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The role of research at universities: why it matters.

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Teaching and learning, research and discovery, synthesis and creativity, understanding and engagement, service and outreach. There are many “core elements” to the mission of a great university. Teaching would seem the most obvious, but for those outside of the university, “research” (taken to include scientific research, scholarship more broadly, as well as creative activity) may be the least well understood. This creates misunderstanding of how universities invest resources, especially those deriving from undergraduate tuition and state (or other public) support, and the misperception that those resources are being diverted away from what is believed should be the core (and sole) focus, teaching. This has led to a loss of trust, confidence, and willingness to continue to invest or otherwise support (especially our public) universities.

Why are universities engaged in the conduct of research? Who pays? Who benefits? And why does it all matter? Good questions. Let’s get to some straightforward answers. Because the academic research enterprise really is not that difficult to explain, and its impacts are profound.

So let’s demystify university-based research. And in doing so, hopefully we can begin building both better understanding and a better relationship between the public and higher education, both of which are essential to the future of US higher education.   

Why are universities engaged in the conduct of research?

Universities engage in research as part of their missions around learning and discovery. This, in turn, contributes directly and indirectly to their primary mission of teaching. Universities and many colleges (the exception being those dedicated exclusively to undergraduate teaching) have as part of their mission the pursuit of scholarship. This can come in the form of fundamental or applied research (both are most common in the STEM fields, broadly defined), research-based scholarship or what often is called “scholarly activity” (most common in the social sciences and humanities), or creative activity (most common in the arts). Increasingly, these simple categorizations are being blurred, for all good reasons and to the good of the discovery of new knowledge and greater understanding of complex (transdisciplinary) challenges and the creation of increasingly interrelated fields needed to address them.

It goes without saying that the advancement of knowledge (discovery, innovation, creation) is essential to any civilization. Our nation’s research universities represent some of the most concentrated communities of scholars, facilities, and collective expertise engaged in these activities. But more importantly, this is where higher education is delivered, where students develop breadth and depth of knowledge in foundational and advanced subjects, where the skills for knowledge acquisition and understanding (including contextualization, interpretation, and inference) are honed, and where students are educated, trained, and otherwise prepared for successful careers. Part of that training and preparation derives from exposure to faculty who are engaged at the leading-edge of their fields, through their research and scholarly work. The best faculty, the teacher-scholars, seamlessly weave their teaching and research efforts together, to their mutual benefit, and in a way that excites and engages their students. In this way, the next generation of scholars (academic or otherwise) is trained, research and discovery continue to advance inter-generationally, and the cycle is perpetuated.

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University research can be expensive, particularly in laboratory-intensive fields. But the responsibility for much (indeed most) of the cost of conducting research falls to the faculty member. Faculty who are engaged in research write grants for funding (e.g., from federal and state agencies, foundations, and private companies) to support their work and the work of their students and staff. In some cases, the universities do need to invest heavily in equipment, facilities, and personnel to support select research activities. But they do so judiciously, with an eye toward both their mission, their strategic priorities, and their available resources.

Medical research, and medical education more broadly, is expensive and often requires substantial institutional investment beyond what can be covered by clinical operations or externally funded research. But universities with medical schools/medical centers have determined that the value to their educational and training missions as well as to their communities justifies the investment. And most would agree that university-based medical centers are of significant value to their communities, often providing best-in-class treatment and care in midsize and smaller communities at a level more often seen in larger metropolitan areas.

Research in the STEM fields (broadly defined) can also be expensive. Scientific (including medical) and engineering research often involves specialized facilities or pieces of equipment, advanced computing capabilities, materials requiring controlled handling and storage, and so forth. But much of this work is funded, in large part, by federal agencies such as the National Science Foundation, National Institutes of Health, US Department of Energy, US Department of Agriculture, and many others.

Research in the social sciences is often (not always) less expensive, requiring smaller amount of grant funding. As mentioned previously, however, it is now becoming common to have physical, natural, and social scientist teams pursuing large grant funding. This is an exciting and very promising trend for many reasons, not the least of which is the nature of the complex problems being studied.

Research in the arts and humanities typically requires the least amount of funding as it rarely requires the expensive items listed previously. Funding from such organizations as the National Endowment for the Arts, National Endowment for the Humanities, and private foundations may be able to support significant scholarship and creation of new knowledge or works through much more modest grants than would be required in the natural or physical sciences, for example.

Philanthropy may also be directed toward the support of research and scholarly activity at universities. Support from individual donors, family foundations, private or corporate foundations may be directed to support students, faculty, labs or other facilities, research programs, galleries, centers, and institutes.

Who benefits?

Students, both undergraduate and graduate, benefit from studying in an environment rich with research and discovery. Besides what the faculty can bring back to the classroom, there are opportunities to engage with faculty as part of their research teams and even conduct independent research under their supervision, often for credit. There are opportunities to learn about and learn on state-of-the-art equipment, in state-of-the-art laboratories, and from those working on the leading edge in a discipline. There are opportunities to co-author, present at conferences, make important connections, and explore post-graduate pathways.

The broader university benefits from active research programs. Research on timely and important topics attracts attention, which in turn leads to greater institutional visibility and reputation. As a university becomes known for its research in certain fields, they become magnets for students, faculty, grants, media coverage, and even philanthropy. Strength in research helps to define a university’s “brand” in the national and international marketplace, impacting everything from student recruitment, to faculty retention, to attracting new investments.

The community, region, and state benefits from the research activity of the university. This is especially true for public research universities. Research also contributes directly to economic development, clinical, commercial, and business opportunities. Resources brought into the university through grants and contracts support faculty, staff, and student salaries, often adding additional jobs, contributing directly to the tax base. Research universities, through their expertise, reputation, and facilities, can attract new businesses into their communities or states. They can also launch and incubate startup companies, or license and sell their technologies to other companies. Research universities often host meeting and conferences which creates revenue for local hotels, restaurants, event centers, and more. And as mentioned previously, university medical centers provide high-quality medical care, often in midsize communities that wouldn’t otherwise have such outstanding services and state-of-the-art facilities.

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And finally, why does this all matter?

Research is essential to advancing society, strengthening the economy, driving innovation, and addressing the vexing and challenging problems we face as a people, place, and planet. It’s through research, scholarship, and discovery that we learn about our history and ourselves, understand the present context in which we live, and plan for and secure our future.

Research universities are vibrant, exciting, and inspiring places to learn and to work. They offer opportunities for students that few other institutions can match – whether small liberal arts colleges, mid-size teaching universities, or community colleges – and while not right for every learner or every educator, they are right for many, if not most. The advantages simply cannot be ignored. Neither can the importance or the need for these institutions. They need not be for everyone, and everyone need not find their way to study or work at our research universities, and we stipulate that there are many outstanding options to meet and support different learning styles and provide different environments for teaching and learning. But it’s critically important that we continue to support, protect, and respect research universities for all they do for their students, their communities and states, our standing in the global scientific community, our economy, and our nation.

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The Importance of Research to Students

Tags: Become a Doctor of Chiropractic , cleveland university-kansas city , Communications Staff , Doctor of Chiropractic (DC) , Exercise Physiology (MS) , Exercise Physiology and Sports Performance (Master's Degree) , Exercise Science (BS) , health sciences , research

C leveland University-Kansas City (CUKC) is an independent, nonprofit chiropractic and health sciences university. This report – part of our ongoing blog series – examines research opportunities while in college. Want one-on-one information? Get connected to our advising team here .

For universities, offering research opportunities and research programs for students allows for a broader educational experience. Students are able to explore the effects of applying new thought processes through study and testing. Students are then able to use that experience to understand the practical application of research.

Learn How Research Opportunities Can Enhance Your Educational Experience.

Consider what it would be like if the automotive industry ceased all research and development efforts. Cars would not improve in safety, comfort, or efficiency, and we would never know the benefits of advancements we often take for granted. Research makes cars better, safer, and more comfortable.

The same is true for the health sciences. Without research programs, advancements that have improved and even saved lives might have never been discovered.

Cleveland University-Kansas City (CUKC) understands the importance of research to students. Dr. Mark Pfefer, director of research at CUKC, collaborates with students through various research opportunities. He says students have the opportunity to take an active role in research projects and learn about proper investigative techniques.

Let’s take a closer look at the importance of research to students and how students are able to participate in research studies, research programs, and other research opportunities on campus at CUKC.

Research Opportunities for Students in College

One aspect surrounding the importance of research to students includes students performing actual research in collaboration with faculty. Dr. Pfefer explains that students interested in research projects are mentored by faculty members.

“We’ve had numerous students participate as co-authors on recent publications and presentations,” Pfefer says. “Students are taught strategies to search for information and assess the quality of the information found. Students learn critical appraisal skills; all information is not the same — some information is good and some is not.”

Students assist in various ways, including:

• Literature searching
• Data collection
• Manuscript development.

The collaborative work between students and faculty has proven to be a successful combination, and Pfefer looks forward to the continuation of these efforts in future research studies.

Research Programs That Take You Outside the Classroom

While time in the classroom is important, the importance of research to students is bolstered by having access to an on-site research department where students are able to grow and challenge the boundaries established by their predecessors. Students are encouraged to expand their minds and be open to the possibilities that research can reveal. Ultimately, students can become better healthcare professionals by engaging in research projects outside the classroom.

Participating in research programs can enhance a student’s future in their chosen profession. Some students become co-authors on research studies, putting them in the position to attach their name to efforts that may reshape parameters that were once the norm. Participating in research opportunities can light the fire of curiosity that will continue to provide benefits throughout a professional career.

At Cleveland University-Kansas City , students are part of the exhilarating breakthroughs that research projects can deliver. Research opportunities educate our students personally by opening their eyes to new possibilities. It rewards them professionally by getting their name out to the research community before they’ve even graduated.

Get to Know Cleveland University-Kansas City and Our Student Research Projects

CUKC is a private, nonprofit chiropractic and health sciences university in Overland Park, Kansas, a major suburb of the Kansas City metropolitan area. In addition to our more than 100-year legacy of offering the Doctor of Chiropractic degree, CUKC offers two-year degrees in radiologic technology and biological sciences. CUKC also offers a B.S. in Human biology, B.S. in Exercise Science, M.S. in Exercise Physiology and Sports Performance, and a 12-credit-hour graduate Certificate in Sports Performance (CSP).

Explore our academic degrees/certifications here .

Research is a powerful part of the educational experience at CUKC and one we are proud to share with our students. As an example of the topics and issues explored, check out this research blog and our website for evidence-based research on chiropractic issues and topics .

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CUKC is a student-focused, high-academic-quality university. Sound interesting to you? Get more information about CUKC and your future in health sciences and research. Request Information

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How to Read and Interpret Research to Benefit Your Teaching Practice

Teachers can find helpful ideas in research articles and take a strategic approach to get the most out of what they’re reading.

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Have you read any education blogs, attended a conference session this summer, or gone to a back-to-school meeting so far where information on PowerPoint slides was supported with research like this: “Holland et al., 2023”? Perhaps, like me, you’ve wondered what to do with these citations or how to find and read the work cited. We want to improve our teaching practice and keep learning amid our busy schedules and responsibilities. When we find a sliver of time to look for the research article(s) being cited, how are we supposed to read, interpret, implement, and reflect on it in our practice? 

There has been much research over the past decade building on research-practice partnerships . Teachers and researchers should work collaboratively to improve student learning. Though researchers in higher education typically conduct formal research and publish their work in journal articles, it’s important for teachers to also see themselves as researchers. They engage in qualitative analysis while circulating the room to examine and interpret student work and demonstrate quantitative analysis when making predictions around student achievement data.

There are different sources of knowledge and timely questions to consider that education researchers can learn and take from teachers. So, what if teachers were better equipped to translate research findings from a journal article into improved practice relevant to their classroom’s immediate needs? I’ll offer some suggestions on how to answer this question.

Removing Barriers to New Information

For starters, research is crucial for education. It helps us learn and create new knowledge. Teachers learning how to translate research into practice can help contribute toward continuous improvement in schools. However, not all research is beneficial or easily applicable. While personal interests may lead researchers in a different direction, your classroom experience holds valuable expertise. Researchers should be viewed as allies, not sole authorities.

Additionally, paywalls prevent teachers from accessing valuable research articles that are often referenced in professional development. However, some sites, like Sage and JSTOR , offer open access journals where you can find research relevant to your classroom needs. Google Scholar is another helpful resource where you can plug in keywords like elementary math , achievement , small-group instruction , or diverse learners to find articles freely available as PDFs. Alternatively, you can use Elicit and get answers to specific questions. It can provide a list of relevant articles and summaries of their findings.

Approach research articles differently than other types of writing, as they aren’t intended for our specific audience but rather for academic researchers. Keep this in mind when selecting articles that align with your teaching vision, student demographic, and school environment.

Using behavioral and brain science research, I implemented the spacing effect . I used this strategy to include spaced fluency, partner practices, and spiral reviews (e.g., “do nows”) with an intentional selection of questions and tasks based on student work samples and formative/summative assessment data. It improved my students’ memory, long-term retention, and proficiency, so I didn’t take it too personally when some of them forgot procedures or symbols.

What You’ll Find in a Research Article

Certain elements are always included in a research article. The abstract gives a brief overview. Following that, the introduction typically explains the purpose and significance of the research—often through a theoretical framework and literature review. Other common sections of a research article may include methodology, results or findings, and discussion or conclusion.

The methodology section explains how the researchers answered their research question(s) to understand the topic. The results/findings section provides the answer(s) to the research question(s), while the discussion/conclusion section explains the importance and meaning of the results/findings and why it matters to readers and the field of education at large.

How to Process Information to Find What You’re Looking For

To avoid getting overwhelmed while reading research, take notes. Many articles are lengthy and filled with complex terminology and citations. Choose one relevant article at a time, and jot down important points or questions.

You could apply many strategies to read research, but here’s an idea that takes our time constraints and bandwidth as teachers into account:

• First, read the title and full abstract, then scan and skim the introduction. You’ll be able to see if it’s relevant to your interests, needs, and whether you need to continue reading. 
• After you’ve decided if the research is relevant to your classroom and professional development, jump straight to the discussion/conclusion section to see the “so what” about the research findings and how they could apply to your classroom. Review the findings/results section after for more details if needed.

Decipher the Details in the Data 

As a math, science, or English language arts teacher, you might come across figures, tables, or graphs that could spark ideas for your lessons. Some of these visuals and data may seem complex and difficult to understand. To make sense of them, take it slow and read through the notes and descriptions carefully.             

For example, researchers C. Kirabo Jackson and Alexey Makarin created a graph to show that middle school math teachers who had online access and support to use high-quality materials saw a positive impact on math test scores, especially when they used the materials for multiple lessons. The notes below the graph explain how the data was collected and which school districts were involved in the study.

Lastly, after reading the findings/results section, you’ll understand the gist of the research and if it’s applicable to your needs. Reading beyond these sections depends on your schedule and interests. It’s perfectly normal if it takes additional time to digest these sections.

When it comes to reading research, teachers don’t have to go it alone. School and district leaders can involve us in discussions about research findings and their practical implications for our school during professional learning community meetings or professional development sessions before the start of the school year. Even if only a few teachers participate in this process, sharing the main points with peers and the principal can have a significantly positive impact on improving direct instruction for students.

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Enhancing research and scholarly experiences based on students’ awareness and perception of the research-teaching nexus: A student-centred approach

Katherine howell.

School of Medicine, University College Dublin, Belfield, Dublin, Ireland

Associated Data

All relevant data are within the paper.

Research is a core competency of a modern-day doctor and evidence-based practice underpins a career in medicine. Early exposure encourages graduates to embed research in their medical career and improves graduate attributes and student experience. However, there is wide variability of research and scholarly experiences offered in medicals schools, many developed with a significant degree of pragmatism based on resources and financial and time constraints. We examined undergraduate medical students’ awareness and experience of research throughout their degree to provide recommendations for implementation and improvement of research and scholarly experiences.

Focus groups were conducted with medical students at all five stages of the medical degree programme. Data was coded to facilitate qualitative analysis for identification of important themes from each stage.

Students reported positive impacts of research on undergraduate experience, future career and society in general. Two important themes emerged from the data, the opportunity for research and timing of research experiences. Early-stage students were concerned by their lack of experience and opportunity, whereas later-stage students identified the importance of research to employability, personal development and good medical practice, but ironically suggested it should be integrated in early stages of the course due to limitations of time.

Conclusions

Students provided feedback for improving research and scholarly experiences, ideally involving early exposure, a clear programme overview, with equality of access and a longitudinal approach. An emerging framework is proposed summarising the important issues identified by students and the positive impacts research experiences provide for them. These recommendations can be applied to both existing and new research programmes to provide a student-centred approach designed to augment the students’ critical analysis, inspire life-long learning, enhance the student experience and inevitably train better physicians.

Introduction

The question of how a research-intensive university can integrate and embed research into the curriculum to enhance student learning and improve graduate attributes is a topic of immense importance. The Boyer Commission Report—Reinventing Undergraduate Education: A Blueprint for America’s Research Universities (1998) stimulated debate about the nature of an undergraduate student’s experience at a research university. The value of research in education has been further emphasised in recent Irish reports such as the Hunt report in 2011 (National Strategy for Higher Education to 2030—Report of the Strategy Group). This report highlighted the intimate relationship between research and teaching, and strongly encouraged the integration of research-led teaching in Irish universities at both undergraduate and postgraduate levels.

