Workshop agenda. Participants-what brought you here today?UNC-Chapel Hill GRC programUW Graduate Mentor programCase studies- what changes would need to be made to adapt these programs on other campuses?Reports and wrap-up. Participant introductions. Name, campus, role(s)What are you hoping to
1. Supporting faculty involvement in undergraduate research: the graduate student role Patricia Pukkila, U. North Carolina-Chapel Hill
Janice DeCosmo, U. Washington
AAC&U Creativity, Inquiry and Discovery conference
November 12, 2010
2. Workshop agenda Participants-what brought you here today?
UNC-Chapel Hill GRC program
UW Graduate Mentor program
Case studies- what changes would need to be made to adapt these programs on other campuses?
Reports and wrap-up
3. Participant introductions Name, campus, role(s)
What are you hoping to take away from this workshop today?
4. GRC program elements Faculty apply for funds to support a Graduate Research Consultant (GRC) to transform a “course project” into a research project
GRCs collaborate with faculty on the course research component and are paid for 30 hours/semester at the Teaching Assistant rate
GRCs coach the undergrads on research design, appropriate methods, and communicating results
RULE #1: Class time must be devoted to the projects of student inquiry
RULE #2: GRCs coach and do not grade
5. An example from the social sciences-The sociology of Islam BEFORE Students were introduced to the importance, diversity, and recent transformations of the Islamic world
Students reflected on their own and other belief systems through readings, discussions, and a term paper
50 students/class AFTER Students developed research skills, including interviews, surveys, analysis
Class designed a survey concerning Americans' knowledge about and attitudes towards Islam and Muslims, administered over spring break, used as basis of term paper with coaching on SPSS from GRC
6. Other examples Cancer biology
BEFORE: students gave oral reports on oncogenes
AFTER: students met with the GRC to brainstorm about next experiments, so the reports focused on research proposals
Reading and writing women’s lives
BEFORE: students learned the genre of biography
AFTER: the GRC coached the students on investigating primary resources, interviewing, and constructing an archive and the resulting biographies were contributed to the archive
7. GRC program assessment
8. How many faculty does it take to change a light bulb?
9. GRC program growth
10. Supporting Graduate and Post-doctoral Co-mentors of undergraduates at UW
11. Support for Graduate and Post-doc Co-mentors
12. Graduate co-mentor workshop themes
13. Graduate co-mentor workshop feedback
14. The spread of innovations
15. Case studies in adapting programs GRC program For faculty:
Select an undergraduate course that could be changed to include a research component
What is the nature of inquiry in this discipline?
How might students experience these qualities in a course?
If you changed the course, what would be the benefit?
How might a GRC help?
How coordinate/publicize faculty effort?
Graduate Co-Mentor support For faculty and administrators
- Identify campus need regarding graduate student mentors (i.e., training, structures/materials, recognition, etc.) and define steps to implement one of the strategies discussed.
- Who are your campus partners in this effort? How can you draw in collaborators for efficiency/expertise?
- How will you identify success? impact on undergraduate research?
17. Intended outcomes Describe program models
Explore administrative approaches to encouraging inquiry-based approaches in courses
Consider the implementation of strategies to improve the experiences of graduate students who mentor undergraduates
Network with your colleagues
18. Thank you! Patricia Pukkila, U. North Carolina-Chapel Hill
Janice DeCosmo, U. Washington Seattle
19. Mentoring Resources Pfund, C., Pribbenow, C., Branchaw, J., Miller Lauffer, S., and Handelsman, J. (2006). The merits of training mentors, Science (311: 473-474).
2. Handelsman, J., Pfund, C., Miller Lauffer, S., and Pribbenow, C. (2005). Entering mentoring: A seminar to train a new generation of scientists. The Wisconsin Program for Scientific Teaching, University of Wisconsin.
3. Keeling, S. (2003).Advising the millennial generation, NACADA Journal, 23 (1&2), 30-36.
4. MentorNet®: The E-Mentoring Network for Diversity in Engineering and Science National Academy of Sciences, National Academy of Engineering, and Institute of Medicine (1997)
5. Adviser, teacher, role model, friend: On being a mentor to students in science and engineering.Washington, D.C.: National Academy Press.