Mentoring Undergraduate Interdisciplinary Mathematics Research Students: Junior Faculty Experiences

Abstract

To be successful, junior faculty must properly manage their time in the face of expanding responsibilities. One such responsibility is supervising undergraduate research projects. Student research projects (either single or multi-student) can be undertaken as a full-time summer experience, or as a part-time academic year commitment. With many potential undergraduate research formats, and with different types of students, junior faculty may find challenges in forming their research group, establishing a structure that promotes student productivity, picking an appropriate project, or in effectively mentoring their students. This article draws from the authors’ experiences to help junior faculty navigate these complexities so that all parties reap the benefits of undergraduate research in interdisciplinary mathematical disciplines.     

Starting and Sustaining an Undergraduate Research Program: The SURIEM Experience at Michigan State University

Abstract

Mentoring undergraduate students in research is both rewarding and challenging. In this paper we present how we established a summer Research Experience for Undergraduates (REU) program in the mathematical sciences at Michigan State University. A goal of our REU is to include students who are at an early stage of their study of mathematics. We share our experiences in recruiting students, designing research projects, and mentoring our participants. We discuss the challenges we faced and the solutions we found while working with a diverse group of undergraduate students from across the nation.     

Experiences of Mentors Training Underrepresented Undergraduates in the Research Laboratory

Successfully recruiting students from underrepresented groups to pursue biomedical science research careers continues to be a challenge. Early exposure to scientific research is often cited as a powerful means to attract research scholars with the research mentor being critical in facilitating the development of an individual''s science identity and career; however, most mentors in the biological sciences have had little formal training in working with research mentees. To better understand mentors’ experiences working with undergraduates in the laboratory, we conducted semistructured interviews with 15 research mentors at a public university in the Midwest. The interviewed mentors were part of a program designed to increase the number of American Indians pursuing biomedical/biobehavioral research careers and represented a broad array of perspectives, including equal representation of male and female mentors, mentors from underrepresented groups, mentors at different levels of their careers, and mentors from undergraduate and professional school departments. The mentors identified benefits and challenges in being an effective mentor. We also explored what the term underrepresented means to the mentors and discovered that most of the mentors had an incomplete understanding about how differences in culture could contribute to underrepresented students’ experience in the laboratory. Our interviews identify issues relevant to designing programs and courses focused on undergraduate student research.     

An Introductory Research Experience in Mathematics for Undergraduates

Abstract

This paper offers a strategic initiative designed to boost the level of collaborative mathematical research involving undergraduate mathematics students at Butler University. It describes goals, program design, logistics, and outcomes for an 8-day intensive summer experience in which undergraduate mathematics majors engaged in original mathematical research at an introductory level.     

Preparing student teachers to use computers in mathematics classrooms through a long-term pre-service course in Turkey

Recent studies have found short in-service teacher education programs are not providing adequate technology experiences to prepare their participants for teaching mathematics with computers. As an alternative to the short-term courses the author has been teaching a two-term mandatory undergraduate course within a mathematics teacher education program since 1995 to train student teachers and to investigate their perceptions on their preparation to use computers in their own teaching. This article describes issues that emerged from the analysis of this undergraduate course. Data were gathered through questionnaires and students' writings about the course activities. Findings indicated that computer literacy appeared to be an important key factor in utilising the course activities successfully. Students who felt prepared made the link between computer-based mathematical activities and school mathematics, and had more experience of using instructional software during the course than others. Findings of this nature can also assist teacher educators as they incorporate information technology into existing pre-service programs. The implications of these results for the designing and implementing of computer-based undergraduate courses and for further research in this field are discussed.     

Mentoring interdisciplinary undergraduate students via a team effort

We describe how a team approach that we developed as a mentoring strategy can be used to recruit, advance, and guide students to be more interested in the interdisciplinary field of mathematical biology, and lead to success in undergraduate research in this field. Students are introduced to research in their first semester via lab rotations. Their participation in the research of four faculty members-two from biology and two from mathematics-gives them a first-hand overview of research in quantitative biology and also some initial experience in research itself. However, one of the primary goals of the lab rotation experience is that of developing teams of students and faculty that combine mathematics and statistics with biology and the life sciences, teams that subsequently mentor undergraduate research in genuine interdisciplinary environments. Thus, the team concept serves not only as a means of establishing interdisciplinary research, but also as a means of incorporating new students into existing research efforts that will then track those students into meaningful research of their own. We report how the team concept is used to support undergraduate research in mathematical biology and what types of team-building strategies have worked for us.     