This research-teaching nexus is particularly relevant in professions such as medicine, where evidence-based practice is essential for enhancing quality of patient care [ 1 – 3 ], however, a diminishing clinical scientist cohort interested in pursuing a career in academic medicine has been observed [ 4 , 5 ]. The clinical scientist is widely viewed as playing a critical role in medical research [ 6 ]. Consequently, this disquieting situation has prompted the implementation of a number of initiatives including the development of a specific Academic Track scheme for medical internships in Ireland, which began in 2017 (Health Services Executive National Doctors Training and Planning Unit). This programme enables medical interns to undertake a fully supported research project with protected time in the areas of medical education, clinical research or healthcare leadership and management, to encourage an increase in clinical scientist numbers.

Although the new academic intern programme has not been fully evaluated, a review of late stage undergraduate medical students in another Irish university, revealed their significant concerns that lack of prior undergraduate research may hinder their ability to be competitive in this programme [ 7 ] and over half of students did not think their application would be successful. The impact of early research opportunities during undergraduate medical training strongly encourages doctors to pursue a career embedded in research [ 8 , 9 ]. Furthermore, exposure of undergraduate students to research opportunities has been suggested to enhance effective student engagement [ 10 ] and encourage deeper learning [ 11 ]. Immersing students in a research-intensive setting improves disciplinary learning, and inculcates both discipline-specific and more generic research skills in graduates. These extensive skills are key for enhancing employability and for the ability to adapt to complexity and rapid change in modern knowledge-based economies.

Research is currently not compulsory for medical licensure, although universities should encourage students to engage in scholarship throughout their degree programme. Consequently, most medical schools are choosing to implement a range of research and scholarship components into their curriculum [ 12 , 13 ]. Although some elements of these scholarship or research programmes are consistent across medical schools, the specific format, content and delivery appear unique to each institution with limited cohesion at a national or global level. Components may be compulsory or optional, delivered in self-contained units of varying length, at different stages of the degree or in some cases longitudinally throughout the curriculum [ 12 , 13 ]. The establishment of such programmes within medical schools, is likely based on a range of pragmatic considerations such as resources, availability of mentors and time constraints, rather than a thorough evaluation or understanding of whether they genuinely meet the needs of students, whether they have a tangible impact on career pathways, or whether they ultimately enhance patient care [ 12 – 14 ]. Proposals for implementation and developing longitudinal scholarly experience projects have concentrated on the logistical difficulties and practical considerations rather than necessarily the needs of the students [ 14 ] and most programmes have not been appropriately evaluated to assess the impact they have [ 15 ].

Despite the consensus of the value of embedding research and scholarship into education, there is limited information from specific evaluation of Research-Teaching linkages in the medical curriculum, Given that delivery of these scholarly experiences varies enormously between institutions, there is little direct evidence evaluating the impact of implementing such diverse approaches [ 15 , 16 ]. Therefore a thorough understanding of the needs of the students is an important consideration when planning to implement successful programmes with tangible long-term benefits.

In this study, the student perspective is evaluated in University College Dublin (UCD) a large research-intensive university, which has defined a commitment to student-focused, ‘research-led’ education in a community based on strong research-intensive disciplines. UCD Medical School provides a 6-year undergraduate medicine programme with an intake of approximately 240 students per year, including up to 70 affiliated with Penang Medical College (PMC). The programme also includes other international students (E.U. and non-E.U.), who complete the full 6-year programme in UCD, and may remain in Ireland for subsequent employment and training. The undergraduate 6-year course includes five stages; Stage 5 incorporates the final two years of clinical training in the UCD network of teaching hospitals. UCD medical school also offers a 4-year Graduate Entry Medicine (GEM) course with over 120 students in each of the 4 stages, bringing the total number of full-time medical students to over 2000.

There is no compulsory substantial research project embedded in the undergraduate medical programme, however medical students can take an optional 8-week research elective module in the summer trimester at any stage, known as Summer Student Research Awards (SSRA). These research experiences can be taken as a module for 5 credits, or simply for audit, meaning the students complete the module in addition to their normal credits. Elective modules are available to students in stage 1–4 of the undergraduate degree programme and approximately one third of undergraduate students complete this module at some stage in their undergraduate degree. A wide variety of projects are offered, including laboratory-based and hospital-based research projects, community-based projects with patient groups or charities, biomedical engineering or veterinary projects and clinical audits or observerships. A selection of the projects are carried out abroad in other institutions, and these are often competitively attained through rigorous selection processes. This programme broadly offers a significant degree of flexibility for students who choose to participate, and fundamental aspects will be similar to programmes offered within other medical schools.

In order to ensure such experiences are effective for students, it is important to understand the medical students’ perspective on the research-teaching nexus. The development of students’ awareness and perception of research throughout the medical degree is also unknown. Identifying opportunities and barriers, and defining examples of best practice, will allow us to tailor our approach to maximise the benefits for medical education.

The aim of this study was therefore to evaluate these important issues in a cohort of undergraduate medical students in UCD, to provide insight and considerations for the development of integrated research and scholarship programmes in medical schools at national and international levels.

Study design

All students registered to the undergraduate medicine programme from Stage 1 to Stage 5 were eligible to participate in the study. The UCD Human Research Ethics Committee granted ethical approval for the study and permission to access students was confirmed from Head of School, Dean of Medicine (Ref# LS-17-106-Howell).

An email was sent to all undergraduate medical students explaining the aims of the project, and informing students that focus groups would be carried out for each stage during the semester. For early pre-clinical stages, a brief overview of the aims of the project was explained to the class at the start of a lecture and the students volunteered to attend the focus group immediately after the lecture, with refreshments provided. In the later clinical stages of the degree, where students are based in the teaching hospitals, students were emailed and requested to voluntarily attend a focus group by specialty coordinators. The focus groups were subsequently carried out in the teaching hospitals. Five focus groups, one per stage, were facilitated by an independent research assistant and limited to 10 students per focus group (n = 7 to 10 per focus group).

Methodological rationale and study procedure

Focus groups are a methodological approach utilising group discussion to gather data from a number of people simultaneously. Although not without limitations, they are a particularly useful tool to collect data from a representative selection of a population to identify group attitudes and experiences [ 17 , 18 ]. A central characteristic of focus groups is that rather than inviting individual responses for each question, they capitalise on the interaction and communication between participants to facilitate an understanding not just of the opinions of participants, but also how those opinions were formed. Focus groups thus encourage participation and interaction, and consequently provide rich content, otherwise difficult to obtain using alternative methods [ 18 ]. In this study, the undergraduate medical cohort was considered to be a relatively homogenous population, despite potential differences between the perceived awareness and experience of early-stage and late-stage students. Participants were not pre-defined to specifically represent, for example, those who had an interest in embedding research in their future career, those who had completed research projects or students who had clinical experience and may have a different view of the relevance of research to their clinical career. Rather the random nature of participant recruitment should give a more varied set of responses, pertinent to the undergraduate medical student cohort in general and thus provide a basis for enhancing research and scholarly experiences for all students, not just those with an interest in research.

At the beginning of the focus group, students were given the focus group schedule, project information leaflet and consent form. The research assistant recorded the focus groups on two separate devices, and each focus group lasted approximately 50–60 minutes. The same questions were posed to each of the five focus groups, to ensure comparisons could be made between students’ perceptions and opinions at different stages of their medical degree. The content evolved organically through interactive discussion, meaning that not all students contributed to all questions. Rather, if the group considered their opinions had already been discussed, the research assistant moved to the next question. This approach allows the identification of emerging themes relevant to all medical students, but moreover facilitates the identification of whether these themes are more or less applicable relative to stage, gender or nationality. The focus group schedule used in this project was adapted from one used previously in a large-scale UCD fellowship project evaluating research-teaching linkages across other degree programmes [ 11 ].

Research questions

The study attempted to address the following broad research questions:

• What do medical students understand about doing research in Medicine?
• Are undergraduate medical students aware of research in the university and how has this awareness developed?
• What research experiences do medical students have and what worked well?
• How have research experiences, if any, impacted their learning?
• Do they perceive research to be important in undergraduate medicine, are there sufficient opportunities and how can we improve this?

The full focus group schedule is included.

Data analysis

Audio files from each of the five focus groups were transcribed, and the text was imported into NVivo software for qualitative analysis (QSR International). In total, approximately 5 hours of discussion was transcribed and evaluated. NVivo facilitates organisation of qualitative data in an advanced format that permits cross- referencing, queries and visualisation of data to identify patterns and themes. Students remained anonymous throughout the focus group, however identified themselves by number prior to each dialogue.

Thematic analysis is a method designed to identify and analyse patterns or themes which emerge from qualitative data [ 19 ] using the principles defined by Morse (2015) [ 20 ]. Each focus group’s transcribed file was coded for thematic analysis by both the author and research assistant independently. Each of the five focus groups was analysed within NVivo as a separate file, allowing identification of comments relative to stage. Each broad question formed a ‘parent node’, and the answers coded within specific ‘child nodes’ according to similar recurring themes. For example, identification of how students were aware of research carried out in UCD (parent node) revealed broad themes such as the ‘built environment’, ‘information from lecturers’, or ‘school emails’, with each of these categories forming a separate child node within the parent node.

Following analysis, each node included a list of linked comments, recognisable by stage. Student answers could be categorised in more than one node depending on the content of the comments. Following the initial analysis, the data was re-evaluated to combine or condense similar nodes or re-categorise if appropriate. Following the second analysis, each node was reviewed to ensure consistency of responses. Recurring themes evident throughout the focus group also emerged during the initial coding process. These nodes were defined and amalgamated during the second analysis phase. The analysis was integrated by incorporating illustrative examples of extracts from the data with the analytical narrative of the coded responses.

Data was thus examined for recurring themes within broad questions and qualitative data was expressed as the number of responses or where appropriate as percentage of total answers in each parent node. NVivo facilitates analysis of responses across stages so that any changes in students’ awareness or perception as they progressed through their degree could be identified. Differences between stages were analysed by performing matrix coding using the nodes as the matrix item and stage as the attribute. Following analysis of the focus groups, the dimensions of research-teaching linkages perceived by the student to be important were identified.

Demographic characteristics

Students participating in the study were all recruited voluntarily and randomly across each of the five stages of undergraduate medicine. Each focus group had 7–10 participants and included 21 men (50%) and 21 women (50%) ( Table 1 ). Penang Medical School (PMC) students, who are awarded a UCD degree but undertake a 5-year degree with their final 2.5 years of clinical training in Malaysia, accounted for four of the nine Stage 2 students but were not represented in the other stages. Students taking part in the focus groups were further categorised based on their nationality. Approximately two thirds (69%) of participants were Irish, 2 students (5%) were from the E.U. namely France and the remaining students represented 7 other countries including Malaysia, Canada, USA, Singapore, Nigeria, Botswana and Australia. This represents the multicultural nature of the course, the university and Ireland in general.

Table showing demographics of the focus group participants. Students identified as Males or Females, and either Irish, E.U., in both cases French, or Non- E.U. from Malaysia, Canada, USA, Singapore, Nigeria, Botswana and Australia. Focus group number ranged from 7–10 per group and 42 students were included in total.

Medical students’ awareness of research

Students were firstly asked whether they were aware that research was carried out in UCD and how that awareness developed. All participants indicated they were aware that research was carried out. There were 69 instances in total where students described how the awareness of research originated, with some students providing more than one example. This awareness stemmed predominantly (30 of the 69 responses) from information imparted by educators associated with the course. Lecturers, and to a lesser extent, demonstrators (often PhD students involved in delivery of practical classes), were mentioned by students across all stages, whereas later stage students, immersed in a clinical setting, were more likely to discuss the influence that clinical tutors had on their awareness of research. Although the lecturer may not have provided sufficient information regarding the precise nature of the research carried out, it made students aware that research was ongoing in the university.

Students’ awareness of research also arose from information sent to them from the school, particularly regarding the SSRA programme (11 of the 69 responses); this peaked at Stage 3 students which corresponds to the most likely stage that undergraduates undertake an SSRA project. Stage 4 and 5 students also discussed an intercalated MSc programme option (6 responses), and the final year medical elective (6 responses), which can potentially be a research project, although this was not widely known. The built environment surrounding the students also heightened their awareness of research activity (6 responses); specifically, students discussed a biomedical research centre adjacent to the Medical School building, but felt somewhat detached from activities within. Other minor influences included information from peers, university reputation and social media.

Medical students’ understanding of research in medicine

Students were then asked about their understanding of what it means to do research in medicine. There were 30 responses in total. Students from all stages referred to improving our understanding of medicine (one third of all responses) and working in a laboratory as examples of what medical research means to them. As the students progressed through the course, their ability to articulate a deeper understanding of what it means to do research in medicine became apparent. Early-stage students refer to medical research as something that increases our understanding of the human body, finding new cures and advancing therapeutics. However, once students have been exposed to a clinical setting, from late Stage 3 onwards, their concept of research in medicine expands to recognise the importance of evidence-based practice, and an understanding of the valuable contribution that clinicians make to medical research and society.

Stage 1, Female

“ Erm , I guess it’s about contributing to the field , erm trying to advance it . You know , clinical trials , looking for new drugs to cure diseases that aren’t curable . Trying to progress the drugs and treatments that are out there . ”

Stage 5, Male

“ I guess my understanding of research in medicine has come on a lot in the last year since we have lectures in hospital with the consultants we see out on the wards , but who also who talk about their research interests . I think that reinforced the idea that medicine is evidence-based and research has to play a key part in it . I feel like when we were book-learning in college and stuff , it didn’t seem… it wasn’t as tangible the link between medicine and research , whereas when you are in hospital you can see that much more clearly , especially when the people you are learning from are talking about it . And erm… I guess the clinicians are best placed to see where improvements could be made . I feel like more so in the last year than in my pre-clinical years I have a gained an understanding of the importance of research . ”

Medical students’ exposure to research in their medical degree

Students were next asked to describe instances where they had learned about research, been taught about research, or had any research experiences. Responses were coded as ‘learning about others’ research’ ( research-led ), ‘learning about research’ ( research-tutored ), ‘learning by doing research’ ( research-based ) and ‘learning to do research’ ( research-orientated ) based on the framework of Healey [ 11 ].

Broadly, the undergraduate medical students perception of their experience of research was fairly limited. Early Stage 1 and 2 students in particular articulated that they had little or no research experience. Despite their awareness of research predominantly emanating from staff discussing their research, students rarely described ‘learning about others’ research’ as a research experience. Where students described their research experiences, it was associated with describing research they had carried out i.e. ‘learning by doing research’.

Interviewer:

“ Can you identify any instances where you have learned about research , been taught about research , or had any research experiences during your studies ? ”

Stage 2: Female

“ I wouldn’t personally count lectures as like significant contact , so I would answer no to this question . ”

Stage 1: Female

“ I wouldn’t say we had research experiences . Erm , I don’t know what is available in the school of medicine as it is very far removed from us . Kinda what participant 5 was saying there , I am not sure we can have research at the moment , we are not really sure what is involved . We are not sure what we could add , who is involved in the research . As in , is it to lead research , what knowledge do you need to have ? If it is research assistants what do they have to do . We don’t know how able we have to be to actually get involved in SSRA or anything , ‘cos we don’t know what that would mean . ”

Stage 4: Male

“ In terms of learning about research or being taught about research , we have a lot of lectures across multiple modules across multiple years on research methods and statistics and epidemiology as well . They are not particularly practical , but they give you a good sort of basis in that you emerge with an awareness of what research is , what kind of research exists but it always seems a little bit more theoretical than any sort of practical day to day how to go about it and one thing about these modules is they never include any sort of opportunities–it’s almost like you are studying about research but they don’t seem to presume that you are ever going to be doing research rather that you have an awareness of it so when you are reading a paper you can understand the terminology . ”

From Stage 3 onwards, the proportion of students who discussed their personal experiences of doing research, particularly the SSRA, increased. In some cases, late-stage students had undertaken more than one SSRA project or had independently acquired research experiences outside of the university. Approximately one third of the students in the focus group had experience of research through doing an SSRA project. This correlates closely with the number of undergraduate students completing an SSRA project in the medical school.

The impact of research experiences on students’ learning

The impact of research experiences on students’ learning could be categorised broadly as negative or no impact, potential/perceived impact, or positive impact ( Fig 1 ). Approximately one third of responses (18 from 53 comments) stated that research had no impact on their learning, mostly because they had no research experience or occasionally because they did not perceive a relationship between research and learning outcomes or educational experience. In some cases, students did not see a benefit to doing research.

Across all 5 stages, there were 53 references or responses to the impact of research. Over half (53% of 53 responses) suggested that research had a positive impact. These positive impacts are represented in the second smaller pie chart. Approximately one third (34% of 53 responses) indicated no impact of research, predominantly because of lack of research experiences or occasionally because students did not see a role for research in their career.

