HR: 08:30h
AN: ED41C-03    [Abstracts]
TI: Strategies for Supporting and Sustaining Undergraduate Research Programs
AU: * Ryan, J G
EM: jryan@nsf.gov
AF: Division of Undergraduate Education, National Science Foundation, 4201 Wilson Boulevard, Room 835, Arlington, VA 22230 United States
AU: * Ryan, J G
EM: jryan@nsf.gov
AF: Department of Geology, University of South Florida, 4202 East Fowler Ave, SCA 528, Tampa, FL 33620 United States
AB: A key challenge in developing a viable undergraduate research program is securing adequate support for the effort, both in terms of reliable financial support, and (perhaps most importantly) in terms of providing adequate student/faculty contact time. Financial support for undergraduate research is available via the NSF Research Experiences for Undergraduates Program, which provides funds for student research efforts both on relatively small scales (i.e., 1-2 students/yr via REU Supplement funds) and on much larger scales (REU Site research projects involving 10 or more students/yr). Depending on the NSF program, funds for intermediate scale undergraduate research efforts (i.e., 3-5 students/yr) may be available as Participant Support via the normal proposal submission process. For faculty at predominantly undergraduate institutions, research support obtained via the NSF RUI program and other funding outlets (i.e., ACS-PRF) presumes substantial undergraduate participation in research projects. Securing sufficient faculty contact time for undergraduate researchers is critical to their success and professional development, as well as to the ultimate success of the research. However, the additional time required to train undergraduates in research protocols, along with the challenge of working adequate research time into their generally busier class (and often work) schedules can render such efforts unproductive for research faculty. Strategies I have found helpful in getting the necessary time-on-task and contact time with student researchers include: 1) mentoring 3-4 undergraduates in group research projects, which facilitates technical training and ensures sufficient 'hands' to complete the work; 2) building technical training into traditional courses through open-ended investigative laboratory activities, such that students can begin to develop research skills, as well as the necessary investigative mindset; 3) when possible, providing stipend support for student research efforts, reducing their need for other financial support while in school; 4) committing to a professional outcome and schedule (i.e., presenting results at a specific professional meeting), as a means both to focus student efforts and help them organize their time.
DE: 1099 General or miscellaneous
DE: 0810 Post-secondary education
DE: 0825 Teaching methods
SC: Education and Human Resourcese [ED]
MN: 2004 AGU Fall Meeting