Field News

Abstract

The recent (1990) establishment of a new campus of the University of Washington at Tacoma (UWT) has led to the development of an upper-division environmental curriculum within an interdisciplinary arts and sciences framework. All of the natural sciences at UWT were founded under the rubric of environmental science, which was integrated with a range of other disciplines' perspectives on the environment, to form a more comprehensive environmental education program. The community-oriented mission, evolving structure, and flexibility of this relatively new urban commuter campus allowed the authors to create a multitiered environmental education program that broadly integrates environmental issues into interdisciplinary undergraduate education and is consistent with national and international environmental education goals. In this study, the authors compare the curricula developed at UWT with other new and established environmental programs nationally.     

CURRICULAR STRATEGIES FOR GERIATRICS EDUCATION IN A MEDICAL SCHOOL

Geriatrics education at the University of Valle Medical School uses many teaching strategies in undergraduate and postgraduate programs. These include improving communication with older patients, accepting one's own aging, teaching human values, providing experiences with well elderly, and participating in an interdisciplinary team. There are common curricular areas in geriatrics for health care disciplines which include medicine, dentistry, nursing, speech therapy, physiotherapy, and occupational therapy. However, each discipline also has specific curricular components. There is a curricular program for family medicine and internal medicine residents. A curriculum design was approved for a new geriatrics fellowship program which is in development. Finally, the progression of the curriculum is according to the learning needs of each level of education among medical students, residents and fellows.     

Evaluating a Modeling Curriculum by Using Heuristics for Productive Disciplinary Engagement

The BIO2010 report provided a compelling argument for the need to create learning experiences for undergraduate biology students that are more authentic to modern science. The report acknowledged the need for research that could help practitioners successfully create and reform biology curricula with this goal in mind. Our objective in this article was to explore how a set of six design heuristics could be used to evaluate the potential of curricula to support productive learning experiences for science students. We drew on data collected during a long-term study of an undergraduate traineeship that introduced students to mathematical modeling in the context of modern biological problems. We present illustrative examples from this curriculum that highlight the ways in which three heuristics—instructor role-modeling, holding students to scientific norms, and providing students with opportunities to practice these norms—consistently supported learning across the curriculum. We present a more detailed comparison of two different curricular modules and explain how differences in student authority, problem structure, and access to resources contributed to differences in productive engagement by students in these modules. We hope that our analysis will help practitioners think in more concrete terms about how to achieve the goals set forth by BIO2010.     

Course-Based Undergraduate Research Experiences Can Make Scientific Research More Inclusive

Course-based undergraduate research experiences (CUREs) may be a more inclusive entry point to scientific research than independent research experiences, and the implementation of CUREs at the introductory level may therefore be a way to improve the diversity of the scientific community.The U.S. scientific research community does not reflect America''s diversity. Hispanics, African Americans, and Native Americans made up 31% of the general population in 2010, but they represented only 18 and 7% of science, technology, engineering, and mathematics (STEM) bachelor''s and doctoral degrees, respectively, and 6% of STEM faculty members (National Science Foundation [NSF], 2013 ). Equity in the scientific research community is important for a variety of reasons; a diverse community of researchers can minimize the negative influence of bias in scientific reasoning, because people from different backgrounds approach a problem from different perspectives and can raise awareness regarding biases (Intemann, 2009 ). Additionally, by failing to be attentive to equity, we may exclude some of the best and brightest scientific minds and limit the pool of possible scientists (Intemann, 2009 ). Given this need for equity, how can our scientific research community become more inclusive?Current approaches to improving diversity in scientific research focus on graduating more STEM majors, but graduation with a STEM undergraduate degree alone is not ­sufficient for entry into graduate school. Undergraduate independent research experiences are becoming more or less a prerequisite for admission into graduate school and eventually a career in academia; a quick look at the recommendations for any of the top graduate programs in biology or science career–related websites state an expectation for ­undergraduate research and a perceived handicap if recommendation letters for graduate school do not include a ­discussion of the applicant''s research experience (Webb, 2007 ; Harvard ­University, 2013 ).Independent undergraduate research experiences have been shown to improve the retention of students in scientific research (National Research Council, 2003 ; Laursen et al., 2010 ; American Association for the Advancement of Science, 2011 ; Eagan et al., 2013 ). Participation in independent research experiences has been shown to increase interest in pursuing a PhD (Seymour et al., 2004 ; Russell et al., 2007 ) and seems to be particularly beneficial for students from historically underrepresented backgrounds (Villarejo et al., 2008 ; Jones et al., 2010 ; Espinosa, 2011 ; Hernandez et al., 2013 ). However, the limited number of undergraduate research opportunities available and the structure of how students are selected for these independent research lab positions exclude many students and can perpetuate inequities in the research community. In this essay, we highlight barriers faced by students interested in pursuing an undergraduate independent research experience and factors that impact how faculty members select students for these limited positions. We examine how bringing research experiences into the required course work for students could mitigate these issues and ultimately make research more inclusive.     