Stage 3 Male:

“ Erm , I think , for the vast majority of people who I would be talking to in my year would have a very practical approach to the medical degree . Erm , that I think the majority of people will be expected to work in medical practice and not in research . The people I hang out with generally would be focusing towards that and maybe research would be easier to avoid , if that is not going to be part of your career . ”

Some students without research experience appreciated the potential that research could have on enhancing their learning experience. Over half of responses (35 of 53 statements) described the positive effect that research had on their learning. These benefits including making subjects more relevant or enhancing their understanding or interest in a topic.

Stage 1 Female:

“ Even like the tiny bits , you know some lecturers would mention , especially in the biology ones that they are doing some research . It just make it more relevant , even regardless of what we have to do in the future it makes it easier to connect what’s going on . Just so , you know if you are just given the material and it might be , I don’t know , some material and you are told to go learn it , you don’t really know why you are doing . Whereas when they talk about the research you understand why you are being taught it . ”

Stage 5 Male

“ I don’t know if it’s impacted learning but more impacted your interests . So say like if you did a research project in a certain area , like , depending on whether you like the project or not , you may have an increased interest in that area . So it might propel you to study that topic a bit more or look into it in a bit more detail . But I don’t think it impacts your learning overall . ”

Medical students were aware of the potential impact research experiences would have on their career progression, such as enhancement of their curriculum vitae or an achievement of fulfilling an expectation. The impact on career progression was almost exclusively reported by Stage 5 students.

Stage 5 Female

“ That being said , I think I got a better appreciation for the fact that people within medicine are very well respected if they are researchers , in a lot of ways . So like , they might be clinicians by day but then , you know , researchers by night , but they’ll have publications and the more publications the more prestigious or like there is kind of , there is a respect for researchers in medicine and I think I noticed that a lot more when I was involved in the SSRA . ”

Emerging themes: Opportunity and timing of research

Two specific thematic areas emerged following coding of the focus group transcripts–‘opportunity for research’ and ‘timing of research’. Students reported a lack of opportunity to undertake research, particularly in early Stages 1 and 2. More importantly, students described how a lack of research experience hindered the opportunity to undertake research projects ( Fig 2 ). This was a recurring theme throughout all stages of the programme.

In total, 56 responses or references to research opportunity were discussed during the focus groups. Lack of experiences being a barrier to research was discussed by students in all 5 stages. Early stage students described a lack of opportunity for research, whereas later stage students were more aware of a variety of research opportunities, however considered there was an inequality of opportunity to undertake research.

“ I would add that , if applying to the SSRA because a lot of them are so specialised , you do need to have very specific skills if you want to do the research properly , so I definitely feel that is a barrier because I don’t have my research skills at this point and I feel there are very little opportunities to gain them”

Late-stage students reported that research experiences were available, however they felt that there was an inequality of access to research opportunities, particularly if students were not available in the summer to complete an SSRA ( Fig 2 ).

Stage 4 Female

“ […] the SSRA projects it’s a great initiative and it has tons of projects for people to do but its I think the engagement is probably low . The only way I wanted to do research last summer is if I got paid for it and I ended up getting some money and so I was just very lucky that everything fell together and while I did have a great experience and I am doing research again this summer I think it was just everything falling in to place–the opportunities are sometimes hard to find . ”

Despite not being specifically addressed in the focus group schedule, the timing of research experiences was discussed extensively by medical students throughout the focus group session. A substantial cohort of Stage 1 students suggested that research opportunities should be available early in the course ( Fig 3 ), however this was tempered by a consideration that lack of experience hinders their opportunity to be competitive for research projects available ( Fig 3 ) and consequently research opportunities were more likely to occur later in their course.

Each of the five stages of undergraduate medicine is represented individually, to facilitate an understanding of when research experiences are considered most appropriate. Students largely believed that research opportunities should be available early in the curriculum, although some later-stage students perceived that their enhanced understanding of curricular content would mean later research experiences would be more relevant.

‘ At this stage I don’t want a research role as that would be a lot of responsibility but any sort of lab work would be helpful in the future because really I have no experience and I am sure everyone would agree that we have no experience in lab work and I am sure that would help us in further years in applying and getting these opportunities . And also I had work experience in a clinic where they were doing clinical trials and were doing research and I can definitely see how that would transfer into our professional careers in the future . So, it is important to start as early as possible ”

The remainder of early-stage medical students had limited interest in early research opportunities, however the majority were acutely aware that research would be necessary later in the course.

Stage 1 Male

“ I think there are very little incentives to get involved in the early stages . So , pre-med (stage 1) students wouldn’t be particularly interested in getting involved in various different types of research but I think as the years go on , it is not just an expectation , it is a necessity for us to get involved in terms of where we want to go after we graduate . ”

A substantial cohort of late-stage students also suggested that early opportunities for research projects would be beneficial, particularly from availability of time perspective. Elective modules are available in the earlier years, giving students the opportunity to potentially incorporate research into their curriculum. Late-stage students also acknowledged that their advanced clinical knowledge made later-stage research experiences more relevant.

Stage 4: Female

“ I think as well you need to look at the curriculum in medicine . I mean at the end of pre- med and with no discredit to the course you haven’t actually learned a lot about medicine and in first med you are just getting to grips with the topics and then you do pharmacology and you are getting a broader understanding of medicine so then maybe that enables you or you feel more equipped to carry out a project but then you are like … oh actually I have learned about this and you can relate to it better because often times as I have said before the topics for SSRA or other research projects were quite complex , and maybe you are like … . oh I understood that word but I don’t necessarily know what that means but later you are like oh I remember that from that lecture or we learned about that here”

Recommendations for improvements

There was an overwhelming assertion that it is valuable to include experiences of research and/or learning about research skills in the undergraduate medical programme, however students asserted that there were insufficient research opportunities currently available. The students were subsequently asked for recommendations to rectify this situation ( Table 2 ).

The number of responses for recommendations for improvement of research-teaching linkages in undergraduate medical curriculum across all five stages. Final column shows the percentage of responses for each recommendation.

However almost half of the 110 responses to this question in the focus group recommended that research be embedded within the curriculum, either as a core component or as an elective module, and particularly around Stage 2.

“ I think it would be better if it was included and didn’t involve giving up 2 months of your summer , ‘cos there are loads of people who feel they have to earn money or want to travel and I think if we were able to do even 3 weeks then we have time to do other stuff as well instead of taking up the whole summer and being in UCD for another 2 months . ”

Stage 1 Female

“ […]we kinda have just done science this year and so we wouldn’t be able to contribute to research . So then we have a disinterest , but maybe if the opportunity was presented to us to even observe research being done . Just because it will benefit us in the future , then if we can have that exposure we might realise how interested we are in the research . You know , it could follow from there , like even if we had a research elective or module where you go and watch others do research and if it was built in . ”

Stage 3 Male

“ […] I see how important research is but I feel like , for most hospital jobs , you need to have done research at some stage . It would be great to have an introduction to it in college . If we were going to do research at some stage it would be good to get some introduction to research . ”

Stage 5: Female

“ In my mind it’s obviously a question of how much UCD is prioritising research for medical graduates to take part in . Because obviously it is very important to be involved in research for evidence-based medicine but , our only exposure to it is really through anecdotal stuff in lectures and through the SSRA and that’s like another elective five credit module . Whereas if there was say , a five or ten credit module , that was mandatory that focused on research , then we might have more of an incentive to try and get ourselves involved in research and then it would also be a UCD statement saying that we think that research is very , very important and so important that its worth mandatory credits . ”

Approximately 10% of the 110 responses requested an improvement to the SSRA programme, namely a more structured approach, more variety of projects and more information. Students also described how early exposure to researchers, peers, clinical role models was inspirational. This was linked to a request for improved research information, more research opportunity in general and specifically more information about the importance of research to a career in medicine.

“ …we are seeing in the journal clubs here and the grand rounds these people that we could be in their position and they think research is really important , so if we had role models–I don’t know if you know Prof H ? She gave the key note address at the student medical summit last year , just talking about how to integrate research into a clinical career . I think everyone came out of that thinking like , oh wow yeah that’s really cool and these are the steps she took and that’s something I could definitely do if I had to go down one route or another . It’s something to do with having role models . ”

Focus group schedule.

• Tell me a little about that.
• How did that awareness develop?
• How did that understanding develop?
• Can you talk about what you know of their research?
• Can you explain how that knowledge developed?
• Can you outline any specific examples?
• What worked well and what did not work so well? Why was that?
• Would you consider that you had research experiences other than the SSRA, and if so, how well did they work?
• Did that change over the course of your degree? (Stage 2 onwards)
• When did that change /those changes happen?
• Why did that change /those changes happen?
• In what way?
• Do you think that your programme has provided adequate experience of, and training in, research skills? Explain.
• We have come to the end now of the focus group. Before we finish up, is there anything that you would like to add?

The intimate relationship between research and teaching is now considered to be core to the effective functioning of research-intensive universities. This is particularly important in disciplines reliant on evidence-based practice such as medicine, which benefits greatly from the valuable insight provided by clinical scientists and their unique perspective from interactions with patients. The nature of the research-teaching nexus is constantly adapting to the ever-changing landscape of the educator-student dynamic [ 21 ]. The perceptions and experiences of the academic on research-teaching linkages are well-documented [ 22 , 23 ], however there are obvious disciplinary and institutional contexts.

A clear inconsistency of research opportunities offered during the medical degree persists at a global level. The development of these programmes is likely driven by an element of pragmatism, coupled with a consideration of the educational ethos of the institution. These fundamental, but potentially important differences such as duration of research experiences, extent of integration, availability, content and variety of projects, assessment, governance and stage at which they are available, generate a significant variance in programmes and consequently student experience. An ability to tailor research and teaching to maximise the benefit to students and enhance graduate attributes and outcomes relies on an understanding of the students’ perception.

This study evaluated the undergraduate medical student awareness of and exposure to research in a research-intensive university. It further examined whether research experience impacted student learning, whether current research opportunities were sufficient, identified examples of best practice and sought recommendations for improvements from students. The data was analysed across the five stages of undergraduate medicine to evaluate any changes that developed throughout the course.

The demographics of the participants reflected the multi-cultural diversity of the nature of a modern Irish medical school, including the connection with Penang Medical College (PMC) in Malaysia. Not all focus groups were an exact representation of the specific demographics of that stage. For example, Stage 2 participants were all non-E.U students, including 4 from Malaysia, who were potentially associated with PMC and therefore not represented in Stage 4 and 5 because of their return to clinical training in Penang. Stage 3 participants were all male, clearly not representative of the student cohort in that year. Overall the 42 participants were reflective of the undergraduate population at the time of the study and it is likely that a sufficient number of focus groups were performed to capture the important themes [ 17 , 24 ]. It has been suggested that 3 to 6 focus groups, with a homogenous population and a semi-structured discussion guide such as the focus group schedule used in this study, will likely capture 90% of all themes, including the most important ones [ 24 ]. Striking the balance between too few and too many focus groups is always open to discussion, and retrospectively it could be argued that more focus groups in each stage, or grouping pre-clinical and clinical students may strengthen the overall quality of the data.

Whilst it is possible that students from every individual medical school may also have unique perceptions on individual aspects of the study, dependent on the specific research experiences available to them, the overall themes that emerged from the data are highly likely to be relevant to the majority of medical students. The consistency of education governed by global standards determined by the World Federation for Medical Education (WFME) suggests that students are likely to have shared perceptions and opinions. Hence data presented here may be transferable and applicable to a wider international setting.

The first question in the focus group addressed whether students were aware of research and how that awareness had developed. Although all students were aware of research ongoing in the university in general, almost 45% of the responses described how their awareness of research in Medicine developed from lecturers, clinical educators and, to a lesser extent, demonstrators, who are mostly active researcher students.

Research-intensive universities have achieved a dominant position within the third-level education system, and the impact of educating students in such an environment, despite the obvious added cost, is considered valuable to the student, researchers and institution alike. Inspired by the recommendations of the Boyer Commission on Educating Undergraduates in the Research University [ 25 ], and with the growing awareness of the benefits of incorporating research experiences into undergraduate curricula, there was an explosion of interest in this area [ 26 ]. Although there was an understanding of the link between teaching and research, not all supported the concept that they were mutually interdependent (Future of Higher Education White paper UK 2003), advancing the concept of teaching-only institutions in the UK. However, many case studies have been reported and reviews have concluded that the benefits are real and substantial [ 27 – 32 ], albeit when care is taken to avoid potential pitfalls [ 33 ]. This growing awareness of the positive influence on the student experience and graduate attributes has narrowed the gap between research and teaching in the academic setting, encouraging academics to attempt to incorporate their research into their lectures and creating scholarly research experience programmes such as the SSRA programme described here.

Incorporating research-led experiences [ 11 ] for students in this study has a positive impact on students’ awareness of the research ongoing in the university, however some students articulated a disconnect, either because these discussions of research were not assessed, or because it was not relevant to their studies. This is perhaps unsurprising given the suggestion that active involvement in research by students i.e. research-based experiences are the most effective form of research in terms of maximising depth of learning [ 11 ]. Moreover, despite the good intentions of staff to incorporate their research into their teaching, students did not report these circumstances of ‘learning about others’ research’ or research-led as a research experience.

This study also highlighted the impact of the built environment on students’ awareness of research in medicine. The presence of research centres on campus inculcates an awareness from as early as recruitment days in secondary schools, and some students iterated the positive influence this had on university choice. Surrounding the medical students in an environment of research can potentially stimulate research-mindedness, however most early-stage students in this study were unaware of the research carried out, further precipitating a sense of disconnect.

This disconnect between early-stage students and their comprehension of research was evidenced in terms of their verbalisation of understanding of what it meant to carry out research in medicine. All students appeared to understand that doing research in medicine furthered our understanding of clinical medicine and potentially contributed to improving society. However, later-stage students had a greater appreciation for the relevance, importance and clinical applicability that research served, discussing evidence-based practice and how their understanding of what research means has changed after doing research or as they progress through their course and experience how research impacts on clinical practice.

Addressing this disconnect between students and staff and research and teaching at an early stage must be priority in all research-intensive institutions. A number of models have been proposed to address these issues, however, student engagement must be at the heart of any proposals [ 11 , 34 , 35 ]. This is likely to involve a significant shift in how we structure and deliver the undergraduate curriculum, not just at a modular, programme or institutional level but at national and international levels.

This study also evaluated the impact that research had on students’ learning throughout their degree. Unsurprisingly, the later-stage students who were more likely to have completed a research project, recognised the impact of research on learning. Whilst some students, particularly early-stage students, had no experience of doing research, they could still articulate the potential positive impact that doing research may provide. Approximately two thirds of responses relating to this question were positive, and referred to benefits such as career enhancement and improved knowledge and skills. Of particular significance were the comments that research was simply interesting and made learning more relevant, but did not necessarily impact on learning.

It is not uncommon for students to underestimate the impact that research has on their education [ 36 ], however, it is also likely that the delivery of a coherent structured research experience, potentially embedded in the curriculum, would permit the student to reflect on their experience and evaluate the impact more cohesively. As academics, we frequently witness a transformative effect of completion of significant independent research projects on the confidence and capabilities of students. In the absence of formal reflection, it is probable that students do not appreciate or recognise this flourishing effect on their educational journey.

One of the main themes that emerged from the data was the issue of opportunity. Students across all stages, but particularly Stage 1 and 2, described a lack of opportunities for research despite the availability of a research module. Students have the opportunity to take a research elective module in the summer, the SSRA scheme, which involves an 8-week project supervised by a mentor, culminating in the submission of an abstract to the Irish Journal of Medical Sciences, and an oral presentation of the project in poster form. Each summer over one hundred national and international SSRA projects are completed, of which just over half are undertaken by undergraduate medicine students. Typically, the undergraduate medical students choose to do this module at the end of Stage 3 and approximately a third of undergraduate students would complete the module during their undergraduate course.

From the focus group analysis it was clear that students generally choose to wait until Stage 3 to complete this research project because they perceive that a lack of experience hinders their competitiveness. Students are permitted to do an SSRA every summer if they choose to, although they can only take it for 5 credits on one occasion. It was reassuring to see a few students describe completing two or more SSRAs in different areas of research, indicating a desire to pursue research within their course.

However, there was criticism of the scheme, particularly from later-stage students, who describe an inequality of opportunity for students who do not have the ability to do research in the summer, due to inexperience or financial or personal reasons. Although some of the projects, both national and international, are formally advertised, and can be applied for by any student, many projects are sought independently by students actively contacting researchers in other institutions who work in a field that is of interest to the student, or through personal contacts. This creates a somewhat ad hoc system of projects, which in many ways brings a unique variety to the programme. However, the lack of structure, consistent opportunity and equality is off-putting to some students.

The second theme to emerge from the data was the issue of timing of research opportunities. Although some later-stage students suggested that research was more relevant in later stages due to their superior knowledge, there was a consistent opinion across all stages that early research opportunities would be ideal. The motivation for early introduction to research was either to enhance competitiveness later in the course to overcome lack of experience, because they had more flexibility, time or less pressure in the early part of the course, or because they could take the SSRA for credits in the first three stages to contribute to the next stage GPA.

