Fulfillment in Teaching Undergraduates to Conduct Research

Guest Blogger: Jamila Cupid

I have been learning quite a bit about conducting research with undergraduate students.  At first, I was helping students to design their own research studies and then deliver presentations at conferences.  They have produced some impressive work of their own and I merely guided them and helped them package the final products.  It has proven rewarding for the students, as they take ownership over their work.  It is also fulfilling for me to see them grow in this manner.  Just as they have advanced in scholarship, so have I.  Over the past couple of years, I have worked with undergraduates to conduct larger, faculty-led studies.  I have found that it is an excellent opportunity both to train them in additional areas of research and to help me identify segments of the research that need improvement. 

This past year, while carrying out a study on a digital media campaign in popular culture with two research partners, I was able to work closely with several undergraduate research assistants.  They learned how to read articles for background information and create annotated bibliographies, apply theories to research, and implement a quantitative content analysis in order to code images and text.  In addition to them gaining this valuable skill set, they were able to develop greater critical thinking skills beyond that which they exercised in the classroom.  Upon completion, they were confident enough in their accomplishments to present their portions of the study at a conference and in other settings.  The presentation of their work impressed faculty and intrigued their peers.  They actually stirred an interest in a number of their peers who previously thought research to be boring and tedious.  I learned that students are the best marketing tool I have in attracting other students to give research a try. 

Consequently, I have been inspired by these eager, novice researchers to teach future courses focused in training students to conduct studies on a higher level.  I am also strategizing ways to better help students with their individual research projects, now that I have a keener eye on pinpointing pitfalls and strongpoints at their level.  Then, of course, I expect my research minions to multiply and persuade many more undergraduates to join the magnificent world of research!  I aspire to the heights of my colleagues who have a long, robust track record of engaging their students through their scholarship and I encourage those who have never tried it to pull students into their next research project.    

Yes, Librarians are Teachers

Albert Bryson, Guest Blogger

I feel that many teaching faculty do not really understand why librarians at academic institutions are part of the faculty. Our roles are different because we are an academic support service at colleges. We supplement what the teaching faculty do in the classroom.

For years the libraries have provided for the teaching faculty a course reserve area with books and articles that supplement the textbooks student purchase for their courses. We are where the students come to work on their research papers and projects.

Since I came to Lincoln in 1987 the library has progressed from physical card catalog to online public access catalog (OPAC) which lists all the items, primarily books that the library owns which are available for our patrons. I am the Catalog Librarian who decides where the book is located in our library using Library of Congress classification and subject headings. I am the one who knows where everything actually is on the shelf.

We have progressed as well from periodicals in bound volumes and on microfilm to where you obtain full text articles from peer reviewed journals online through the many databases which the library now subscribes to online, using the various computers in the library. We still get many of periodicals and journals in print as well, but we do not need to keep some of them in physical storage due the online databases.

Librarians do the majority of our teaching individually using a technique called the reference interview, where we assist students, staff and faculty in finding materials on the topics they are interested in searching. The amount of time we devote to this could be from just a few minutes to as long as an hour, depending what topic needed to be researched.

On request we do what we call bibliographical instruction in the classroom at the request of the teaching faculty where in one class session we provide a quick introduction to what we have available in the library to the students to assist them as they do their various class assignments. We provide handouts on the library services we offer, and we demonstrate how to use the OPAC and several of the online full text databases we have available on the topic associated with the actual class provide to us by the faculty member.

So remember if you need assistance with your research and you need assistance to get going, please feel free to contact one of the faculty librarians. We are available when the library is open to assist you.

Integrating Undergraduate Research into the Curriculum at Lincoln University: Advantages and Challenges

Guest Blogger: Derrick Swinton

The discussion regarding integrating research into the curriculum at Lincoln University has intensified. Several factors have contributed to this discussion with the most important being the completion of the new science building, the establishment of the Centers of Excellence, mandates and resolutions by the Board of Trustees (resolution whereby LU graduates should be prepared for acceptance into a top 50 graduate or professional school, the charge for LU to be amongst the top 10 HBCUs), the overall financial stability of the university, and more importantly the retention and persistence to graduation of LU students majoring in science, technology, engineering, and mathematics (STEM). The topic is very relevant and should take precedence on the agendas of those discussing LU’s future.

