Leading Undergraduate Research Projects in Mathematical Modeling

Abstract

In this article, we provide some useful perspectives and experiences in mentoring students in undergraduate research (UR) in mathematical modeling using differential equations. To engage students in this topic, we present a systematic approach to the creation of rich problems from real-world phenomena; present mathematical models that are derived from calculus, but can be suitably modified to solve more complex problems; and finally provide pointers on how to train students through the UR process that can help to impact student’s future academic and non-academic careers.     

Year-long Undergraduate Research Projects

Abstract

Undergraduate research has become the centerpiece of many institutions of higher education’s efforts to attract and recruit high school graduates. Since 1987, throughout my tenure at Bloomsburg University, I have involved over 20 students in my research. In my experience, there is clear evidence that students of mathematics substantially benefit if they engage in research during their undergraduate studies. Whether the student plans to apply for employment after graduation or continue with graduate studies, the undergraduate research experience has a tremendous effect on the student’s success. In this paper, I will provide some personal insight on my experience in working with undergraduate students. In most cases, my experience has been in working with one student on a long term (one semester or mostly year-long) research problems. I will discuss my approach to identifying students, the type of projects, providing guidance, and finally the challenges that we face in supervising undergraduate research. To exemplify, emphasis will be placed on the status of a recent 1-year research project, which was funded by the Pennsylvania State System of Higher Education, and a senior undergraduate student worked on it for one year.     

Enhancing Undergraduate Research Experience Through a Food Science Research Project

Engaging undergraduate students in research has become increasingly important due to its potential benefits (for example, increased intention to pursue postgraduate study and enhanced understanding of theoretical knowledge). This study investigated whether a comprehensive food science research project that was incorporated into the laboratory component of an Experimental Study of Foods course would enhance student knowledge, confidence, and interest in research. A total of 84 students participated in two sections of the laboratory (2016, n = 39; 2017, n = 45). Scores for pre and posttests and questionnaires were used to determine if the differences in knowledge scores and ratings for confidence in doing research were significant. Knowledge scores indicated that participants were knowledgeable about research at baseline (2016, 7.31 ± 1.15; 2017, 6.89 ± 0.1.21; maximum of 10 points). Results of the t‐tests showed that the change in knowledge scores before and after the project was not statistically significant; however, the level of confidence in performing various research skills (for example, identify research questions, formulate hypotheses, design an experiment) significantly increased upon project completion. In general, students demonstrated favorable attitudes toward the research project at the end of this project. Qualitative responses were organized into three themes that related to the “input” (elements that made the project successful), “process” (how the project was conducted), and “outcomes” (reported gains or benefits) of the project. Recommendations were made in terms of mentorship, research guidelines and topics, and group culture to improve future projects.     

美国研究型大学本科生科研的模式

本科生科研活动是美国研究型大学本科教育的一个重要方面。根据美国本科生科研的预期目标和方式,可以将其大体划分为四种主要模式:降低辍学率的模式、科学职业发展的模式、研究学徒的模式和基于研究的学习的模式。     

研究型大学专业学院本科生导师制实证研究

本科生导师制是目前高等教育教学改革中一种重要的人才培养模式。文章以北京航空航天大学仪器科学与光电工程学院为个案,针对为推进完全学分制和两校区办学模式实施的本科生导师制,通过问卷调查,分析关键环节,总结存在问题,提出改进建议,为进一步落实导师制积累经验。     

教学研究型大学本科教育模式的构建

坚持教学与研究的密切结合,是教学型研究型大学的优势,也是人才培养过程中最重要的教育理念。学校应充分利用学科建设中的科研优势、人才优势和设备优势,抓好基础性的本科生教育,构建科研与教学共生的本科教学模式。包括:将“寓学于研“的研究型教学理念贯穿于人才培养全过程、引导学生建立以研究为本的学习方式、构建师生互动的研究性课堂教学模式,打造以培养学生研究素质为核心的科研训练平台,建立并完善适应研究型教学的本科教学管理模式等。     

论本科生阶段性成长的心理引导

对学生的思想教育的过程中,根据不同阶段大学生心理特征及产生这些心理现象的原因,将其划分为过渡迷茫期、快速成长期、刻意塑造期和定型提高期四个阶段。根据每个阶段学生成长的不同特点,应有目的地构建相应的教育体系。     

Undergraduate Research Mentoring: Obstacles and Opportunities

Researchers and policy-makers in higher education increasingly espouse the view that undergraduate students should have the opportunity to learn about scholarship and research in the context of faculty-mentored research experiences. There is mounting consensus that mentored undergraduate research should be standard pedagogical practice in all undergraduate disciplines. Although high-impact, mentored undergraduate research, scholarship, and creative work (URSCW) requires significant resources, with faculty time and energy foremost among them. This article addresses the current gap between aspiration and effective execution of well-mentored URSCW, including the most prevalent obstacles (e.g. institutional, departmental, individual) to undergraduate mentoring. This article is written for academic leaders and institutional officers. It concludes with several specific recommendations for increasing the frequency of mentored URSCW experiences for undergraduates.     

Faculty as Mentors in Undergraduate Research,Scholarship, and Creative Work: Motivating and Inhibiting Factors

In this study, we sought to contribute to research about the high-impact practice of undergraduate research from the understudied faculty perspective. We relied on focus group data from faculty members (N = 41) across five institutions to better understand the supporting and inhibiting factors that contribute to faculty members’ engagement in mentoring undergraduate research. We offer implications for research and practice.     