The evidence to support the benefits of incorporating research experiences into a medical curriculum is extensive [ 37 , 38 ] however much of the impetus for stimulating research predominantly focussed on MD or PhD programmes rather than the undergraduate experience [ 9 , 39 ]. More recently, the emphasis has somewhat shifted to research experiences for medical students throughout their course, whether these are embedded within the curriculum or as voluntary electives [ 8 , 9 , 37 , 39 ]. A number of large-scale funded programmes such as the Medical Student Research Fellowship Programme in the U.S. [ 9 ] and Medical Student Research projects in Norway [ 16 ] and the Netherlands [ 40 ] have been introduced to engage students at this crucially influential stage of their training and try to introduce a degree of consistency in student experience.

Research experiences provide a context for students’ learning and augment the understanding of the importance of research in their future careers. The data presented here demonstrate how understanding of research in undergraduate medical students evolves based on experience, and underlines the importance of early research opportunities to maximise the progression of this research journey. However this journey must surely not only be structured in nature but also mutually beneficial for both staff and students.

Most literature in this area looks at how research can impact on teaching and student engagement rather than the impact of teaching on research [ 41 ]. However, it has been suggested that not only does research have the ability to enhance teaching, but furthermore that teaching has the potential to enrich research [ 23 , 42 ] creating a dynamic relationship between academics and students. Nurturing of this important relationship has the potential to bridge the gap between research and teaching, and also staff and students, particularly by encouraging research-intensive staff to actively become involved in partnerships with students in research. A recent study by Fanghanel et al. (2016) [ 43 ] emphasised that the engagement of students is essential for the scholarship of teaching and learning, and recommended that institutions should provide sustained undergraduate research opportunities through staff-student partnership in order to develop meaningful student engagement.

Proposal for enhancement—Considerations for optimising the impact of research experiences for medical students

The recommendations of the students and important dimensions were encompassed into an emerging framework ( Fig 4 ), which was used as a basis for suggesting enhancement to research programmes. In this study, students overwhelmingly recommended early research opportunities embedded within the course, ideally in the form of structured research electives delivered longitudinally through the course, with clear programme overview and delivered at appropriate times during the course. This would facilitate all students potentially having equal access to basic research or scholarly experiences, with the opportunity to create a significant portfolio of sequential experiences, each building on previous skills and knowledge. Students suggest that research experiences should be recorded and verified to provide a useful mechanism to substantiate students’ appropriateness for future research opportunities, suggesting a passport style portfolio may be useful. Furthermore students require valuable research techniques to enhance their CV, meaning, where possible, students should have the opportunity to complete a module on relevant research skills.

The conceptualisation of an emerging framework places the student at the central character, identifies issues important to students (inner circle), and defines their perceived positive impacts in terms of their educational experience and future professional career (outer circle). This framework places the student at the central character, identifies issues important to students, and defines their perceived positive impacts in terms of their educational experience and future professional career.

Students consistently described how naïve and inexperienced they perceive themselves to be, lacking even a basic understanding of research. Hence, an early module in the fundamentals of research, available to a large cohort of medical students, is likely to be useful in terms of enhancing student basic knowledge and experience in research. This module could include input from senior clinical scientists, acting as role models to facilitate an early understanding of the benefits of research to the medical student. Fundamental skills such as hypothesis generation, critical analysis of published articles, how to find appropriate resources to support our discussion of data or even the ability to ask pertinent questions should be incorporated into early research modules.

Subsequent modules would ideally build on this fundamental research module, potentially incorporating small research projects, exploring more detailed research topics including for example qualitative and quantitative data analysis. Given the number of students who perceive medical research to be about ‘working in a lab’, coupled with the fact that this prospect does not appeal to all students, suggests that increasing the variety of projects offered to students may be crucial to improving the student uptake. Green et al., published a compendium of examples of scholarly concentration programmes, including detailed concentration areas. Whilst biomedical sciences make up the large proportion of research projects, there are examples of some very creative non-medical projects, such as creating art programmes for patients [ 12 ].

The constraints of fulfilling academic requirements from professional bodies may provide barriers for large-scale longitudinal research experiences in the absence of significant re-structuring of existing timetables. However a number of medical schools, particularly in the U.S., have successfully incorporated longitudinal research programmes across the duration of the course culminating in the production of a dissertation. The positive impact of such programmes have been successfully evaluated [ 8 , 12 – 14 ].

It is well-documented that the impact of students tangibly carrying out research projects is likely to be the most transformative [ 11 ], suggesting that any implementation of recommendations should, where possible, include a capstone project. This capstone project could potentially include, projects of limited duration (6–12 weeks), or more substantial such as an intercalated masters or PhD, or an M.D or clinical internship following graduation. An early opportunity to complete medicine-specific research elective modules is likely to have a significant impact on the undergraduate research journey and potentially encourage an increase in clinical scientist roles.

Limitations of the study and future research

The use of focus groups in Healthcare and Medical education has increased exponentially over the past few decades, mostly due to the ability to gain understanding not simply what people think, but importantly why they think that way. However it is still clear that more stringent guidelines are required to help define appropriate sampling strategies, focus group number, homogenous versus heterogenous sampling balance, with the aim to maximise the methodological approach and ensure the approach is fit for purpose. In this study, it could be argued that the opinions and experiences of first year and final students may vary quite differently and therefore the undergraduate medical student cohort is not completely homogenous. Moving forward, it may be more appropriate to increase the number of focus groups from early and late- stage students, in order to analyse differences in opinions between these more homogenous groups of students and strengthen the quality of the data obtained.

The approach taken in this study was to avoid pre-conceptions during sampling, and these differences emerged naturally from the data, with early-stage (1–3) and later-stage (4–5) students expressing divergent opinions on some aspects of the discussion. This corresponded to exposure to the clinical environment, where the impact, usefulness and relevance of research could more easily be appreciated. It may also have coincided with the point at which students were more likely to have experience of independent research and scholarly experiences, giving them a more informed opinion of the value of research. However, it was also reassuring to see that although there were differences of opinion and awareness between early and later-stage students, there was also consistency across all students, particularly in their recommendations for enhancement of scholarly experiences. Furthermore, the experiences of all undergraduate students, regardless of stage, research or clinical experience were captured.

In summary, this data provides an insight into medical students perception, awareness and impact of research-teaching linkages and the opportunity to undertake scholarly activity and research as part of their medical education. Research opportunities vary considerably between medical schools, however, the goal of these experiences is to augment the students’ critical analysis, improve communication skills, inculcate a curiosity to inspire life-long learning, enhance the student experience and inevitably train better physicians. Ideally, this will increase the number of clinical scientists, a measure which will undoubtable have positive impacts on patient outcomes. Whilst pragmatic issues will inevitably dictate elements of scholarly programmes, this framework places the student at the central character, identifies issues important to students, and defines their perceived positive impacts in terms of their educational experience and future professional career.

Acknowledgments

The author wishes to thank Ms. Rachel Niland, research assistant on the project for her outstanding contribution to the focus groups and analysis.

Funding Statement

KH R17781 Irish Network of Medical Educators (INMED) now name changed to INHED https://www.inhed.ie/ The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.

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Why and How does Research Matter in a Student’s Life?

The essence of student life is lost in the quest to be a class topper. Unfortunately, the world only cares about a report card and top grades. Bereft of choice, students take the easy way out  they lose interest in going above and beyond the academic curriculum. Is a degree just a means to financial independence? What about the fire, the passion for exploring unchartered territory? What about innovations that can change the world?

Only a handful of students understand that research has the power to change the world, to change the very fabric of our being, and to create something innovative and novel.

Every student should go through the journey of research, see why?

Success comes from curiosity, concentration, perseverance and self-criticism  Albert Einstein

The irresistible desire to learn and know new things is the foundation of research. A curious student will observe, question, experiment, and then learn. This will lead him to discover and uncover new things, which may change the face of the world forever.

Research is critical for improving society, sustaining the economy, propelling innovation, and tackling problems that ordinary people confront daily. Studying, analysing, experimenting and discovering teach students about our rich history and help them understand our present context and plan their future.

The research component provides a comprehensive learning experience as students can investigate the impact of implementing new thought processes through research and testing. Discoveries are being made in numerous domains daily, particularly science-related, and research is at its centre.

Research keeps you from lagging or harbouring inaccurate information about a subject. You might utilise the most recent data to expand on ideas or speak eloquently about a topic. This brings us to the second point about establishing credibility.

Research enables us to tackle global challenges and make evidence-based decisions. It sheds light on issues that have remained buried for long and allows people to discuss concerns and answer questions that society does not address.

Let us discuss why and how research matters in a students life.

Research for self-sufficiency: Importance

The benefits of scholarly research in higher education are innumerable. With a more functional deep dive into the subject matter under investigation, students improve their capacity to analyse and discuss any topic. The educational journey of research helps students learn all about current discussions. Developing essential library skills is a huge benefit to becoming self-sufficient. Thus, research aids in evaluating other writing styles and improving one’s reading and writing skills. A thoroughly explained bibliography is often an essential initial step in performing scholarly research. Reviewing, assessing, and synthesising information from multiple sources helps students improve their critical thinking power. Research takes effort and time, but it can yield enormous benefits and help students grow personally & professionally.

Find, measure & grab opportunities

Research is a way to nurture students potential and diversify opportunities and goals. This includes obtaining work, receiving scholarships or grants, project funding, beginning a business relationship, or getting other minor victories. These opportunities can help broaden one’s social network, raise awareness or start a new business or a project. Its a way to help people make the right life-changing decisions. This helps in self-growth and productive living.

Industry & research

When in need, industries inadvertently turn to academics to solve vital issues. The need to share knowledge, explore, innovate, and create is paramount to industrial and research interdependency. Without academic research, it is impossible to plan, strategise, and discover solutions. Thus, global development is dependent on research in higher education institutions .

Encourages research-based practice & knowledge production

In-depth research during higher education motivates students to publish their journals, implement research activities in studies, etc. Thus, educational institutes, colleges, and universities should also understand the significance of research and design their academic curriculum accordingly. This can be achieved if individually assigned professors encourage and mentor students in researching and writing high-impact journal publications.

Start your research journey with Shoolini Universitys elite programs

In the modern age of dynamic globalisation, research cannot be conducted in isolation. As a result, the importance and demand for research-driven universities have grown exponentially.

Shoolini, India’s No.1 Research University , has always been at the forefront of research-based education. Shoolini University is ranked first in India and 9th in Asia for citations per paper by QS World University Rankings Asia 2023 .

The institution is located in the foothills of the Himalayas and is well-known for its treasure trove of herbs. The infrastructure is designed to foster cutting-edge research in various fields such as science , engineering , yoga , management , and liberal arts .

Shoolini University is also well-known for its elite research programs. To make these programs more impactful, students are given hands-on experience with cutting-edge research and are guided to create technical articles. Personal mentoring elevates the curriculum to a new level, transforming it into a research-based Shoolini University innovation.

Shoolini has maintained an H-index (index used to assess Research Output and Quality) of 100, the highest for any university created after 2009. The FWCI is 2.22, which is equivalent to the top 10 worldwide colleges. Students and professors have submitted over 1200+ patents , making it the top research institution in India.

Artificial intelligence, bioenergy, biofuels, ageing and nutrition, drug discovery for cancer, genomics, water purification, probiotics, and other fields are being researched broadly at Shoolini university.

Shoolini has been placed third in patent filings (2019), joining the ranks of research institutions such as IITs and IIMs.

Shoolini’s dedicated research centres aid in achieving these goals. These centres offer comprehensive research facilities for producing qualitative research findings. Recognition from major institutes such as SCIMAGO and QS Rankings validate that Shoolini Research Centres have performed splendidly.

Benefits of taking part in Shoolini research programs:

• You can work closely with a faculty mentor and have the opportunity to network with academic and student researchers in your field.
• You can earn academic credit, scholarships, stipends, and/or other awards for research efforts.
• You can hone leadership and teamwork skills.
• You can acquire academic credentials to build a well-rounded resume by publishing works and collaborating with a research team.
• You can learn essential skills, such as how to use online research tools.
• You can learn vital life and classroom skills (professionalism, time management, multi-tasking).
• You can learn how to effectively communicate thoughts while analysing and criticising the work of others.
• You can better grasp scientific processes as you design research questions, form hypotheses, and test them.
• You can learn to work in a lab, plan studies, write grants, and report findings.
• You may be compensated, sometimes as an employee, sometimes as a scholarship recipient.
• You have the option to publish your work. If you assist a faculty member, they may acknowledge your work, or you may mention your work.
• This is an excellent opportunity to meet faculty members who work in your field of interest and network with fellow researchers. After developing a solid working relationship with them, you can request a letter of recommendation from a faculty mentor.

Also read: Benefits of Conducting Research at Indias No.1 Research University

Realising the need to promote research that can develop solutions to world problems and issues, Shoolini University has risen to the top. Its support for researchers and sustained research activities have resulted in ground-breaking innovation and the filing of more than 1200 patents. No wonder Shoolini researchers have featured in the World’s Top 2% Scientists List released by Stanford University.

Impactful research that can change the world is in high demand. You can join this exclusive group of scholars by enrolling in any research program at Shoolini University!

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Using new research to improve student motivation, more in this category.

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Teachers know that motivation matters. It is central to student learning; it helps determine how engaged students are in their work, how hard they work, and how well they persevere in the face of challenges. Though we hear mostly about the “achievement gap” between demographic groups, researchers have also identified an “engagement gap,” which the High School Survey of Student Engagement calls “both more pernicious and potentially more addressable.”

Despite its obvious importance, student motivation is not a focus of today’s education system. Motivation is hard to characterize and quantify, and it is influenced by many factors outside the classroom. Partly because of these challenges, many teachers feel they can do little to improve motivation. But a growing body of research shows that they can: teachers can employ a number of strategies that have been proven to enhance students’ engagement in learning.

In a recent  Carnegie report, “ Motivation Matters: How New Research Can Help Teachers Boost Student Engagement ,” Susan Headden and Sarah McKay look at the new psychological and behavioral research focused on building motivation—how students respond to incentives to learn, how they see themselves as learners, and what they consider to be their place in school. As the report shows, educators can fortify the non-instructional side of student success in three essential ways: encouraging positive behaviors by offering rewards and emphasizing the value of students’ work, improving their academic mindsets, and enhancing their sense of connectedness with their teachers and their peers.

Teachers can employ a number of strategies that have been proven to enhance students’ engagement. Twitter

Rewards and Value

Teachers have long offered incentives for directing student behavior. Gold stars, detentions, grades—all can light fires under students. But research shows that these sorts of extrinsic rewards can also undermine students’ intrinsic motivation for learning. For example, in an oft-cited 1973 study, preschoolers were promised and received a reward for drawing. The children later chose to spend less of their free time drawing than they had prior to receiving the reward. The findings don’t mean, however, that incentives have a universally negative effect on intrinsic motivation. In the same study, students who initially showed little inherent interest in drawing, and who then received an un expected reward for doing so, later chose to spend more of their free time on that activity.

An additional problem with rewards, says Chris Hulleman, a research associate professor at the University of Virginia, is that they offer the teacher an “out”—they allow him to disregard his role in making a lesson more meaningful. A better motivation-booster, says Hulleman and other experts, is to focus on the value of the task. This requires educators to provide meaningful activities explicitly connected to things students care about. For example, in a 2009 study, Hulleman and Judith Harackiewicz assigned over 250 high schoolers to two groups; one group regularly wrote summaries of the science material they were learning in class, and the other wrote about the usefulness of this material to their lives. In this latter group, students who had started with low expectations of their success in the course reported a higher interest in science and higher grades in the course than similar students in the group that only wrote summaries.

Extrinsic rewards can produce results, particularly if they are unexpected, prize mastery of skills over absolute performance, or encourage identifiable behaviors rather than outcomes. But getting students to see the value in their schoolwork by connecting concepts to their lives may be a more effective way for teachers to boost student engagement.

Getting students to value their schoolwork may be a more effective way to boost engagement. Twitter

Student Mindsets

Evidence is mounting that academic mindsets are extremely important to student success.  Students’ sense of belonging in their learning environment, their perceptions of how or whether “kids like them” succeed academically, and the extent to which they believe that hard work and persistence pay off—all of these have a powerful effect on student motivation.

In a 2011 study, for instance, freshman at a selective college were given reports ostensibly compiled from a survey of older students at the school. One group’s report showed that these older students had initially worried about whether they belonged in college, but that these concerns dissipated over time; the other group’s report did not address the issue of social belonging. Both groups wrote essays and gave speeches describing how their own college experiences related to the survey results. African-American students who read and reflected on how belonging uncertainty is both common and temporary had dramatically higher GPAs over the course of three years than the control group (who read surveys and wrote essays about topics other than belonging, such as social-political attitudes), cutting the achievement gap between black and white students by 79 percent.

The good news for teachers is that student mindsets aren’t set in stone; educators have the power to positively influence students’ perceptions of themselves as learners. Research findings like the above show that even relatively simple classroom interventions can have a large effect.

The good news for teachers is that student mindsets aren’t set in stone. Twitter

Student Relationships

Students care when they believe that other people care about them. They are less likely to drop out, and more likely to feel positively about school, when they have ongoing connections with teachers. Likewise, when they associate with highly-engaged peers, they become more engaged themselves.