Scholarship and Research in the Graduate Program

In a report entitled Reshaping the Graduate Education of Scientists and Engineers (National Academy of Sciences, 1995), the Committee on Science, Engineering, and Public Policy proposed a modified PhD training model that retains an emphasis on intensive research experiences, while incorporating additional experiences to prepare graduates for an increasingly diverse job market. The National Science Foundation (NSF) subsequently instituted the Integrative Graduate Education and Research Traineeship (IGERT) program to foster interdisciplinary training of doctoral students. Faculty in kinesiology graduate programs are often well positioned to contribute to such interdisciplinary training programs. We highlight an example of such a program, specifically the NSF IGERT program on Musculoskeletal and Neural Adaptations in Form and Function at Arizona State University. Both benefits and challenges of IGERT participation are considered.     

Creation of an Innovative Sustainability Science Undergraduate Degree Program: A 10-Step Process

We explain the process used at Kean University (New Jersey) to create an innovative undergraduate degree program in sustainability science. This interdisciplinary program provides students with the strong science background necessary to understand and address the opportunities associated with sustainability. We articulate seven steps taken during the first year of developing the major and three additional steps that explain its evolution. Sustainability is the primary focus of each course within the curriculum. By sharing our experiences, other institutions may be encouraged or assisted in developing a similar program.     

Undergraduate Student Socialization and Learning in an Online Professional Curriculum

Using data collected from a qualitative case study of an online baccalaureate nursing program, we examined the influence of online degree programs on undergraduate student socialization and learning. We considered how components of socialization—knowledge acquisition, investment, and involvement—are influenced by the online context. The findings suggest the importance of considering non-academic influences in regards to nontraditional student experiences. The theoretical intersection of online learning and undergraduate student development offers new and significant areas of research, specifically related to the pedagogical role of faculty and the impact of social engagement. Implications for future research and practice are offered. Karri A. Holley  received her Ph.D. from the University of Southern California. She is Assistant Professor at the University of Alabama. Her research interests include graduate/professional education, interdisciplinary curricula, and qualitative inquiry. Barrett J. Taylor  is a Ph.D. student at the University of Georgia. His research focuses on religious colleges and universities.     

Using Case Study Analysis and Case Writing to Structure Clinical Experiences in a Teacher Education Program

This study reports on the design and results of a two-semester study on the use of case study analysis and case writing in clinical experiences in an undergraduate teacher education program. Findings indicated that structured experiences with case studies and case writing increase preservice teachers' informed decision making on educational issues.     

The development of a mentoring program for university undergraduate women

The Women's Center at a university in the United States implemented a mentoring program based on feminist and networking models to improve the educational climate for female undergraduate students. Due to a lack of literature detailing how to develop such a program, an interdisciplinary team of researchers collaborated with the Women's Center to address program development and implementation, including how to institutionalize the program, effective recruitment and retention strategies, how to facilitate formation of mentor relationships and strategies for maintaining those relationships, appropriate interventions and monitoring, and how to ensure that the program met mentees' needs. Among the findings are that success depends on a full‐time and dedicated coordinator, appropriate matching of mentors and mentees, and emphasis during training on continuing communication between mentors and mentees to reassess mentee needs.     