Engaging Undergraduate Students in Research Activities: Are Research Universities Doing a Better Job?

Engaging undergraduate students in research activities has been advocated as an innovative strategy to improve American higher education (Boyer Commission, Reinventing undergraduate education: A blueprint for America’s research universities. The Carnegie Foundation for the Advancement of Teaching, Stony Brook, NY, 1998). This study compared the frequency of undergraduate student research experiences at different types of colleges and universities from the early 1990s through 2004. The results indicate that the frequency of student research experiences increased since 1998 at all types of institutions and that students at research universities were not more likely than their counterparts elsewhere to have such experiences. The findings were consistent across major fields. To live up to their claims, research universities must find additional ways to involve undergraduates in research with faculty members. Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D. in Higher Education from Indiana University. His research and scholarship focuses on postsecondary access and persistence, college student experience, and higher education finance. George D. Kuh is Chancellor’s Professor of Higher Education and Director of the Center for Postsecondary Research at Indiana University Bloomington. He received his Ph.D. degree from the University of Iowa. His research focuses on the quality of undergraduate education. Joy Gaston Gayles is Associate Professor in Adult and Higher Education at North Carolina State University. She received her Bachelor’s degree from Shaw University, Master’s degree from Auburn University, and Ph.D. in Higher Education from The Ohio State University. Her research focuses on college student learning and development.     

基于信息技术平台的科研素材应用于本科生培养的探索——以指导自然地理本科生科研活动为例

本文结合首都师范大学“科学前沿进低年级本科生课堂”、“综合自然地理学”、“第四纪环境学”、“全球环境变化研究”四门课程的教学,探索如何有效利用信息技术平台引导学生进行科研活动,并以完善的科研素材指导本科生科研活动。基于信息技术平台的科研素材向本科生开放,具有即时性、开放性、自主性、权限性,并让学生在科研活动中有最直接的参考实体。、     

关于地方性本科院校科研文化建设的思考

国内理论界关于如何加强地方性本科院校科研文化建设的理论研究,还基本处于空白状态。因此,研究加强地方性本科院校科研文化建设问题,便显得十分必要。通过回顾高校科研文化研究,提出加强地方性科研文化建设的措施。     

普通本科高校科研投入产出分析

当今在新科技革命的推动下,高校科研在国民经济、社会发展乃至国际竞争中起到越来越重要的作用。近年来我国加大了高校科研的投入,但我国大部分高校科研产出处于非效率状态。那么,科研投入如何优化配置提高科研产出是当前迫切需要解决的问题。本文以江西省普通本科高校为样本,对其科研投入产出进行描述性比较分析,为今后分析各高校科研效率存在问题和提出对策建议奠定基础。     

应用型本科人才培养策略研究

发展应用型本科教育是我国经济发展的需要。本文对我国高校应用型本科人才培养策略进行了研究,指出了当前我国应用型本科人才培养方面所存在的主要问题,对我国应用型本科人才培养体系的创新和实践研究具有参考意义。     

中美研究型大学本科生科研训练的比较研究

本科生科研训练是当前各研究型大学关注的热点问题之一。本文首先分析了研究型大学开展本科生科研训练活动的重要性,然后从组织与实施、参与形式及覆盖面等三方面对中美研究型大学本科生科研训练活动进行比较,最后借鉴美国成功经验并根据我国实际情况,对我国研究型大学开展本科生科研训练活动提出了若干建议。     

本科生研究能力阶段性培养思路

在深入分析本科生研究能力存在的问题以及本科生研究能力内涵的基础上,给出相应的本科生研究能力阶段性培养方案,试图通过多种训练方法的有机结合,解决本科生研究能力培养的问题。     

论本科生科研的若干理论问题

本科生科研作为21世纪的教学方法,是培养创新型人才的有效途径.本文在界定相关概念的基础上,分析本科生科研的特征和优缺点,探讨本科生科研的建构主义理论基础,论述本科生科研与现代有关学习理论的辩证关系.     

美国大学的创新人才培养与本科生科研

在20世纪80年代兴起的高等教育改革运动中，美国大学把培养创新人才确立为大学教育的培养目标。为了实现这一培养目标，美国大学十分重视科研在培养创新人才过程中的意义和作用，并采取多种措施鼓励本科生参加科研活动，鼓励教师指导本科生科研，本科生科研蔚然成风。在加强创新人才培养的今天，美国大学本科生科研的理念与实践对于我国大学具有一定的启发和借鉴意义。     

美国研究型大学本科教育改革及对我国的启示

本通过对美国重构研究型大学本科生教育的特点以及我国本科教育现状的分析，认为我国研究型大学本科教育应从观念层面和行为层面同时进行改革，以研究为引擎，发展具有特色的研究型大学本科教育。     

研究型大学本科教育教学改革思考

研究型大学是科学研究和教学融为一体的综合性高水平大学,国外研究型大学在教育理念、教学方式、培养过程、课程体系设置等方面具有显著特点。在国内高水平研究型大学建设进程中应借鉴国外经验,构建以学生为本的人才培养方案,处理好通识教育与专业教育、理论教学与实践教学、课内与课外、教学改革继承与发展的关系。构建以人为本的教学管理体系与机制,促进教师教学能力和学生全面发展,营造以人为本的校园文化,不断提高管理质量和服务效率。