversity & Inclusion 1
Topic Project #
Department PLOs 11
Gen Education PLOs 5
Course Outcomes 3
Writing (classes) 2
Writing (symposium) 2
Honors Program 3
Undergraduate Res. 5
M.Ed. Plan 1
Academic Advising 1
Community Engage. 3
Outcomes
Students
Love that their work has meaning beyond the classroom and can improve the university
Enjoy learning about learning
Present/publish on campus and off campus
Faculty/Staff “Clients” Enjoy talking with
others about their work
Appreciate having someone else do the assessment
Relish not having to become an assessment expert themselves
Adore getting students’ perspectives on changes
Concerns
IRB
Time
Confidentiality
Quality of Work
Recruiting Participants
Employability Skills
LITERACY AND NUMERACY
CRITICAL THINKING
MANAGEMENT SKILLS
LEADERSHIP SKILLS
INTERPERSONAL SKILLS
INFORMATION TECHNOLOGY SKILLS
SYSTEMS THINKING
WORK ETHIC
How does this apply to your campus?
What students are being prepared for this type of work?
Advanced Social Science Students
Psychology
Sociology
Criminology
Social Work
Advanced Ed Majors (particularly Math Ed & Science Ed)
Advanced Interdisciplinary Classes
Advanced Nursing Majors
Independent Research Projects
External “Clients”
Other Campus “Clients” (e.g., CHW, Law School)
Many thanks to the “clients” who have worked with me and my students!
Faculty
Dr. Christine Anderson, biology
Dr. Kathryn Bell, psychology
Dr. Steve Clymer, chemistry
Dr. Heather Janiszewski Goodin, nursing
Dr. Nate Jackson, philosophy
Dr. Mark Lochstampfor, music
Dr. Janette McDonald, psychology
Dr. Suzanne Marilley, political science
Dr. Sherry Mong, sociology & criminology
Dr. Monica Mueller, religion
Dr. Saleem Saleem, social work
Dr. Joy Schroeder, religion
Dr. Stephanie Saunders, languages
Dr. Olga Shonia, education
Dr. Daniel Skinner, political science
Dr. John Soloninka, psychology
Dr. Michael Torello, psychology
Dr. Jim Wightman, education
Dr. Thomas Zugger, music
Staff and Administrators
Mr. Eric Anderson, career development
Ms. Anna Biszaha, Blackmore Library
Ms. Autumm Caines, CELT
Mr. Matt Cook, Blackmore Library
Mr. Bruce Epps, academic success
Dr. Jody S. Fournier, provost office
Mr. David Gonzales, student development
Dr. Terry Lahm, provost office
Dr. Cathy McDaniels Wilson, CHW
Dr. Mitsu Narui, institutional effectiveness
Ms Christa Serluco, student development
Dr. Almar Walter, diversity and inclusion
Dr. Daniel Weinstein, CELT
Dr. Stephanie Gray Wilson, provost office
Christine S. Anderson, associate professor of biology
Capital University
Undergraduate Research and Mentoring through a Partnership with a local eSTEM Academy
The Collaboration
Capital University and nearby Reynoldsburg City School’s Environmental Science, Technology, Engineering and Mathematics (eSTEM) Early College Academy began a partnership in 2013.
Undergraduate students guide eSTEM high school students through rigorous place-based original research projects under the mentorship of Capital University and eSTEMfaculty.
Undergraduate Research
Programming
Formative and Summative Assessments
To date, 14 undergraduate students and 32 high school students through the partnership have been engaged in research project design with developing a research question, methodology and literature review, and sample collection, data analysis, and poster design.
Students Engaged in the Partnership
What High School Students Say…
• “This research experience has given me exposure to fields in science that I have
been looking to major in and has also helped me apply what I have learned in
classes like Environmental Science to the real world.”
• “Being part of the eSTEM research has been life changing for me personally.
This research has helped get out of my comfort zone when it comes to being
out in nature and touching amphibians.”
• “…I am capable of more than I had originally thought before…this research has
made a large impact on me because it has influenced me to even consider
pursuing biological science as a study major in college.”
• “Overall, through the internship, I learned a great deal; not just the
environment but about Capital and colleges in general.”
Undergraduate Students
Goal #1: Students’ perceived gains in eight items from the SURE III Survey (Lopatto 2004)
Undergraduate Students
Goal #2: Students’ perceived gains in two items (drafted by C.S. Anderson) and five items from the URSSA Instrument (Hunter et al. 2009)
Final Thoughts
What we learned:
have undergraduate students pursue their own research
projects in addition to mentoring high school students
seek innovative funding from private companies
interested in promoting STEM education
start the program small but invite other faculty to join
with a wide range of expertise
develop assessment tools early in the collaboration to
increase the visibility and benefit of this partnership in
both communities
Acknowledge-ments
William Clark
Jens Hemmingsen
Terry Lahm
Rich Ladowitz
Mitsu Narui and Andrea M. Karkowski
Scott Bennett
Ohio STEM Learning Network
Capital research mentors and eSTEMcapstone students
Questions?