A Comprehensive Faculty,Staff, and Student Training Program Enhances Student Perceptions of a Course-Based Research Experience at a Two-Year Institution

Early research experiences must be made available to all undergraduate students, including those at 2-yr institutions who account for nearly half of America''s college students. We report on barriers unique to 2-yr institutions that preclude the success of an early course-based undergraduate research experience (CURE). Using a randomized study design, we evaluated a CURE in equivalent introductory biology courses at a 4-yr institution and a 2-yr institution within the same geographic region. We found that these student populations developed dramatically different impressions of the experience. Students at the 4-yr institution enjoyed the CURE significantly more than the traditional labs. However, students at the 2-yr institution enjoyed the traditional labs significantly more, even though the CURE successfully produced targeted learning gains. On the basis of course evaluations, we enhanced instructor, student, and support staff training and reevaluated this CURE at a different campus of the same 2-yr institution. This time, the students reported that they enjoyed the research experience significantly more than the traditional labs. We conclude that early research experiences can succeed at 2-yr institutions, provided that a comprehensive implementation strategy targeting instructor, student, and support staff training is in place.     

Evaluating Undergraduate Education: the use of broad indicators

The aim of this study was to examine the extent to which broad indicators of performance, such as student satisfaction with program, teaching, student life and experiences after graduation, could be used for program improvement. Information was obtained from graduates of a major research university in Canada who had received an undergraduate professional degree during the period from 1983 to 1992. Perceived quality of teaching was found to contribute significantly to graduates' rating of the overall quality of their academic program. The most frequently mentioned meaningful feature of their undergraduate education for alumni was the development of the ability to think. The results suggest the need for policy changes to improve teaching and the need for greater organizational coherence in post‐secondary institutional evaluations.     

Integrating Case Studies in Engineering Mathematics: A response to SARTOR 3

Case studies have long been used to support the mathematics education of undergraduate engineers. Changes in the mathematical ability of entrants to engineering programmes and, indeed, the changing nature of many of the programmes themselves indicate the need to make the students' mathematical experiences more 'user friendly'. We describe here an approach which uses case studies, not as illustrations of applications of mathematics after a mathematical topic has been discussed, but in a fully integrated central role as vehicles for whole group discussion from which the students 'discover' the necessary mathematics which is taught subsequently. Not only is the 'carrot' of the application then central to their learning, but the need for the mathematics being taught is also clearly demonstrated. This approach has been tried with a group of 50 first year engineers. The effects on student motivation, ability and knowledge retention are discussed together with an indication of the Integrated Case Studies which were used.     

Developing Collaboration Skills in Team Undergraduate Research Experiences

Abstract

Interdisciplinary undergraduate research experiences often require students to work in teams with other students and researchers from different disciplines, creating a need for development of new skills in interdisciplinary collaboration. In this paper, we describe our unique efforts to mentor participants in developing these skills during our team-based research experience for undergraduates program. This effort was initiated in response to a perceived need to provide professional development in collaboration for our participants, who come from diverse backgrounds that span a range of disciplines, institutions, and cultures. We describe here the intervention used, which is a modified version of one successfully implemented in a classroom setting. Furthermore, we present our formative and summative program evaluation data regarding participants’ perceptions about what helps or hinders team science. The most-repeated themes in student evaluations, in order from most mentions to least, were: communication, goal setting, shared mental model, timing/scheduling, cooperation, non-participation, attitudes, and mentor guidance/support. Together these themes account for 82% of the student responses. Lastly, we present our observations of the positive effects of this intervention on our program. Our findings may be useful to those mentoring undergraduates in both team research and classroom group learning.     

Integration of Physics and Biology: Synergistic Undergraduate Education for the 21st Century

This is an exciting time to be a biologist. The advances in our field and the many opportunities to expand our horizons through interaction with other disciplines are intellectually stimulating. This is as true for people tasked with helping the field move forward through support of research and education projects that serve the nation''s needs as for those carrying out that research and educating the next generation of biologists. So, it is a pleasure to contribute to this edition of CBE—Life Sciences Education. This column will cover three aspects of the interactions of physics and biology as seen from the viewpoint of four members of the Division of Undergraduate Education of the National Science Foundation. The first section places the material to follow in context. The second reviews some of the many interdisciplinary physics–biology projects we support. The third highlights mechanisms available for supporting new physics–biology undergraduate education projects based on ideas that arise, focusing on those needing and warranting outside support to come to fruition.