Undergraduate research enhances the learning experience of students in science, technology, engineering, and mathematics. Undergraduate Research in the Sciences offers a groundbreaking and practical research-based book on the topic. This comprehensive resource addresses how undergraduate research benefits undergraduate participants, including those populations that are underrepresented in the sciences; compares its benefits with other types of educational activities and experiences; and assesses its long-term value to students and faculty as both a scholarly and educational endeavor. In laying out the processes by which these benefits are achieved, this important book can assist faculty and program directors with practical guidance for design and evaluation of both new and existing undergraduate research programs. Praise for Undergraduate Research in the Sciences "This meticulous, definitive study of the effects of working with a faculty member on research as an undergraduate confirms the overall value of the experience by taking us deep into the minds and actions of participants—both faculty and students. As a result we now have many more compelling reasons to get more students involved with research mentors and ways to optimize the benefits for all parties."—George D. Kuh, Chancellor's Professor and director, Indiana University Center for Postsecondary Research "This timely book offers a unique, comprehensive analysis of undergraduate research in the sciences, based on the voices of college students and faculty mentors who have participated in these voyages of discovery. As our nation struggles to train more scientists, this book will be a valuable resource for designing undergraduate research experiences that can build our country's capacity for discovery and innovation."—Arthur B. Ellis, Vice Chancellor for Research, University of California, San Diego "The text is written in a lucid and engaging style and will be a valuable guide to policymakers, academic administrators, and faculty members who want to find ways to engage undergraduates in the 'real work' of investigation."—Judith A. Ramaley, president, Winona State University "This book is a 'must-read' for anyone who directs undergraduates in research. It presents an impressive and rigorous body of work that brings fresh insights into the field of undergraduate research. The next generation of scientists will benefit greatly from the findings and recommendations!"—Jo Handelsman, Howard Hughes Medical Institute Professor, Yale University
Talking about Leaving Revisited discusses findings from a five-year study that explores the extent, nature, and contributory causes of field-switching both from and among “STEM” majors, and what enables persistence to graduation. The book reflects on what has and has not changed since publication of Talking about Leaving: Why Undergraduates Leave the Sciences (Elaine Seymour & Nancy M. Hewitt, Westview Press, 1997). With the editors’ guidance, the authors of each chapter collaborate to address key questions, drawing on findings from each related study source: national and institutional data, interviews with faculty and students, structured observations and student assessments of teaching methods in STEM gateway courses. Pitched to a wide audience, engaging in style, and richly illustrated in the interviewees’ own words, this book affords the most comprehensive explanatory account to date of persistence, relocation and loss in undergraduate sciences. Comprehensively addresses the causes of loss from undergraduate STEM majors—an issue of ongoing national concern. Presents critical research relevant for nationwide STEM education reform efforts. Explores the reasons why talented undergraduates abandon STEM majors. Dispels popular causal myths about why students choose to leave STEM majors. This volume is based upon work supported by the Alfred P. Sloan Foundation Award No. 2012-6-05 and the National Science Foundation Award No. DUE 1224637.
Undergraduate research enhances the learning experience of students in science, technology, engineering, and mathematics. Undergraduate Research in the Sciences offers a groundbreaking and practical research-based book on the topic. This comprehensive resource addresses how undergraduate research benefits undergraduate participants, including those populations that are underrepresented in the sciences; compares its benefits with other types of educational activities and experiences; and assesses its long-term value to students and faculty as both a scholarly and educational endeavor. In laying out the processes by which these benefits are achieved, this important book can assist faculty and program directors with practical guidance for design and evaluation of both new and existing undergraduate research programs. Praise for Undergraduate Research in the Sciences "This meticulous, definitive study of the effects of working with a faculty member on research as an undergraduate confirms the overall value of the experience by taking us deep into the minds and actions of participants—both faculty and students. As a result we now have many more compelling reasons to get more students involved with research mentors and ways to optimize the benefits for all parties."—George D. Kuh, Chancellor's Professor and director, Indiana University Center for Postsecondary Research "This timely book offers a unique, comprehensive analysis of undergraduate research in the sciences, based on the voices of college students and faculty mentors who have participated in these voyages of discovery. As our nation struggles to train more scientists, this book will be a valuable resource for designing undergraduate research experiences that can build our country's capacity for discovery and innovation."—Arthur B. Ellis, Vice Chancellor for Research, University of California, San Diego "The text is written in a lucid and engaging style and will be a valuable guide to policymakers, academic administrators, and faculty members who want to find ways to engage undergraduates in the 'real work' of investigation."—Judith A. Ramaley, president, Winona State University "This book is a 'must-read' for anyone who directs undergraduates in research. It presents an impressive and rigorous body of work that brings fresh insights into the field of undergraduate research. The next generation of scientists will benefit greatly from the findings and recommendations!"—Jo Handelsman, Howard Hughes Medical Institute Professor, Yale University
Lean Six Sigma (LSS), Design for Six Sigma (DFSS), and Value Engineering (VE) have a proven track record of success for solving problems and improving efficiency. Depending on the situation, integrating these approaches can provide results that exceed the benefits of each individual approach. Value Engineering Synergies with Lean Six Sigma: Combini
Renaissance Papers collects the best scholarly essays submitted each year to the Southeastern Renaissance Conference. The theme of this year's volume is "sacred places, secular spaces." It begins with a "who is it" mystery, examining two portraits by Raphael that embody the sacred and the profane, respectively. The next essay engages both the sacred and pictorial innovationsin Holbein's predella The Dead Christ; while the following one views the sacred through the critical lens of race, arguing that Northern European churchmen normalized views on race by strategically placing racialized artifacts in their churches. The scene then shifts to 16th century Venice, where the Greek community contended with local authorities over the right to establish a sacred site for interring their dead. The next two essays swing the pendulum toward the secular: an essay on ecocriticism suggests that the early modern period expelled the sacred from nature and presents a Rabelaisian antidote, while an essay on Spenser's The Faerie Queene presents it as a blueprint for colonization. The volume concludes with Contributors: Julie Fox-Horton, Lorenz A. Hindrichsen, Heather Hirschfeld, Elizabeth Lisot-Nelson, Jesse Russell, Victor Velázquez, John N. Wall, Jennifer Wu.The journal is edited by Jim Pearce of North Carolina Central University and Ward Risvold of Georgia College and State University.e Queene presents it as a blueprint for colonization. The volume concludes with Contributors: Julie Fox-Horton, Lorenz A. Hindrichsen, Heather Hirschfeld, Elizabeth Lisot-Nelson, Jesse Russell, Victor Velázquez, John N. Wall, Jennifer Wu.The journal is edited by Jim Pearce of North Carolina Central University and Ward Risvold of Georgia College and State University.e Queene presents it as a blueprint for colonization. The volume concludes with Contributors: Julie Fox-Horton, Lorenz A. Hindrichsen, Heather Hirschfeld, Elizabeth Lisot-Nelson, Jesse Russell, Victor Velázquez, John N. Wall, Jennifer Wu.The journal is edited by Jim Pearce of North Carolina Central University and Ward Risvold of Georgia College and State University.e Queene presents it as a blueprint for colonization. The volume concludes with Contributors: Julie Fox-Horton, Lorenz A. Hindrichsen, Heather Hirschfeld, Elizabeth Lisot-Nelson, Jesse Russell, Victor Velázquez, John N. Wall, Jennifer Wu.The journal is edited by Jim Pearce of North Carolina Central University and Ward Risvold of Georgia College and State University.
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