Schools can do a lot to ensure that students feel cared about in the learning environment. Check & Connect, a program used by Chicago Public Schools, carefully monitors students’ grades, attendance, and performance data to identify those most at risk of disengaging from school. Each of these students is paired with a trained mentor who helps him with personal and academic issues. In one study, chronically-absent elementary students participated in the program for two years, and at the end of that time, 40 percent were engaged in and regularly attending school. That outcome represents a 135 percent improvement over baseline behavior.

Even smaller-scale classroom interventions can make a big difference in promoting positive school-based relationships. Teachers can hold morning meetings and encourage students to work in groups in order to foster environments in which students feel safe and supported.

An Issue of Scale

None of these strategies for boosting motivation is necessarily new; good teachers have always incentivized productive behaviors, encouraged positive mindsets, and created caring and connected classroom environments. But the new research adds evidence that these factors are vital to student success, and they show that, through practical interventions, they can be changed. The challenge now is to extend best practices beyond isolated classrooms, making the work systematic and sustained.

The barriers to scaling are many. Measurement , in particular, is a significant problem. Tools like Angela Duckworth’s Grit Scale and the KIPP character growth card assess non-cognitive skills and dispositions, but even experts concede that measurement is difficult to do reliably and validly. Professional support for teachers is another issue. Educators need to be trained on how to incorporate motivation-boosting strategies into their everyday instruction. And the education system as a whole must do a better job of translating research findings into practice.

Though challenges remain, researchers and practitioners are conducting promising experiments aimed at identifying and scaling the most effective strategies for improving student motivation. Read the full report to learn more about these efforts.

Permanent link to page: https://www.carnegiefoundation.org/blog/using-new-research-to-improve-student-motivation/

Empowering students to develop research skills

February 8, 2021

This post is republished from   Into Practice ,  a biweekly communication of Harvard’s  Office of the Vice Provost for Advances in Learning

Terence D. Capellini, Richard B Wolf Associate Professor of Human Evolutionary Biology, empowers students to grow as researchers in his Building the Human Body course through a comprehensive, course-long collaborative project that works to understand the changes in the genome that make the human skeleton unique. For instance, of the many types of projects, some focus on the genetic basis of why human beings walk on two legs. This integrative “Evo-Devo” project demands high levels of understanding of biology and genetics that students gain in the first half of class, which is then applied hands-on in the second half of class. Students work in teams of 2-3 to collect their own morphology data by measuring skeletons at the Harvard Museum of Natural History and leverage statistics to understand patterns in their data. They then collect and analyze DNA sequences from humans and other animals to identify the DNA changes that may encode morphology. Throughout this course, students go from sometimes having “limited experience in genetics and/or morphology” to conducting their own independent research. This project culminates in a team presentation and a final research paper.

The benefits: Students develop the methodological skills required to collect and analyze morphological data. Using the UCSC Genome browser  and other tools, students sharpen their analytical skills to visualize genomics data and pinpoint meaningful genetic changes. Conducting this work in teams means students develop collaborative skills that model academic biology labs outside class, and some student projects have contributed to published papers in the field. “Every year, I have one student, if not two, join my lab to work on projects developed from class to try to get them published.”

“The beauty of this class is that the students are asking a question that’s never been asked before and they’re actually collecting data to get at an answer.”

The challenges:  Capellini observes that the most common challenge faced by students in the course is when “they have a really terrific question they want to explore, but the necessary background information is simply lacking. It is simply amazing how little we do know about human development, despite its hundreds of years of study.” Sometimes, for instance, students want to learn about the evolution, development, and genetics of a certain body part, but it is still somewhat a mystery to the field. In these cases, the teaching team (including co-instructor Dr. Neil Roach) tries to find datasets that are maximally relevant to the questions the students want to explore. Capellini also notes that the work in his class is demanding and hard, just by the nature of the work, but students “always step up and perform” and the teaching team does their best to “make it fun” and ensure they nurture students’ curiosities and questions.

Takeaways and best practices

• Incorporate previous students’ work into the course. Capellini intentionally discusses findings from previous student groups in lectures. “They’re developing real findings and we share that when we explain the project for the next groups.” Capellini also invites students to share their own progress and findings as part of class discussion, which helps them participate as independent researchers and receive feedback from their peers.
• Assign groups intentionally.  Maintaining flexibility allows the teaching team to be more responsive to students’ various needs and interests. Capellini will often place graduate students by themselves to enhance their workload and give them training directly relevant to their future thesis work. Undergraduates are able to self-select into groups or can be assigned based on shared interests. “If two people are enthusiastic about examining the knee, for instance, we’ll match them together.”
• Consider using multiple types of assessments.  Capellini notes that exams and quizzes are administered in the first half of the course and scaffolded so that students can practice the skills they need to successfully apply course material in the final project. “Lots of the initial examples are hypothetical,” he explains, even grounded in fiction and pop culture references, “but [students] have to eventually apply the skills they learned in addressing the hypothetical example to their own real example and the data they generate” for the Evo-Devo project. This is coupled with a paper and a presentation treated like a conference talk.

Bottom line:  Capellini’s top advice for professors looking to help their own students grow as researchers is to ensure research projects are designed with intentionality and fully integrated into the syllabus. “You can’t simply tack it on at the end,” he underscores. “If you want this research project to be a substantive learning opportunity, it has to happen from Day 1.” That includes carving out time in class for students to work on it and make the connections they need to conduct research. “Listen to your students and learn about them personally” so you can tap into what they’re excited about. Have some fun in the course, and they’ll be motivated to do the work.

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A student’s guide to undergraduate research

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Originally written by Shiwei Wang for Nature journal in March 2019.

Participating in original research during your undergraduate studies can greatly expand your learning experience. However, finding the project can be a challenging task, so here’s a short but comprehensive guide that can help you get the most out of an undergraduate research opportunity.

Choose the right lab

Learn to think like a scientist. A lot of people start their undergraduate research by glancing at the faculty list and e-mailing multiple professors whose work seems interesting. Although this might get you a position somewhere, it is not the most effective approach. Before looking at labs, dive into the science to find out which areas fascinate you. Read a lot, go to talks, and talk to your professors not just about their classes, but about science in general as well.

Subscribe to e-mail newsletters from journals such as Nature and Science. Try to read research highlights and science news regularly. Podcasts and articles by, for example, Nature, Science, Scientific American or Quanta can also be interesting sources of information. Follow academics, journals and universities on Twitter. Start your undergraduate research by learning more about science, thinking like a scientist and working out what you love.

Look for questions, not subjects. You might have chosen a major to study, but don’t let this limit your search for research labs. Modern labs are interdisciplinary and very different from what you do in undergrad labs. Instead of limiting your search to your department, try to look at labs in all related departments. Choose labs on the basis of the questions they’re trying to answer.

Mentoring is as important as research. Contact group members to learn about your prospective laboratory’s environment. Are the group members close? Is the lab friendly or competitive and condescending? Is the lab head hands-off or hands-on? The size of the group is also important. If you join a small group, you’ll have a higher chance of being mentored directly by your principal investigator, whereas in a big group, you are more likely to be mentored by a postdoctoral researcher or graduate student.

Reach out with confidence. Once you’ve determined that the research programme interests you and the group dynamic is healthy, send the principal investigator an e-mail. Make sure to explain why you’re interested in working in the lab and that you have spoken to other lab members. Be patient if they don’t reply. If you don’t receive a response after a week or so, send a second e-mail or reach out in other ways, such as by asking group members to enquire for you.

Get the most out of the experience

Start your research with reading, and keep on reading. Usually, the principal investigator will assign you a mentor and a project. Ask for literature to read: learning about the state of the field and why the work is important will help you to push the project forward. Read about your field as well as other, totally unrelated fields. As an undergraduate, you have the freedom to change your major and your future plans. Make sure to strike a balance between reading and conducting experiments. It’s hard to do both at the same time, but it will make you a better scientist.

Set specific goals for yourself and let your mentors know. Think about what you want from your research and how much time you are willing to put in. Besides learning the techniques, do you want to learn how to analyse results and design experiments? Do you want to learn how to write proposals by applying for undergraduate research grants? Do you want to improve your presentation skills by going to conferences? Do you want to potentially finish a project for publication? Working out what you want to achieve will help you to direct your time effectively.

Research takes time. Don’t blame yourself if experiments don’t work or the project is not moving forward as fast as you expected. Science is about failing and trying again. Getting used to and coping with frustration is part of the learning curve of research.

Find a healthy balance. University is already a lot of work, and research will only take up more time. When planning your schedule, try to allocate large blocks of time (whole afternoons or individual days) to research. Rushing through a procedure could be unsafe and will often produce useless results. Always plan extra time for experiments. Consider working less in the lab during exam weeks so you don’t get overwhelmed. Talk to your mentor about your schedule and feelings regularly, so that you can arrange experiments at times that suit you, and you can keep on top of your mental health.

Find financial support. If you wish to do research at your own institution over the summer, your institution might offer funding to cover your expenses. If you want to go to another university, you can apply for funding from that institution’s undergraduate research programme, or from foundations, companies or academic societies. For example, the US National Science Foundation offers a Research Experiences for Undergraduates programme. Universities, foundations and academic societies might also offer grants to cover your travel expense to various conferences. Don’t let money limit what you want to do. Talk to senior students or professors, or search online to find all the opportunities!

Always think about the big picture. Your undergraduate research doesn’t define what you’re going to do after your degree. Keep reading and taking classes outside your comfort zone. Explore and learn as much as possible. Working out what you love is the best preparation you can get for the rest of your career.

Read the full article on the Nature website.

To find a research opportunity at Johns Hopkins University, visit the Hopkins Office of Undergraduate Research website .

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Study shows students in ‘active learning’ classrooms learn more than they think

For decades, there has been evidence that classroom techniques designed to get students to participate in the learning process produces better educational outcomes at virtually all levels.

And a new Harvard study suggests it may be important to let students know it.

The study , published Sept. 4 in the Proceedings of the National Academy of Sciences, shows that, though students felt as if they learned more through traditional lectures, they actually learned more when taking part in classrooms that employed so-called active-learning strategies.

Lead author Louis Deslauriers , the director of science teaching and learning and senior physics preceptor, knew that students would learn more from active learning. He published a key study in Science in 2011 that showed just that. But many students and faculty remained hesitant to switch to it.

“Often, students seemed genuinely to prefer smooth-as-silk traditional lectures,” Deslauriers said. “We wanted to take them at their word. Perhaps they actually felt like they learned more from lectures than they did from active learning.”

In addition to Deslauriers, the study is authored by director of sciences education and physics lecturer Logan McCarty , senior preceptor in applied physics Kelly Miller, preceptor in physics Greg Kestin , and Kristina Callaghan, now a physics lecturer at the University of California, Merced.

The question of whether students’ perceptions of their learning matches with how well they’re actually learning is particularly important, Deslauriers said, because while students eventually see the value of active learning, initially it can feel frustrating.

“Deep learning is hard work. The effort involved in active learning can be misinterpreted as a sign of poor learning,” he said. “On the other hand, a superstar lecturer can explain things in such a way as to make students feel like they are learning more than they actually are.”

To understand that dichotomy, Deslauriers and his co-authors designed an experiment that would expose students in an introductory physics class to both traditional lectures and active learning.

For the first 11 weeks of the 15-week class, students were taught using standard methods by an experienced instructor. In the 12th week, half the class was randomly assigned to a classroom that used active learning, while the other half attended highly polished lectures. In a subsequent class, the two groups were reversed. Notably, both groups used identical class content and only active engagement with the material was toggled on and off.

Following each class, students were surveyed on how much they agreed or disagreed with statements such as “I feel like I learned a lot from this lecture” and “I wish all my physics courses were taught this way.” Students were also tested on how much they learned in the class with 12 multiple-choice questions.

When the results were tallied, the authors found that students felt as if they learned more from the lectures, but in fact scored higher on tests following the active learning sessions. “Actual learning and feeling of learning were strongly anticorrelated,” Deslauriers said, “as shown through the robust statistical analysis by co-author Kelly Miller, who is an expert in educational statistics and active learning.”

Those results, the study authors are quick to point out, shouldn’t be interpreted as suggesting students dislike active learning. In fact, many studies have shown students quickly warm to the idea, once they begin to see the results. “In all the courses at Harvard that we’ve transformed to active learning,” Deslauriers said, “the overall course evaluations went up.”

Co-author Kestin, who in addition to being a physicist is a video producer with PBS’ NOVA, said, “It can be tempting to engage the class simply by folding lectures into a compelling ‘story,’ especially when that’s what students seem to like. I show my students the data from this study on the first day of class to help them appreciate the importance of their own involvement in active learning.”

McCarty, who oversees curricular efforts across the sciences, hopes this study will encourage more of his colleagues to embrace active learning.

“We want to make sure that other instructors are thinking hard about the way they’re teaching,” he said. “In our classes, we start each topic by asking students to gather in small groups to solve some problems. While they work, we walk around the room to observe them and answer questions. Then we come together and give a short lecture targeted specifically at the misconceptions and struggles we saw during the problem-solving activity. So far we’ve transformed over a dozen classes to use this kind of active-learning approach. It’s extremely efficient — we can cover just as much material as we would using lectures.”

A pioneer in work on active learning, Balkanski Professor of Physics and Applied Physics Eric Mazur hailed the study as debunking long-held beliefs about how students learn.

“This work unambiguously debunks the illusion of learning from lectures,” he said. “It also explains why instructors and students cling to the belief that listening to lectures constitutes learning. I recommend every lecturer reads this article.”

Dean of Science Christopher Stubbs , Samuel C. Moncher Professor of Physics and of Astronomy, was an early convert. “When I first switched to teaching using active learning, some students resisted that change. This research confirms that faculty should persist and encourage active learning. Active engagement in every classroom, led by our incredible science faculty, should be the hallmark of residential undergraduate education at Harvard.”

Ultimately, Deslauriers said, the study shows that it’s important to ensure that neither instructors nor students are fooled into thinking that lectures are the best learning option. “Students might give fabulous evaluations to an amazing lecturer based on this feeling of learning, even though their actual learning isn’t optimal,” he said. “This could help to explain why study after study shows that student evaluations seem to be completely uncorrelated with actual learning.”

This research was supported with funding from the Harvard FAS Division of Science.

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Research shows how to improve students' critical thinking about scientific evidence.

Introductory lab courses are ubiquitous in science education, but there has been little evidence of how or whether they contribute to learning. They are often seen as primarily "cookbook" exercises in which students simply follow instructions to confirm results given in their textbooks, while learning little.

In a study published today in the Proceedings of the National Academy of Sciences , scientists from Stanford and the University of British Columbia show that guiding students to autonomous, iterative decision-making while carrying out common physics lab course experiments can significantly improve students' critical thinking skills.

In the multi-year, ongoing study, the researchers followed first-year students in co-author Douglas Bonn's introductory physics lab course at the University of British Columbia. They first established what students were, and were not, learning following the conventional instructional approach, and then systematically modified the instructions of some lab experiments to change how students think about data and their implications.

One of the first experiments the researchers tackled involved swinging a pendulum and using a stopwatch to time the period between two angles of amplitude. Students conducting the traditional experiment would collect the data, compare them to the equation in the textbook, chalk up any discrepancies to mistakes and move along.

In the modified course, the students were instructed to make decisions based on the comparison. First, what should they do to improve the quality of their data, and then, how could they better test or explain the comparison between data and the textbook result? These are basic steps in all scientific research.

Students chose improvements such as conducting more trials to reduce standard error, marking the floor to be more precise in measuring the angle, or simply putting the team member with the best trigger finger in charge of the stopwatch.

As their data improved, so did their understanding of the processes at work, as well as their confidence in their information and its ability to test predicted results.

"By actually taking good data, they can reveal that there's this approximation in the equation that they learn in the text book, and they learn new physics by this process," said Natasha Holmes, the lead author on the study, who began the research as a doctoral candidate at UBC and is building upon it as a postdoctoral research fellow at Stanford.

"By iterating, making changes and learning about experimental design in a more deliberate way, they come out with a richer experience."

Researchers found that students taking an iterative decision-making approach to the experiment were 12 times more likely to think of and employ ways to improve their data than the students with the traditional instruction. Similarly, the experimental group was four times more likely to identify and explain the limits of their predictive model based on their data.

Even more encouraging, these students were still applying these same critical thinking skills a year later in another physics course.

"This is sort of a radical way to think about teaching, having students practice the thinking skills you want them to develop, but in another way it's obvious common sense," said co-author Carl Wieman , a professor of physics and of education at Stanford. "Natasha has shown here how powerful that approach can be."

The ability to make decisions based on data is becoming increasingly important in public policy decisions, Wieman said, and understanding that any real data have a degree of uncertainty, and knowing how to arrive at meaningful conclusions in the face of that uncertainty, is essential. The iterative teaching method better prepares students for that reality.

"Students leave this class with fundamentally different ideas about interpretation of data and testing against model predictions, whether it's about climate change or vaccine safety or swinging pendulums," Wieman said.

At Stanford, Holmes is expanding her research, applying these lessons to a range of undergraduate courses at different levels and subjects.

