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ABSTRACT Undergraduate research experiences (UREs) cultivate workforce skills, such as critical thinking, project management, and scientific communication. Many UREs in biophysical research have constraints related to limited resources, often resulting in smaller student cohorts, barriers for students entering a research environment, and fewer mentorship opportunities for graduate students. In response to those limitations, we have created a structured URE model that uses an asynchronous training style paired with direct-tiered mentoring delivered by peers, graduate students, and faculty. The adaptive undergraduate research training and experience (AURTE) framework was piloted as part of the Brown Experiential Learning program, a computational biophysics research lab. The program previously demonstrated substantial increases and improvements in the number of students served and skills developed. Here, we discuss the long-term effectiveness of the framework, impacts on graduate and undergraduate students, and efficacy in teaching research skills and computational-based biophysical methods. The longitudinal impact of our structured URE on student outcomes was analyzed by using student exit surveys, interviews, assessments, and 5 years of feedback from alumni. Results indicate high levels of student retention in research compared with university-wide metrics. Also, student feedback emphasizes how tiered mentoring enhanced research skill retention, while allowing graduate mentors to develop mentorship and workforce skills to expedite research. Responses from alumni affirm that workforce-ready skills (communicating science, data management, and scientific writing) acquired in the program persisted and were used in postgraduate careers. The framework reinforces the importance of establishing, iterating, and evaluating a structured URE framework to foster student success in biophysical research, while promoting mentorship skill training for graduate students. Future work will explore the adaptability of the framework in wet lab environments and probe the potential of AURTE in broader educational contexts.
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The Role of the Graduate Student in Inclusive Undergraduate Research Experiences.
The authors present a lab-based research model that engages graduate students in undergraduate research mentorship positions that are mutually beneficial for graduate students, undergraduates, and faculty. They show how this model can be scaled up and adapted across the range of English disciplines. The authors share examples of the different types of research that they have engaged in for linguistics, literary archival studies, creative writing, and writing pedagogy. These examples illustrate how undergraduate research mentorship can prepare graduate students to teach and mentor students using effective methods in various institutional contexts.
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- Award ID(s):
- 1757654
- PAR ID:
- 10320553
- Date Published:
- Journal Name:
- Pedagogy
- Volume:
- 22
- Issue:
- 1
- ISSN:
- 2580-4855
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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