It must be noted that although Lincoln University has primarily been an undergraduate teaching institution, faculty at LU have historically engaged in research activities, as is evidence by faculty publications, research quality equipment owned by the Science Departments, and the fact that LU, in its prime, has produced many of the nation's African American medical doctors, scientists, and mathematicians. The list of LU alumni who have impacted the scientific and medical fields is numerous and includes such alumni as Hildrus A. Poindexter, the first African American to receive both an M.D. (Harvard University, 1929) and a Ph.D. (Bacteriology, Columbia University, 1932); Nathan Francis Mossell (1856-1946), the first African-American to earn a medical degree from the University of Pennsylvania and Member of the Niagara Movement, and others. The aforementioned achievements were unprecedented during the beginning of the 20th century and remain one of LU’s proud achievements. Provided such achievements, it is difficult to envision that at some point in time LU science faculty weren’t actively engaged in research and research integrated into the curriculum. There are other factors that contributed to the success of these students at that time; nevertheless, it is important to note and recognize the significance of research and its impact on the training of our students. With that being said, the dialogue regarding this matter should continue and take priority, concurrently, with other matters.

The Council on Undergraduate Research (CUR), the National Science Foundation (NSF), the National Institutes of Health, and other agencies, noted the importance of undergraduate research (UR) and have adopted programs to support and stimulate UR activities, especially at primarily undergraduate teaching institutions. In fact LU is the recipient of various grants to support and stimulate UR. Nonetheless, challenges remain at LU in making the transition from primarily an undergraduate teaching institution to an institution with an active and effective undergraduate research program. Additionally challenges remain in integrating research into the curriculum. A few of challenges are listed.

1. Administrative Structure.

a. Despite support and efforts by the administration to address the topic, LU does not have a centralized office or position fully dedicated to advancing undergraduate research.
b. The administration has not been fully committed to undergraduate research or made it a priority.
c. The administration and faculty may not be familiar with the impact of undergraduate research on retention and persistence to graduation of minority STEM students.

2. Faculty Engagement

a. For various reasons some faculty aren’t interested in conducting research.
b. Some professors do not have the training, experience, and aptitude to conduct research.

3. CBA

a. The CBA is limited in scope and does not encourage scholarship, post tenure.
b. An incentive to conduct research is lacking.
c. Faculty receive an across the board salary despite performance reviews and pledge to support the LU community at-large, thus encouraging mediocrity, and placing the workload and burden on a few faculty.

4. Students

a. Students aren’t familiar with the expectations related to their career choices.
b. Students aren’t exposed to and are aware of the impact of undergraduate research on their understanding of classroom concepts.
c. Limited on-campus opportunities exist for students interested in conducting research.

Note, the commentary is not intended to be derogatory or an affront to anyone or any group, but is intended to encourage the LU community to continue its efforts to remain competitive and address the issues (retention, graduation rate, student preparedness, degree prestige) important to all of its constituencies: students, administrators, faculty, alumni, and the community at-large. In order to accomplish any initiatives undertaken by the administration and faculty, the issue of undergraduate research should be discussed because it impacts academic competitiveness, student achievement, and LU financial stability/sustainability. To begin the discussion, a few questions are presented and references provided for review.

1. What are some of the existing impediments to LU making the transition?

2. Can LU remain academically competitive and financially stable without some level of research activities?

3. Should LU consider offering a M.S. degree in the Natural Sciences?

4. Should there be differentiated pay scales for faculty who write and receive grants?

5. Should there be a thesis requirement for graduation?

References:

Jones, M.T., Barlow, A. E. L., Villarejo, M. (2010). Importance of Undergraduate Research for Minority Persistence and Achievement in Biology. The Journal of Higher Education, 81(1), 82-115

Gandara, P., Maxwell-Jolly, J. (1999). Priming the pump: Strategies for increasing the achievement of underrepresented minority undergraduates. New York: College Board.

Grandy, J. (1998). Persistence in science of high-ability minority students: results of a longitudinal study. The Journal of Higher Education, 69, 589–620.

Hunter, A. B., Laursen, S. L., Seymour E. (2007) Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development. Science Education, 91(1), 36-74.

Nagda, B.A., Gregerman, S.R., Jonides,J., Hippel, William von, Lerner, J.S. (1998). Undergraduate Student-Faculty Research Partnerships Affect Student Retention. The Review of Higher Education 22(1), 55-72

Russell, S. H., Hancock, M. P., McCullough, J. (2007). The pipeline - Benefits of undergraduate research experiences. Science, 316(5824), 548-549.