If iterative design can get first-year students to employ expert-like behaviors, the gains could be greater in advanced courses, she said. When students embark on an independent project, for instance, they'll be much better prepared to face and clear any hurdles.

"Students tell me that it helped them learn what it means to do science, and helped to see themselves as scientists and critical thinkers," Holmes said. "I think it's done a whole lot for their motivation and attitudes and beliefs about what they're capable of. So at least from that perspective, I think experiment design that encourages iterative thinking will have huge benefits for students in the long run."

Bjorn Carey is a writer for the Stanford News Service.

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Why you should encourage your students to do research

By Elizabeth Rushton and Nicola Robinson 2019-12-17T09:39:00+00:00

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Independent research projects give students a richer understanding of what it means to be a scientist 

Source: © Otto Dettmer/Ikon Images

Developing research projects with students can help equip them for work

Recent studies suggest that it is good for secondary school students to participate in independent research projects (IRPs) as part of their science education. IRPs are student-led, open-ended practical projects which help students engage with science in a way that gives them a richer understanding of what it means to be a scientist. 

However, coursework projects were removed from the A-level chemistry curriculum in England, Wales and Northern Ireland in 2015. They still remain part of Scottish chemistry teaching. Instead, students do required practicals which assess practical skills and knowledge in an external examination. If students in England, Wales or Northern Ireland want to do an IRP, they have to seek out the Extended Project Qualification (EPQ) or extracurricular programmes such as the British Science Association CREST Awards . But how can schools best support and encourage their students?

Drawing from our perspectives as an education researcher and a secondary school chemistry teacher, here are three ideas we recommend you try out in your own classroom.

1. Build a research community

Research is a team endeavour that brings together different skills and experiences to establish research communities involving a variety of key players: students from across year groups, teachers, technicians and parents. Invite former students, university researchers and industry representatives.

You can foster a sense of community by making research events social – visit a university research lab and allow your students to mingle with the scientists, for example, or host research-related social events like watching a film or visiting an exhibition relevant to the project. This will also help break down barriers between students, teachers and other professionals, and create team spirit.

2. Celebrate student research within and beyond the school

Generally, students have limited opportunities to share and celebrate their work within and beyond their school community. Researchers share their science at conferences by giving talks and presenting posters, but sharing research with the wider public – through public lectures or magazine articles, for example – is an equally important part of science communication.

Through IRPs, you can give your students an opportunity to develop their understanding of both the research itself and why it’s important to the wider community. A simple way to start would be to display student research posters in classrooms and corridors and refer to them in lessons. You could also organise outreach events. Encourage students to share their passion for science by giving an assembly about their research at a local primary school, for example. Your students could even host an open evening where they invite the local community to attend a mini-conference; they could give small talks and display their posters. They will gain valuable experience in presenting to different audiences.

3. Encourage a diverse group of students to participate

Organising these kinds of trips and events requires good planning and organisation, and visits to primary schools especially rely on students who can communicate with younger students in an appropriate and engaging way. So a broad range of student skills are needed to make the events successful. Recognising these varied roles and promoting them to students will encourage a diverse group of students to participate in research, and may encourage more students to experience how they can contribute to the project and science in general. Teachers and technicians play a vital role in recruiting students so everyone can benefit from the IRPs.

Giving students the opportunity to do IRPs could heighten their awareness of many potential STEM career options they may not otherwise have considered. In addition to developing the obvious skills associated with problem-solving, lateral thinking and the scientific method, students also get to build valuable social networks. And students who decide to study science at university will inevitably be better prepared for their studies because of the skills and experience gained through doing IRPs. Finally, the process could also free them of the compartmentalised thinking they might normally encounter at school as well as helping them form better relationships with others.

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Why Research is Important for Students, Humans, Education

What is research.

Research means to carefully analyze the problems or to do the detailed study of the specific problems, by making use of special scientific methods.

Research can be done on any topic, be it medical, non-medical, IT, or anything else. In order to do research, first of all, you need to have a topic or the problem on which you can do research. The topic must have relevant questions to answer.

For research, certain steps have to follow like first observation, then background research then preparing of hypothesis, eventually conducting a simple experiment.

The Importance of Research:

Study implications:.

The main purpose of the research is to get deep into the topic so that something helpful can churn out, which can be helpful for everybody and used in that particular niche sector.

The quality which you maintain while research should always be high so that the information that you get can be used in certain policies and any future project implications.

Goals of Research:

Working on a research project will obviously be a challenging and rewarding experience, provided you put the best of your expertise and skill in it.

It is an opportunity that helps you to pursue an in-depth or deep original study about any topic which interests you.

The main aim of the goals is to provide the best of the solution to some of the world problems and also to enhance our knowledge.

The “Iterative” Process of Research:

Iteration is one of the keys to successful research. Researches usually do not end, the study goes on deep and deep.

There may be instances when you will take the time to find the expected results but ultimately you will be getting the outcome.

One thing that you will always observe during research, are the questions that arise one after the other. These questions usually lead to new ideas, revisions, and improvements.

All these, in turn, will be very helpful in the research process making data more effective and useful.

How does research impact our daily life:

In simple words, have you ever thought about how would be the world have been without any development of technology or anything?

Well, the life people enjoy now or the things that we do in minutes which earlier looked impossible are all because of the research.

Research not limited to any one sector but has been done for almost every sector.

Some of them are technology, healthcare, defense, precautionary steps against natural calamities and many more.

So research plays a very important role in our day to day life.

Research is the best and reliable way to understand and act on the complexities of various issues that we as humans are facing.

What is Educational Research?

Any kind of educational research requires a few steps of inquiry to provide the solution to any particular research query.

Creswell defines educational research as,

Types of Educational Research:

There are majorly 3 types of educational research.

Descriptive:

This type of research will try to describe things as they presently are.

Correlation:

This type of study will try to identify the relationship between two or more things.

Experimental:

This research tries to display a relation between two or more things. They usually might be groups.

The Importance of Research in the Advancement of Society:

“Human needs never end”

Believe it or not, but it is the truth. We have habituated to adapt to new things, as our desires and wants increases day by day.

As our demands increase, the requirement of research also rises. It can also be said that research is what that makes our life easier. It is just the result of curiosity or a new innovative idea.

When we have any problem, we usually think of a solution or get confused. Several questions arise in our mind like what do you think will the next big thing? or what to do to overcome this problem.

Here comes the role of research. This helps us in many ways and provides us with a complete solution to the problems faced by humans. Now when we humans, satisfied without any problems, this results in the advancement of society. So research overall helps in the advancement and development of society.

Why Research is Important to Students?

The research is important for the students because it helps them to have a detailed analysis of everything. When you have a proper in-depth analysis of any topic, the result comes out to be fruitful and also the knowledge is enhanced. Other benefits of research to the students are as follows:

1. Enhances knowledge:

When you research any topic, you get to know detailed information about that topic. The more the knowledge of the topic, the more successful is the research. So, in order to get good output, the student needs to do maximum research.

2. Clarifies confusion:

The research helps in clarifying the complicated facts and figures. If the student has any doubt on the subject, the student must research and study it in detail so as to remove all sorts of confusion and get a proper understanding of the content.

3. To have a proper understanding of the subject:

To understand the subject, one needs to go in depth of the lines. The scanning of the content will never do any good for the students.

In order to learn the subject and to know the unknown facts, research, detail study, and full analysis are the must.

4. To learn about the methods and issues:

Proper reading , the finding is the only way by which you can learn about the methods and the current issues. Not just the current issues, rather the previous past issues can also learn in detail through the research. The research includes various methods by which it can be done.

5. Understand the published work:

Research is done through the work already published. The experts and the researchers had already done some of the research and the students are asked to go through that published material to understand the idea and the vision of those researchers.

6. Learn to create a balance between collaborative and individual work:

When the students do research, they get to know how to create a balance between the collaborative and the individual work . Individual work in which the student has to do, while the collaborative work means that work which has already been done by the previous researchers.

So, in this manner, the students get to know which points to take into consideration and which points are to be ignored.

7. To know the interest:

The students also get to know their area of interest. Sometimes, the students aspire to become researchers only in their near future which is quite helpful.

So, through this, we come to know that the research not only helps with the accomplishment of the work but also helps in understanding what needs to be done in their future.

8. To know how the original study originated:

Research is performed to understand the concept from scratch. Like, if you wish to know from where has the concept originated, then this could be done only through the research work.

It can also define as an investigation because the student eventually ends up with expanded research.

9. Understanding the rationale:

By engaging in the process of research, the students understand the concept in an easier manner as the rationale of the topic know in a better manner.

For example, by preparing the hypothesis, one truly understands the nuances of the research topic. Not just this, the research also helps in being a source of one on one mentorship which also plays a vital role in the brain development of the individual.

So, above are the reasons by which we come to know the benefits of the research for the students.

What is the Importance of Research to Humankind:

Humankind involves everything from a pin to an elephant. Every bit of information, the things to live and survive are needed for mankind, should be known.

As if the essentials will not be known then we will remain illiterate, unaware of what is happening in the society or around the world. Research is important for humankind because of the various factors:

1. Helps in understanding society:

When one does some research related to society, the human becomes aware and also alert of the good and bad things. In order to know society’s norms, policies, code of conduct, one needs to do proper research or it may become difficult to survive in society.

2. Helps in knowing the culture:

Every society has it’s own culture. In order to understand the culture of a particular society, research about that society needed.

If you do not do research or read maximum about any topic, you will fail to know the hidden meanings and the concepts about society’s culture and will remain unaware of the same. So, if you are curious to know and learn something new , then the research work will help.

3. For more awareness, research needed:

To make yourself aware, reading is the key. Read the published books and the research already done by an expert.

Once you have gone through the research work of great alumni, you feel like being on the top of the world as the information flows into your head. Not just this, if you wish to plan any holiday, you become aware of the weather and the requirements of that particular place. This way also research is very helpful.

4. For making the right choices for a career:

Research needed in all fields, i.e. it is pervasive. For even the smallest information, one needs to research and understand.

For example, if you need to know about careers with greater scope overseas, you will have to research that too. So, this way research is of great importance to everyone, be it a student, a traveler, teacher, professor, researcher himself.

5. Knowing the truth:

If you wish to know the truth about anything like reading, learning, and research is the only way. When you read and research on any topic, you get to know the truth.

The real facts and statistics come across which enlightens the person and also increases one’s knowledge.

6. Update about the technology:

If there comes any new technology, the human gets to know about that also through the research work.

So, basic research is helpful to humans to know what new is coming in the market. Also, it helps in being updated about the present scenario of the society one is living in.

7. Differences between good and bad:

When a person reads the already published material, it builds trust and also enlightens one’s mind. The person is able to differentiate between right and wrong which further helps in the decision making process .

So, above are the reasons which say why one should do research or what is the importance of research. It is for the whole of mankind, which involves individuals from every group and age. Whatever an individual reads, it somewhere and at sometime surely helps as it gets accumulated in the knowledge bank of an individual.

Why is Research Important in Education:

As earlier said, the role of research is important in all fields, in a similar manner, the importance of research in education is very vital. This is because of various reasons like:

1. It is a systematic analysis:

In education, research is essential as it gives a systematic analysis of the topic. Also, the objectives clearly defined in the research process. One needs to study in a systematic and controlled manner, and this is exactly what the research work provides an individual.

2. Leads to great observations:

In the field of education, the research helps in coming to one conclusion. That conclusion can achieve by observing the facts and figures in depth.

So, such in depth knowledge is provided by following various research methods only. In this way, research also assists in leading to greater observations.

3. Results in predictions, theories, and many principles:

The researchers come up with valid predictions, theories, and great results through the observations, hypothesis and research queries. So, this way also helps researchers to come up with great conclusions.

4. Improving practices:

The educational research is important for the students to improve practices and at the same time, it helps in improving those individuals who really wish to bring improvement in those practices.

So, this way educational research helps in the overall improvement of the individual . Be it a student or any teacher who is researching on some topic, it is of great help to them. It acts as a lighthouse and empowers the individual.

5. Develops new understanding related to the learning, teaching, etc:

The educators benefited through various research as it helps them in having a better understanding of the subject. Along with this, it develops greater understanding related to teaching, learning and other educational administration.

The new knowledge further helps in improving the educational practices of the teachers and professors.

6. Helps in initiating the action:

The research you do should result in performing some action or practice. So, the research should aim to produce the highest result which compliments the study. Also, you should make sure your study ensures the applicable findings so as to match the result.

Research helps in performing well and also sheds away all the problems. This way, you are able to understand the role of research which further helps in the decision making process.

7. Helps in decision making:

Good research requires proper time and effort. It prepares the person for taking essential decisions which further necessitates the same from all the participants involved in the process.

For better results, the participants need to consider the required consequences and all the risks involved in the whole process.

8. Brings consistency in the work:

When the work is done with full in-depth analysis, it tends to be right and accurate. The process of research help brings consistency in the work, which lessens the flaws and mistakes in the final outcome of the process.

The consistency needed in all sorts of work or you might have to end up getting the wrong and inaccurate result. The research takes lots of time and effort, so the researcher has to be specific and sure with the facts so that the end result is clean and without any silly mistakes.

9. Motivates others:

Educational research builds patience because it is a lengthy process. In order to get fruitful results, you need to build patience and only then you will be able to motivate others.

Also, if your research is full of the right facts and figures, it will ultimately motivate others. Not just this, accurate research assists in enhancing the reader’s knowledge which might not be possible for any other person.

So, above are some of the benefits that research provides in the field of education. Every kind of research, every kind of method has been always useful and gives a positive result. In case, you find something fishy during the research work, it is advisable to consult someone superior to you, or some expert.

Research is useful in all the fields and is used by all the departments, whether public or private. The research work is done by all age groups, whether the students or the teachers and even humankind in order to understand the society, it’s rules and other policies.

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8 student benefits of a research-intensive university

University of Florida College of Public Health and Health Professions faculty conducted $48.5 million in research in fiscal year 2024, part of a record $1.26 billion in research expenditures at the university level, leading to new discoveries that are improving the lives of Floridians and beyond.

At first glance, the scientific activities of a research university like UF may not seem directly relevant to students pursuing careers in clinical care, public health practice or health care management. But research universities offer undeniable benefits to students in any pathway, from a resource-rich environment to opportunities to contribute to a research project to degree prestige. Here are some ways exposure to research benefits students of all levels in any area of study.

1. A different set of skills

“Research helps with problem-solving, thinking critically and how to scientifically answer big questions,” said Alana Rawlinson, Ph.D., director of the college’s honors program and a clinical assistant professor in the PHHP department of clinical and health psychology .

2. A leg up when applying to graduate school or professional school

As graduate programs become more and more competitive, applicants with a good grasp on research methods, analyzing outcomes and how to be an effective consumer of research will stand out among their peers.

“Research experience can help make students more competitive for graduate or professional schools by preparing them for graduate thesis or capstone projects,” Rawlinson said. “Ultimately, involvement in research makes students more well-rounded learners.”

3. The chance to learn from the faculty who generate the science that informs practice

“Our program emphasizes the linkages between evidence and practice. When a student is situated within the context of a research university, they have access to faculty across multiple disciplines who are creating that evidence,” said Christine Myers, Ph.D., OTR/L, director of the UF Doctor of Occupational Therapy program and a clinical professor in the department of occupational therapy .

4. An active learning experience

Despite the extensive training students receive in and outside of the classroom, there’s nothing compared to working alongside a research mentor to experience all that goes into a study from the very beginning — from writing a grant proposal to analyzing results, publishing findings and communicating the science.

“Research adds so much richness to the learning process and gives students a unique product that is different from their classes or internships,” Rawlinson said.

5. A deeper understanding of a career path

Participating in research gives students the opportunity to better understand their field of interest, which will make them a better practitioner. It may also completely change their career trajectory! Getting involved in research as early as possible can help students understand what’s in store.

6. Opportunities well past graduation

“The M.P.H. degree is a practitioner degree and effective practitioners must keep up in their field of study, especially considering the rate of change we see in public health,” said Julia R. Varnes, Ph.D., M.P.H., MCHES , director of the UF Master of Public Health program and a clinical associate professor in the department of health services research, management and policy . “Through interactions with researchers, the student develops a broader network and can create lasting relationships in which the researcher might seek them out in the future for their practitioner expertise, involving them in their practice-based research.”

7. Tools to be investigators in their own right

“Being at a research university helps students engage in truly evidence-based practice in their future careers,” said Karen Wheeler Hegland, Ph.D., CCC-SLP , director of the UF Master of Arts in Communication Sciences and Disorders program and an associate professor in the department of speech, language, and hearing sciences . “I tell our master’s students that they aren’t technicians; they are clinical scientists whose research is patient evaluation and management. What works for one patient may not work for another, so they are constantly challenged to formulate hypotheses and assess their outcomes for effectiveness.”  

8. Expertise to take into practice

As a student in the master’s program in communication sciences and disorders, Valeria Gonzalez Perez, M.A., CCC-SLP, a 2023 graduate, collaborated with faculty on a study of health care utilization disparities among the Deaf community. Their published findings, with Gonzalez Perez as lead author, won the Editor’s Award from the American Speech-Language-Hearing Association journal Perspectives. Now a speech-language pathologist in Miami, research continues to play an important role in Gonzalez Perez’s practice.

