Research-rich

Related Pages

Worksheets & Tools

Characteristics of Ideal Spaces for Science
A PKAL Tool
Arriving at spaces for science that serve your community well for years to come requires both knowing what questions to ask and having a vision of what might be. We present a series of questions raised by institutional teams entering into the planning process, as well as a statement of the collective vision of PKAL leaders about the ideal 21st century science building, accompanied by a survey which can be used by individual campuses to determine their collective vision about facilities that serve their community.

Reports

Assessing the impact of research
In a plenary session at the 2002 Summer Institute, participants explored the theme Setting and assessing goals for student learning. One valuable exercise was to identify ways to assess student progress toward achieving skills identified with an undergraduate research experience.
Creating a research-rich curriculum at Miami University
William Rauckhorst
Miami University has attempted in recent years to build upon a collection of student research participation opportunities at the University, and develop a comprehensive "research-rich” undergraduate curriculum. A major step in this direction was the creation in 1995 of the Undergraduate Summer Scholars (USS) program.
Key findings - Occidental College undergraduate research assessment
Chris Craney
In their assessment of undergraduate research, Occidental College has examined two questions: who participates and what are the outcomes.
What undergraduate research can tell us about research on learning
David Lopatto
With support from NSF, and with the engagement of colleagues at the University of Colorado Boulder, David Lopatto documents the benefits of undergraduate research experiences on student learning, based on the experiences of four campuses (Grinnell College, Harvey Mudd College, Hope College, Wellesley College) that had received the NSF Award for Integration of Research and Education (AIRE). His survey instruments, approaches, and outcomes suggest how the undergraduate research experience can be integrated into efforts to strengthen learning of students in STEM fields.

Personal Statements

PKAL Faculty for the 21st Century Statement
Shubhik K. DebBurman
Shubhik DebBurman, PKAL F21 Class of 2004 member, discusses ways of preparing diverse graduates for a technologically sophisticated and scientifically interdisciplinary twenty-first century community in his member statement.

Link to another site

Teaching demands versus research productivity
Keith M. Howard, Monir H. Sharobeam
Faculty in undergraduate institutions are scholars and need to be actively engaged in research. They must also publish and get grants to be promoted and tenured. The strong demand on their time for teaching and college services, however, leaves them little time for research.
Thirty years of advising undergraduates in research
The Council on Undergraduate Research (CUR) is designed to encourage scholarly undergraduate research through meaningful student-faculty collaborations. CUR believes faculty must be active researchers in order to remain relevant in today's ever-changing world and retain students' attention in the classroom.

Keck Consultation Reports

Leadership in Setting the Right Issues on the Table
The Keck/PKAL Consultation Program
This letter from the Keck/PKAL consultants advises a president of a college or university on planning new spaces for science.

Interviews

The Role of a Provost in Undergraduate STEM Research
An Interview with James N. Boelkins
James N. Boelkins
Hope College participated in the 2004 - 2007 PKAL Leadership Initiative [LI]. Hope College hosted one of the PKAL LI Seminars. We capture in the interview presented here the essence of discussions during that weekend, specifically as they provided important insights about the how and why of a research-rich undergraduate learning environment.

Essay

Facilities for the research-rich learning environment
Richard M. Heinz
Where do you start in thinking about 21st century spaces for 21st century learning communities? First is the diversity of demands on the spaces: expected to play a role in attracting and sustaining the interest of students in STEM fields; expected to be easy to use, manage and maintain over the long-term; able to accommodate with ease students with different learning styles and career aspirations, as well as emerging technologies and contemporary pedagogies; and finally—expected to enhance institutional distinction over the long-term. To make this happen, planners need to think about concepts such as collaboration, celebration and community. From his perspective as a lab designer, Rick Heinz offers ideas about options and opportunities in the process of planning new spaces for science.
Mission and vision for the sciences at Brooklyn College
Frank Grasso, Peter Lesser, Eleanor Miele, Theodore Raymond Muth, Simon Parsons, Louise Hainline
Transforming the undergraduate STEM learning begins with a clear vision grounded firmly in the institutional mission. This statement of mission and vision from Brooklyn College illustrates the power of a driving vision to mobilize a community to dream big about its future, in the context of planning new spaces for science. Brooklyn College is a PKAL Leadership Institution.
Models of Undergraduate Research
A PKAL Essay
Janet Stocks
Student Learning in Biochemistry: Assessment of the Undergraduate Research Experience
Adele J. Wolfson
An undergraduate research experience is widely regarded as a key element in science education. The recent report from the National Research Council recommends that, “All students be encouraged to pursue independent research as early as is practical in their education.”
Twenty-first century science and the facilities of the future
Facilities matter, from the perspective of serving new interdisciplinary fields of research as well as of making the learning experience for all undergraduates one that is truly integrative. Some ideas and best practices from the PKAL facilities archive.
Undergraduate research experiences
Many anecdotes and some studies suggest that the greatest single influence that transforms a science student into a young scientist is an undergraduate research experience. Although student-faculty research partnerships are costly in college resources and faculty time, they are the most rewarding aspect of teaching and for many students the most effective approach to learning.
Working toward and ensuring the success of African American students in STEM fields
Freeman A. Hrabowski III
The identifiable elements that contribute to systemic and sustainable reform are all visible in the learning environment at the University of Maryland, Baltimore County (UMBC). This institution is nationally-recognized for the strength of its science/engineering programs and for its effectiveness in working as a community to ensure the success of all students– particularly African American students– in the study of STEM fields.

Other Resources

2005: Building Global Research Rich Connections
Means of Introducing Undergraduates to Research in the Global Community
Carol Bender
Enhancing the Chemistry Curriculum with FT-NMR Spectroscopy
Andrew S. Koch
St. Mary’s College submitted a proposal to the National Science Foundation to fund the purchase of a high-field Fourier-transform nuclear magnetic resonance spectroscopy (FT-NMR).