A Two-Step Program for Undergraduate Students to Gain Authentic Experience in the Research Process
Notice bibliographique
Résumé
Abstract A two-step research program for undergraduate students was developed and implemented across the 2015 spring-summer terms in the Department of Civil & Environmental Engineering at _____. The first step requires students to complete a research course in the semester prior to the research experience. This course is different from an independent learning or special research topics course. It is taught in a traditional classroom setting but emphasizes interactive learning of the research process. Students are taught how to identify meaningful research topics and develop research questions based on the identification of gaps in knowledge in the relevant literature. The course culminates with the submission of a research proposal, which is the main deliverable and student assessment instrument for the course. Students are required to meet and work with their research mentor during the semester. The second step is to conduct the research as outlined in the proposal. This program was implemented as part of a NSF-supported project to create the Nanotechnology LINK (Learning Integration of New Knowledge) curriculum enhancements. This project exposes undergraduate students in our department to fundamental concepts and applications in nanotechnology, with an emphasis on end-of-life management of products containing nanomaterials. This content is delivered across multiple linked courses. To complement and extend student learning of nanotechnology within the curriculum, research-based learning opportunities were created for a select cohort of students. The first cohort of five students was assembled from a group of 22 internal applications. This paper will describe the application and selection process, which was conducted during the fall 2014, and the subsequent impacts of the research course (spring 2015) and summer research experience (summer 2015) on student understanding of the research process. Students are encouraged to culminate the research program through the pursuit of Graduation with Leadership Distinction (GLD) in Research. Four of the five students in the first cohort intend to earn the GLD in Research, which is a university-wide program available to all undergraduate students. Successful recipients must demonstrate (1) extensive, purposeful engagement beyond the classroom; (2) understanding of course concepts in “real world” settings; and (3) application of learning to make decisions and solve problems. Requirements include participation in enhancement activities (lectures, workshops, events); completion of approved courses relating to their experience; delivery of a public presentation; and production of an e-portfolio that demonstrates their learning. This paper will provide an example of one student’s completed requirements towards the distinction.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,003 | 0,001 |
| Méta-épidémiologie (sens large) | 0,002 | 0,001 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,006 | 0,002 |
| Communication savante | 0,004 | 0,002 |
| Science ouverte | 0,003 | 0,012 |
| Intégrité de la recherche | 0,002 | 0,006 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,132 | 0,077 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».