“I am always applying the latest evidence-based practices to provide the best therapy to my patients,” she said.

Fifty reasons Why research is important to students

Research is important for students because it helps them develop critical thinking and problem-solving skills, as well as gain a deeper understanding of a subject. It also helps them become independent learners and prepares them for future academic and professional endeavors. Additionally, research can also foster creativity and innovation, and can lead to new discoveries and advancements in various fields.

• Helps students develop critical thinking and problem-solving skills
• Allows students to explore and gain a deeper understanding of a subject
• Provides students with the opportunity to make new discoveries and contributions to their field of study
• Enhances students’ ability to analyze and interpret data
• Encourages students to be curious and ask questions
• Helps students develop strong research and writing skills
• Allows students to gain practical experience in their field of study
• Helps students understand the scientific method and the process of experimentation
• Allows students to develop a sense of independence and self-motivation
• Helps students to gain confidence in their abilities
• Enables students to learn how to work in teams
• Allows students to conduct original research and contribute to the advancement of knowledge
• Helps students to develop expertise in a specific area
• Enhances students’ job and career prospects
• Allows students to participate in undergraduate research programs
• Helps students to develop a sense of responsibility and ethics
• Allows students to gain hands-on experience in their field of study
• Helps students to develop time management and organization skills
• Allows students to gain experience in data analysis and interpretation
• Helps students to understand the importance of replication and reproducibility in research
• Allows students to gain experience in statistical analysis
• Helps students to understand the importance of literature review and citation
• Allows students to gain experience in project management
• Helps students to understand the importance of research design and methodology
• Allows students to gain experience in writing scientific papers and reports
• Helps students to understand the importance of research ethics and integrity
• Allows students to gain experience in presenting research findings
• Helps students to develop a sense of scientific curiosity and wonder
• Allows students to gain experience in lab techniques and equipment
• Allows students to gain experience in data management and organization
• Helps students to develop a sense of creativity and innovation
• Allows students to gain experience in interdisciplinary research
• Helps students to understand the importance of collaboration and networking
• Allows students to gain experience in grant writing
• Helps students to understand the importance of research dissemination and communication
• Allows students to gain experience in working with human subjects
• Helps students to understand the importance of research funding and resources
• Allows students to gain experience in using technology and software for research
• Helps students to understand the importance of research impact and societal relevance
• Allows students to gain experience in working with diverse populations
• Helps students to understand the importance of research policy and advocacy
• Allows students to gain experience in working in international and global contexts
• Helps students to understand the importance of research sustainability and scalability
• Allows students to gain experience in working in industry and government
• Helps students to understand the importance of research regulation and compliance
• Allows students to gain experience in mentoring and supervising others
• Helps students to understand the importance of research evaluation and assessment
• Allows students to gain experience in working with non-academic partners
• Helps students to understand the importance of research as a lifelong learning process

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Student mental health is in crisis. Campuses are rethinking their approach

Amid massive increases in demand for care, psychologists are helping colleges and universities embrace a broader culture of well-being and better equipping faculty to support students in need

Vol. 53 No. 7 Print version: page 60

• Mental Health

By nearly every metric, student mental health is worsening. During the 2020–2021 school year, more than 60% of college students met the criteria for at least one mental health problem, according to the Healthy Minds Study, which collects data from 373 campuses nationwide ( Lipson, S. K., et al., Journal of Affective Disorders , Vol. 306, 2022 ). In another national survey, almost three quarters of students reported moderate or severe psychological distress ( National College Health Assessment , American College Health Association, 2021).

Even before the pandemic, schools were facing a surge in demand for care that far outpaced capacity, and it has become increasingly clear that the traditional counseling center model is ill-equipped to solve the problem.

“Counseling centers have seen extraordinary increases in demand over the past decade,” said Michael Gerard Mason, PhD, associate dean of African American Affairs at the University of Virginia (UVA) and a longtime college counselor. “[At UVA], our counseling staff has almost tripled in size, but even if we continue hiring, I don’t think we could ever staff our way out of this challenge.”

Some of the reasons for that increase are positive. Compared with past generations, more students on campus today have accessed mental health treatment before college, suggesting that higher education is now an option for a larger segment of society, said Micky Sharma, PsyD, who directs student life’s counseling and consultation service at The Ohio State University (OSU). Stigma around mental health issues also continues to drop, leading more people to seek help instead of suffering in silence.

But college students today are also juggling a dizzying array of challenges, from coursework, relationships, and adjustment to campus life to economic strain, social injustice, mass violence, and various forms of loss related to Covid -19.

As a result, school leaders are starting to think outside the box about how to help. Institutions across the country are embracing approaches such as group therapy, peer counseling, and telehealth. They’re also better equipping faculty and staff to spot—and support—students in distress, and rethinking how to respond when a crisis occurs. And many schools are finding ways to incorporate a broader culture of wellness into their policies, systems, and day-to-day campus life.

“This increase in demand has challenged institutions to think holistically and take a multifaceted approach to supporting students,” said Kevin Shollenberger, the vice provost for student health and well-being at Johns Hopkins University. “It really has to be everyone’s responsibility at the university to create a culture of well-being.”

Higher caseloads, creative solutions

The number of students seeking help at campus counseling centers increased almost 40% between 2009 and 2015 and continued to rise until the pandemic began, according to data from Penn State University’s Center for Collegiate Mental Health (CCMH), a research-practice network of more than 700 college and university counseling centers ( CCMH Annual Report , 2015 ).

That rising demand hasn’t been matched by a corresponding rise in funding, which has led to higher caseloads. Nationwide, the average annual caseload for a typical full-time college counselor is about 120 students, with some centers averaging more than 300 students per counselor ( CCMH Annual Report , 2021 ).

“We find that high-caseload centers tend to provide less care to students experiencing a wide range of problems, including those with safety concerns and critical issues—such as suicidality and trauma—that are often prioritized by institutions,” said psychologist Brett Scofield, PhD, executive director of CCMH.

To minimize students slipping through the cracks, schools are dedicating more resources to rapid access and assessment, where students can walk in for a same-day intake or single counseling session, rather than languishing on a waitlist for weeks or months. Following an evaluation, many schools employ a stepped-care model, where the students who are most in need receive the most intensive care.

Given the wide range of concerns students are facing, experts say this approach makes more sense than offering traditional therapy to everyone.

“Early on, it was just about more, more, more clinicians,” said counseling psychologist Carla McCowan, PhD, director of the counseling center at the University of Illinois at Urbana-Champaign. “In the past few years, more centers are thinking creatively about how to meet the demand. Not every student needs individual therapy, but many need opportunities to increase their resilience, build new skills, and connect with one another.”

Students who are struggling with academic demands, for instance, may benefit from workshops on stress, sleep, time management, and goal-setting. Those who are mourning the loss of a typical college experience because of the pandemic—or facing adjustment issues such as loneliness, low self-esteem, or interpersonal conflict—are good candidates for peer counseling. Meanwhile, students with more acute concerns, including disordered eating, trauma following a sexual assault, or depression, can still access one-on-one sessions with professional counselors.

As they move away from a sole reliance on individual therapy, schools are also working to shift the narrative about what mental health care on campus looks like. Scofield said it’s crucial to manage expectations among students and their families, ideally shortly after (or even before) enrollment. For example, most counseling centers won’t be able to offer unlimited weekly sessions throughout a student’s college career—and those who require that level of support will likely be better served with a referral to a community provider.

“We really want to encourage institutions to be transparent about the services they can realistically provide based on the current staffing levels at a counseling center,” Scofield said.

The first line of defense

Faculty may be hired to teach, but schools are also starting to rely on them as “first responders” who can help identify students in distress, said psychologist Hideko Sera, PsyD, director of the Office of Equity, Inclusion, and Belonging at Morehouse College, a historically Black men’s college in Atlanta. During the pandemic, that trend accelerated.

“Throughout the remote learning phase of the pandemic, faculty really became students’ main points of contact with the university,” said Bridgette Hard, PhD, an associate professor and director of undergraduate studies in psychology and neuroscience at Duke University. “It became more important than ever for faculty to be able to detect when a student might be struggling.”

Many felt ill-equipped to do so, though, with some wondering if it was even in their scope of practice to approach students about their mental health without specialized training, Mason said.

Schools are using several approaches to clarify expectations of faculty and give them tools to help. About 900 faculty and staff at the University of North Carolina have received training in Mental Health First Aid , which provides basic skills for supporting people with mental health and substance use issues. Other institutions are offering workshops and materials that teach faculty to “recognize, respond, and refer,” including Penn State’s Red Folder campaign .

Faculty are taught that a sudden change in behavior—including a drop in attendance, failure to submit assignments, or a disheveled appearance—may indicate that a student is struggling. Staff across campus, including athletic coaches and academic advisers, can also monitor students for signs of distress. (At Penn State, eating disorder referrals can even come from staff working in food service, said counseling psychologist Natalie Hernandez DePalma, PhD, senior director of the school’s counseling and psychological services.) Responding can be as simple as reaching out and asking if everything is going OK.

Referral options vary but may include directing a student to a wellness seminar or calling the counseling center to make an appointment, which can help students access services that they may be less likely to seek on their own, Hernandez DePalma said. Many schools also offer reporting systems, such as DukeReach at Duke University , that allow anyone on campus to express concern about a student if they are unsure how to respond. Trained care providers can then follow up with a welfare check or offer other forms of support.

“Faculty aren’t expected to be counselors, just to show a sense of care that they notice something might be going on, and to know where to refer students,” Shollenberger said.

At Johns Hopkins, he and his team have also worked with faculty on ways to discuss difficult world events during class after hearing from students that it felt jarring when major incidents such as George Floyd’s murder or the war in Ukraine went unacknowledged during class.

Many schools also support faculty by embedding counselors within academic units, where they are more visible to students and can develop cultural expertise (the needs of students studying engineering may differ somewhat from those in fine arts, for instance).

When it comes to course policy, even small changes can make a big difference for students, said Diana Brecher, PhD, a clinical psychologist and scholar-in-residence for positive psychology at Toronto Metropolitan University (TMU), formerly Ryerson University. For example, instructors might allow students a 7-day window to submit assignments, giving them agency to coordinate with other coursework and obligations. Setting deadlines in the late afternoon or early evening, as opposed to at midnight, can also help promote student wellness.

At Moraine Valley Community College (MVCC) near Chicago, Shelita Shaw, an assistant professor of communications, devised new class policies and assignments when she noticed students struggling with mental health and motivation. Those included mental health days, mindful journaling, and a trip with family and friends to a Chicago landmark, such as Millennium Park or Navy Pier—where many MVCC students had never been.

Faculty in the psychology department may have a unique opportunity to leverage insights from their own discipline to improve student well-being. Hard, who teaches introductory psychology at Duke, weaves in messages about how students can apply research insights on emotion regulation, learning and memory, and a positive “stress mindset” to their lives ( Crum, A. J., et al., Anxiety, Stress, & Coping , Vol. 30, No. 4, 2017 ).

Along with her colleague Deena Kara Shaffer, PhD, Brecher cocreated TMU’s Thriving in Action curriculum, which is delivered through a 10-week in-person workshop series and via a for-credit elective course. The material is also freely available for students to explore online . The for-credit course includes lectures on gratitude, attention, healthy habits, and other topics informed by psychological research that are intended to set students up for success in studying, relationships, and campus life.

“We try to embed a healthy approach to studying in the way we teach the class,” Brecher said. “For example, we shift activities every 20 minutes or so to help students sustain attention and stamina throughout the lesson.”

Creative approaches to support

Given the crucial role of social connection in maintaining and restoring mental health, many schools have invested in group therapy. Groups can help students work through challenges such as social anxiety, eating disorders, sexual assault, racial trauma, grief and loss, chronic illness, and more—with the support of professional counselors and peers. Some cater to specific populations, including those who tend to engage less with traditional counseling services. At Florida Gulf Coast University (FGCU), for example, the “Bold Eagles” support group welcomes men who are exploring their emotions and gender roles.

The widespread popularity of group therapy highlights the decrease in stigma around mental health services on college campuses, said Jon Brunner, PhD, the senior director of counseling and wellness services at FGCU. At smaller schools, creating peer support groups that feel anonymous may be more challenging, but providing clear guidelines about group participation, including confidentiality, can help put students at ease, Brunner said.

Less formal groups, sometimes called “counselor chats,” meet in public spaces around campus and can be especially helpful for reaching underserved groups—such as international students, first-generation college students, and students of color—who may be less likely to seek services at a counseling center. At Johns Hopkins, a thriving international student support group holds weekly meetings in a café next to the library. Counselors typically facilitate such meetings, often through partnerships with campus centers or groups that support specific populations, such as LGBTQ students or student athletes.

“It’s important for students to see counselors out and about, engaging with the campus community,” McCowan said. “Otherwise, you’re only seeing the students who are comfortable coming in the door.”

Peer counseling is another means of leveraging social connectedness to help students stay well. At UVA, Mason and his colleagues found that about 75% of students reached out to a peer first when they were in distress, while only about 11% contacted faculty, staff, or administrators.

“What we started to understand was that in many ways, the people who had the least capacity to provide a professional level of help were the ones most likely to provide it,” he said.

Project Rise , a peer counseling service created by and for Black students at UVA, was one antidote to this. Mason also helped launch a two-part course, “Hoos Helping Hoos,” (a nod to UVA’s unofficial nickname, the Wahoos) to train students across the university on empathy, mentoring, and active listening skills.

At Washington University in St. Louis, Uncle Joe’s Peer Counseling and Resource Center offers confidential one-on-one sessions, in person and over the phone, to help fellow students manage anxiety, depression, academic stress, and other campus-life issues. Their peer counselors each receive more than 100 hours of training, including everything from basic counseling skills to handling suicidality.

Uncle Joe’s codirectors, Colleen Avila and Ruchika Kamojjala, say the service is popular because it’s run by students and doesn’t require a long-term investment the way traditional psychotherapy does.

“We can form a connection, but it doesn’t have to feel like a commitment,” said Avila, a senior studying studio art and philosophy-neuroscience-psychology. “It’s completely anonymous, one time per issue, and it’s there whenever you feel like you need it.”

As part of the shift toward rapid access, many schools also offer “Let’s Talk” programs , which allow students to drop in for an informal one-on-one session with a counselor. Some also contract with telehealth platforms, such as WellTrack and SilverCloud, to ensure that services are available whenever students need them. A range of additional resources—including sleep seminars, stress management workshops, wellness coaching, and free subscriptions to Calm, Headspace, and other apps—are also becoming increasingly available to students.

Those approaches can address many student concerns, but institutions also need to be prepared to aid students during a mental health crisis, and some are rethinking how best to do so. Penn State offers a crisis line, available anytime, staffed with counselors ready to talk or deploy on an active rescue. Johns Hopkins is piloting a behavioral health crisis support program, similar to one used by the New York City Police Department, that dispatches trained crisis clinicians alongside public safety officers to conduct wellness checks.

A culture of wellness

With mental health resources no longer confined to the counseling center, schools need a way to connect students to a range of available services. At OSU, Sharma was part of a group of students, staff, and administrators who visited Apple Park in Cupertino, California, to develop the Ohio State: Wellness App .

Students can use the app to create their own “wellness plan” and access timely content, such as advice for managing stress during final exams. They can also connect with friends to share articles and set goals—for instance, challenging a friend to attend two yoga classes every week for a month. OSU’s apps had more than 240,000 users last year.

At Johns Hopkins, administrators are exploring how to adapt school policies and procedures to better support student wellness, Shollenberger said. For example, they adapted their leave policy—including how refunds, grades, and health insurance are handled—so that students can take time off with fewer barriers. The university also launched an educational campaign this fall to help international students navigate student health insurance plans after noticing below average use by that group.

Students are a key part of the effort to improve mental health care, including at the systemic level. At Morehouse College, Sera serves as the adviser for Chill , a student-led advocacy and allyship organization that includes members from Spelman College and Clark Atlanta University, two other HBCUs in the area. The group, which received training on federal advocacy from APA’s Advocacy Office earlier this year, aims to lobby public officials—including U.S. Senator Raphael Warnock, a Morehouse College alumnus—to increase mental health resources for students of color.

“This work is very aligned with the spirit of HBCUs, which are often the ones raising voices at the national level to advocate for the betterment of Black and Brown communities,” Sera said.

Despite the creative approaches that students, faculty, staff, and administrators are employing, students continue to struggle, and most of those doing this work agree that more support is still urgently needed.

“The work we do is important, but it can also be exhausting,” said Kamojjala, of Uncle Joe’s peer counseling, which operates on a volunteer basis. “Students just need more support, and this work won’t be sustainable in the long run if that doesn’t arrive.”

Further reading

Overwhelmed: The real campus mental-health crisis and new models for well-being The Chronicle of Higher Education, 2022

Mental health in college populations: A multidisciplinary review of what works, evidence gaps, and paths forward Abelson, S., et al., Higher Education: Handbook of Theory and Research, 2022

Student mental health status report: Struggles, stressors, supports Ezarik, M., Inside Higher Ed, 2022

Before heading to college, make a mental health checklist Caron, C., The New York Times, 2022

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September 16, 2024

Four Huskers serve as NSRI interns with U.S. Strategic Command

What started as a nine-week immersion in strategic deterrence research with the potential to brief leadership from U.S. Strategic Command resulted in two high-level briefs at the command’s headquarters, Offutt Air Force Base in Omaha.

