Undergraduate Research Experiences for STEM Students
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A01=and Medicine
A01=Board on Life Sciences
A01=Board on Science Education
A01=Committee on Strengthening Research Experiences for Undergraduate STEM Students
A01=Division of Behavioral and Social Sciences and Education
A01=Division on Earth and Life Studies
A01=Engineering
A01=National Academies of Sciences
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and Medicine
Author_and Medicine
Author_Board on Life Sciences
Author_Board on Science Education
Author_Committee on Strengthening Research Experiences for Undergraduate STEM Students
Author_Division of Behavioral and Social Sciences and Education
Author_Division on Earth and Life Studies
Author_Engineering
Author_National Academies of Sciences
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B01=Amy Stephens
B01=James Gentile
B01=Kerry Brenner
Category1=Non-Fiction
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Category=JNU
COP=United States
Delivery_Delivery within 10-20 working days
Engineering
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eq_isMigrated=2
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eq_society-politics
Language_English
PA=Available
Price_€50 to €100
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Product details
- ISBN 9780309452809
- Dimensions: 152 x 229mm
- Publication Date: 19 May 2017
- Publisher: National Academies Press
- Publication City/Country: US
- Product Form: Paperback
- Language: English
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Undergraduate research has a rich history, and many practicing researchers point to undergraduate research experiences (UREs) as crucial to their own career success. There are many ongoing efforts to improve undergraduate science, technology, engineering, and mathematics (STEM) education that focus on increasing the active engagement of students and decreasing traditional lecture-based teaching, and UREs have been proposed as a solution to these efforts and may be a key strategy for broadening participation in STEM. In light of the proposals questions have been asked about what is known about student participation in UREs, best practices in UREs design, and evidence of beneficial outcomes from UREs. Undergraduate Research Experiences for STEM Students provides a comprehensive overview of and insights about the current and rapidly evolving types of UREs, in an effort to improve understanding of the complexity of UREs in terms of their content, their surrounding context, the diversity of the student participants, and the opportunities for learning provided by a research experience.
This study analyzes UREs by considering them as part of a learning system that is shaped by forces related to national policy, institutional leadership, and departmental culture, as well as by the interactions among faculty, other mentors, and students. The report provides a set of questions to be considered by those implementing UREs as well as an agenda for future research that can help answer questions about how UREs work and which aspects of the experiences are most powerful.