Through their leadership, diligence and skills, the 2024 National Strategic Research Institute Strategic Deterrence Interns — 11 undergraduate and graduate students, including four from the University of Nebraska–Lincoln — contributed to two research projects that will help advance the nation’s deterrence. The results of their work are multiplying forward.

The four Huskers who were chosen for the program are:

• Grady Henexson, senior in computer engineering and member of Navy ROTC;
• Hayley Hogan, junior in mechanical engineering;
• Gael Perez, junior in electrical engineering; and
• John Vonnes, senior in political science.

“Presenting our poster at the Deterrence Symposium was a great opportunity to share the research we did with world leaders and contribute to the knowledge of the threat landscape,” said Kaitlin McFadden, an intern from the the United States Military Academy West Point. “It allowed us to collaborate with the people who can then use it to help keep America and democracy safe in an ever-changing and evolving global atmosphere. I am extremely grateful for NSRI and the Symposium. 

NSRI serves as USSTRATCOM’s University Affiliated Research Center, designated by the U.S. Department of Defense and affiliated with the University of Nebraska system. To support the command’s Joint Electromagnetic Spectrum Operations mission, one cohort of interns delivered a proof of concept for increasing radio frequency signal reliability, which will be enhanced in the coming months at the University of Nebraska–Lincoln. The other cohort investigated how competitor nations perceive deterrence concepts. The results of their work will be transitioned to a journal article for publication by the Nebraska Deterrence Lab at the University of Nebraska at Omaha.

“I think we have a game-changing workforce development initiative here that really maximizes stakeholder interests,” said Chris Luther, NSRI internship director and senior operations analyst. “For nine weeks, we immerse civilian interns and military cadets together under the guidance of a University of Nebraska professor to research a current DOD problem. In addition to getting research support for some of its hard problems, USSTRATCOM connects with key civilian talent who want to be a part of the command’s future workforce.”

In August, the interns provided technical out-briefs to members of the Joint Electromagnetic Spectrum Operations Enterprise Center and J5 Plans and Policy Directorate. The next day, the interns provided a formal summary briefing to Rear Admiral Thomas Buchanan, director of USSTRATCOM Plans and Policy and one of the command’s senior leaders.

Led by Andrew Harms, assistant professor of electrical and computer engineering at the University of Nebraska–Lincoln and an NSRI fellow, the interns investigated concepts that could significantly reduce or eliminate unwanted effects of competing radio frequency signals within a defined spectrum. Considering how crowded the radio frequency environment is becoming with increasing demand from commercial wireless communications, “spectrum sharing” technologies like this are increasingly needed to improve both the clarity and reliability of the Department of Defense’s priority signals.

Using a software defined radio platform for demonstration, the interns developed initial algorithms for active signal cancellation using adaptive filtering techniques. The next steps are to extend the approach to other types of waveforms and systems and to test in other types of scenarios, which Harms will carry forward in his lab at the College of Engineering.

“This was an important experience because I got to learn about software defined radio and its increasing importance with the rise of people and companies using the radio spectrum,” said Hayley Hogan, a mechanical engineering major at UNL. “Being in this internship also convinced me to pursue a computer science minor and to consider going for my master’s degree in engineering.”

Michelle Black, associate professor of political science at UNO, director of the Nebraska Deterrence Lab and NSRI fellow, led the cohort of interns focused on exploring and describing how competitor nations use and understand concepts related to deterrence, including differences in language and cultural meaning. Rising to Black’s challenge, the interns developed actionable results for USSTRATCOM that will help inform their planners. They also proposed new research methods that could help defense leaders continue to understand deterrence from different perspectives.

“I have learned an immense amount about strategic deterrence, ranging from terminology to the differences between how competitor nations, specifically China, view deterrence in contrast to the Western lens,” said Edward Torres, a U.S. Army ROTC and international public affairs major at Brown University. “I think the No. 1 takeaway from USSTRATCOM’s mission is that we use our nuclear arsenal every day and that deterrence will always be an ongoing mission. Because of this internship, I am now considering entering a functional area of the U.S. Army that focuses on strategic deterrence policy when I am eligible for it.”

This year’s interns significantly contributed to NSRI’s pursuit of novel research for the nation’s warfighters and decision makers. Their work spanned direct deliverables for USSTRATCOM’s missions, ongoing research with lasting impact and personal growth through skill-building and career path refinement. In the process, the NSRI fellows advanced NSRI’s goals, enhanced resumes and developed professional skills.

“Prior to this experience, I didn’t realize just how much goes into ‘deterrence’ and everything it entails,” said Daniel Brinkman, UNO computer science graduate student. “I think everyone knows that USSTRATCOM is the nuclear command, but many people aren’t as aware of how much of that mission revolves around preventing their use. This experience exposed me to how many research positions there are within the defense space and gave me quite a few new opportunities to consider.”

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YouTube Video Link for a video about the Plastino Scholars Program: youtube.com/watch?v=l3VOLi8V4XU

THE DAVID A. PLASTINO SCHOLARS PROGRAM

The Plastino Scholars Program was established in 2007 by a gift from UD alumnus David A. Plastino to help outstanding University of Delaware undergraduate students realize their dreams by supporting them in self-designed, off-campus learning experiences that create a difference in their lives and in the lives of others.

The grants provide funds that make a transformational difference in the lives of Plastino Scholars and enable them to pursue a passionate interest to a degree not otherwise possible.

Learn more about the Plastino Scholars Program

The David A. Plastino Program awards study grants to selected undergraduate students who exhibit extraordinary talent, promise and imagination.

Normally, around four to six Plastino Scholars will be awarded each yearThe amount of each award will depend on the nature of the experience proposed. Except in unusual circumstances, the  maximum individual award will be $6,000 .

Any undergraduate student at the University of Delaware may apply provided that, at the time of application, he or she is enrolled for at least twelve semester hours and has not completed more than five semesters.

Plastino Scholars who have not graduated will serve as "Plastino Ambassadors" after they complete their experience. When they return, they will bring their knowledge back to the University of Delaware community. Therefore, only returning students are eligible.​

Information Presentation for Applicants

Read about Past Plastino Scholar Participants

How are Plastino Scholars selected?

In order to be chosen as a Plastino Scholar, a student must present convincing evidence of exceptional intellectual, creative, civic or leadership ability through the application materials, written recommendations and a personal interview before the Scholars Selection Committee.​

The student must propose an experience that will allow the pursuit of a passionate interest that goes well beyond the scope of an academic course, normal summer job, internship or enrichment program. Seeking support for an internship which is offered by organizations which regularly provide such opportunities to volunteers may not qualify for a Plastino award; the key to being considered for a Plastino Scholar award is that the proposed project is  self-designed  and  unique .​

In short, to become a Plastino Scholar, a student must demonstrate:

• Exceptional ability and promise in some realm of endeavor that is within the University's mission to foster
• ​A compelling commitment to that endeavor
• The imagination and resourcefulness to plan an experience likely to permit the expression of that ability in a way and to a degree not otherwise possible.​​

How to write a successful proposal?

Any undergraduate student at the University of Delaware may apply for a David A. Plastino Scholar Award provided that, at the time of application, he or she is enrolled for at least twelve semester hours and has not completed more than five semesters. 

In order to be chosen as a Plastino Scholar, a student must present convincing evidence of exceptional intellectual, creative, civic or leadership ability through the application materials, written recommendations and a personal interview before the Scholars Selection Committee. The annual deadline for applications is in early December. Finalists are notified in mid-February.

All student proposals must include:

• A 250-word abstract  of the proposed experience, detailing the nature of the project, the location, and the duration.
• A longer narrative of no more than 5000 words  which explores the project in full, demonstrating the degree of knowledge the student has about the proposed experience and its objectives.
• Two letters of recommendation ; one must be from a professor.
• A detailed budget  demonstrating that the student has thought out all expenditures related to the proposed experience.​

How to prepare a budget?

You must make sure your proposal budget is not only clear and organized, but also covers all that you may need to complete your project. Several things to consider:

​​​Formatti​​ng

Good budgets are organized. They should be presented in a table, with headers at the top of each column (such as “Item," “Description," “Cost in Local Currency," and “Cost in USD"). Group the rows of expenses into categories (“Transportation," “Housing," “Meals," “Incidentals"). Depending on the complexity of your budget, it may be helpful to provide a subtotal for each category. The Plastino Selection committee should be able to quickly look at the file and have a clear understanding of how you would spend your award.

​​W​hat to In​​clude

Each Plastino budget is unique, but most include the following:

• Transportation to/from the project site (and – if needed – an airport shuttle/taxi)
• Daily transportation at the project location (i.e. a bus pass, etc.)
• Accommodation
• Three meals every day, as well as any extra for snacks and/or bottled water
• Any necessary insurance (for projects outside of the U.S.; check with the UD Center for Global Programs and Services for requirements)
• Incidentals such as visas or vaccines

Depending on your project location, it may be appropriate to visit an important museum or monument (e.g. the Taj Mahal if you will be close to Delhi, India). Feel free to include this type of item on your budget if you feel it will add to your research and experience.

What can't be included in your budget

Expensive equipment, gifts to host families, tourist trips that use more than a small portion of your funding. The Plastino Scholars Award cannot be used to support an organization that requests funding for you to participate in its program. If you have questions about this, contact  [email protected] .​

Students must also provide  two letters of recommendation ; one must be from a professor.

All proposals and letters must be received by December 11, 2023, via email to the address given on the application form.

2024 Plastino Scholars

2023 plastino scholars, 2022 plastino scholars.

​Apply for th​e Pl​astino Scholar Program​​​ >

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Welcome to the Texas Southern University Long COVID Research Hub

Posted on Friday, September 13, 2024

The Texas Southern University Center for Transformative Health and the COVID Research Institute is a gateway to trailblazing discoveries and insights into the impact of Long COVID among traditionally underrepresented and underserved populations and communities. As a leading educational and research institution dedicated to advancing knowledge and fostering community health, at TSU, we are proud to present this platform as a resource for researchers, healthcare professionals, students and the broader community.

Exploring Long COVID in Traditionally Underrepresented and Underserved Populations and Communities

At Texas Southern University, we recognize the unique challenges faced by traditionally underrepresented and underserved populations and communities affected by Long COVID. Our research initiatives delve into:

• Understanding Symptom Variability: Investigating how Long COVID manifests differently in traditionally underrepresented and underserved populations and communities, including symptom severity and duration.
• Health Disparities: Addressing disparities in access to healthcare and treatment outcomes related to Long COVID among members of traditionally underrepresented and underserved populations and communities.
• Community Impact: Examining the broader social, economic, and psychological effects of Long COVID on traditionally underrepresented and underserved populations, families and communities in Houston.

Collaborative Approach to Research

Our dedicated team of researchers, clinicians, and community partners is committed to collaborative efforts aimed at:

• Developing Effective Treatments: Pioneering new treatment protocols and holistic health interventions tailored to the needs of Long COVID patients.
• Promoting Health Equity: Advocating for policies and practices that promote equitable access to healthcare and support services.

Engage and Learn

Explore our research findings, participate in ongoing studies, and discover resources designed to support individuals and families affected by Long COVID. Together, we strive to empower our community through knowledge, compassion, and innovation.

Thank you for joining us on this journey towards understanding and addressing Long COVID in traditionally underrepresented and underserved populations and communities. Together, we can make a meaningful difference in the lives of those impacted.

Please, take the time to explore the Center for Transformative Health at Texas Southern University and learn more about the COVID Research Institute. Kindly share the site with your loved ones, friends and associates.

Category: Alumni, Students, Faculty & Staff, News Media

Keywords: Texas Southern University, Long COVID, Research Hub, COVID-19, Coronavirus

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UConn Today

September 16, 2024 | Kimberly Phillips

By Helping Babies, UConn Nursing Student Aims to Help Everyone Else

Her summer research project studied pharmaceutical methods of neonatal resuscitation and ways to streamline what many nurses describe as a complicated process

Meijin Hsiao '26 (NURS) poses for a photo with an infant-sized nursing manikin in one of the nursing simulation labs in the Widmer Wing of Storrs Hall on Sept. 6, 2024. (Sydney Herdle/UConn Photo)

When Meijin Hsiao ’26 (NUR) started to seriously consider a career in medicine, she felt a calling to care for older adults in the field of geriatrics. Simply put, she says, the elderly shouldn’t be left behind.

Now, as she finishes a research summer focused on newborns and the labor and delivery nurses who help bring them into the world, she says she’s drawn to the field that cares for those when they take their first breath.

But her reasoning circles back to that original desire to serve the oldest among us.

“Babies are the future. They’re the next generation and the ones we rely on as we age. We need babies to be healthy and grow into strong adults who can take care of us when we’re older,” she says. “They’re supposed to move society to the next level, create new ideas, and make humankind even stronger.”

It’s why her summer research project, which received support from a Summer Undergraduate Research Fund (SURF) award through the Office of Undergraduate Research , studied pharmaceutical methods of neonatal resuscitation and ways to streamline what many nurses describe as a complicated process.

“This is not just a regular Honors project in my heart,” Hsiao says. “This is something that could benefit everyone, including future babies.”

The School of Nursing junior who started her clinical rotations this semester but has been working at the Hospital of Central Connecticut in New Britain for nearly two years, surveyed registered nurses and nurse practitioners from throughout the state on their secondary traumatic stress during neonatal resuscitation.

The project was sparked by a conversation with her advisor, Carrie Eaton, about how stressful the process of neonatal resuscitation is for nurses, who are the ones in the delivery room charged with performing the procedure.

When necessary, nurses perform manual CPR on newborns, including chest compressions and giving breaths, Hsiao explains, and when that doesn’t work, they move to pharmaceutical intervention by administering a stimulant to restart the heart.

To determine how much epinephrine, the drug that’s most commonly used, to give the baby, they first need to determine the baby’s birth weight with the umbilical cord not yet cut to estimate the fetal weight.

Simultaneously, in this complex process that requires exceptional teamwork, the nurse assists the resuscitation team with access for medication administration. They also must calculate the correct dose of epinephrine in milligrams per kilogram based on the baby’s weight and then convert it to milliliters for administration – all under intense pressure.

They turn to a flow chart and use the information to figure out the correct dose, she adds. It’s this flow chart she’s most critical of because using it can be a cumbersome challenge in a time of urgency.

Further, there are multiple brands of epinephrine sold to hospitals with each having their own adaptors and connectors to draw up the medication, along with different dosages based on whether it’s administered intravenously or via endotracheal tube.

What’s more, nurses don’t necessarily know which brand is at the ready because it can’t be opened until they need it, making each situation even more unique.

“It’s stressful on the nurses because of what they’re dealing with, but it’s also stressful on the parents. It’s scary to see your child resuscitated right after birth,” Hsiao says. “It’s a heartbreaking scene, and in the free response part of my survey, some labor and delivery nurses mentioned that the toughest part is when the parents see all this happening and they’re not able to provide any comfort or consolation.”

About 10% of newborns require resuscitation. Sometimes it’s unexpected and happens in an uncomplicated pregnancy. Other times the medical team may consider it a probability, as in the case of a pre-term delivery.

Hsiao says her research shows that while all this is happening – in a space of about two minutes, because each second without oxygen can be detrimental – nurses are assessing whether they’ll need to use other pharmaceuticals to counteract a drug or multiple drugs that could have been passed from mother to baby.

“Babies are so delicate,” she says, “to the point that during CPR you can’t even squeeze the air bag too much because their lungs will inflate too far. They have weaker rib cages when doing compressions, and they breathe faster than adults, so their lungs need to be inflated more frequently.”

Hsiao says many of the nurses who filled out her survey indicated they also dread neonatal resuscitation because they don’t have much experience with it. Some hospitals have dedicated teams on standby for emergencies, and nurses who work in the NICU, or neonatal intensive care units, also are well versed. But nurses at small or rural hospitals might seldom need to use it.

Skills get rusty, despite regular training that might be only adequate to begin with, Hsiao adds.

“My heart just broke when I read some of the deeply personal stories from the nurses who participated in the survey,” she says. “I don’t like hearing about babies dying, and I want to prevent that.”

For Hsiao that starts with studying the nursing experience and one day suggesting ways to improve the dosage chart, so more babies can survive.

“To be honest, my parents wanted me to become an MD, but I like nursing because of the patient care side of it,” she says. “Doctors treat the disease, but nurses treat the patient, and I want a connection with my patients. I can’t see myself not going into nursing, it was just a calling.”

Her senior year in 2025-26 will bring a labor and delivery clinical rotation, and for her capstone rotation she says she’s likely to look for a NICU placement.

“I love babies. I’ve always loved babies,” Hsiao says, recalling that the first baby she ever held was her cousin when she was 8 and visiting family in Vietnam. “It just instantly clicked with me once my aunt gave me my cousin to hold. It was so easy. I instantly knew what to do with her in my arms. It was a special feeling.”

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