Reimagining the Library: Designing Spaces to Meet the Needs of Today’s Students

SPUR

Scholarship and Practice of Undergraduate Research Journal

More Articles in this Issue

Member Content

  • Vignette

    Using Old Space in New Ways to Support Undergraduate Research with Community College Students

    ‐ Thomas B. Higgins, Bernhard Beck-Winchatz, Michael Davis, and Andrew Kruger
    SPUR (2017) 1 (2): https://doi.org/10.18833/spur/1/2/3
  • Vignette

    Building, Designing, and Implementing an Augmented Reality Sandbox Laboratory

    ‐ Bryan Dawson, Chuck Robertson, Steven Lloyd, and Markus Hitz
    SPUR (2017) 1 (2): https://doi.org/10.18833/spur/1/2/1
  • Practice

    Transforming Learning Spaces through Iterative Design to Support Inquiry-Driven Learning

    ‐ Kimberly K. Eby and Laura A. Lukes
    SPUR (2017) 1 (2): https://doi.org/10.18833/spur/1/2/8
    Abstract:

    Through active learning classrooms (ALCs), faculty can rethink and redesign their courses to include more inquirydriven activities and experiences for students. This case study describes one large public institution’s evidencebased and iterative design process for new and redesigned learning spaces. Critical elements include a cross-campus interdisciplinary team charged with planning for learning spaces of the future, the use of data to conceptualize spaces that better support teaching and learning, and the assessment of faculty-student experiences in these new learning spaces. Discussed are professional development programming and support structures for faculty that foster inquiry-driven approaches in the classroom such as faculty learning communities, workshops, and practice sessions; online and crowdsourced resources; sustained course scheduling; and institutional and departmental recognition. Also provided are recommendations for those considering campus learning-space initiatives.

  • Assessment

    Creating a Biology “Studio” to Promote Undergraduate Research

    ‐ Mary Beth Hawkins, Miriam Ferzli, and Lisa Paciulli
    SPUR (2017) 1 (2): https://doi.org/10.18833/spur/1/2/10
    Abstract:

    The Research PackTrack (RP) Program provides authentic research experiences to biology undergraduates in a modified studio environment. In semester 1, students are introduced to the process of scientific inquiry and discourse in a student-centered active learning environment with upside-down pedagogies. In semester 2, students work in a dedicated molecular biology studio that includes a research laboratory and adjoining conference room. Students use equipment and techniques specific to their research questions, gaining competence and expertise through experimental troubleshooting based on weekly results. In the conference room, they perform specialized data analyses and interact with research peers and mentors. Survey responses for learning and self-efficacy show significant gains for RP students in factors associated with science as a process and community of practice. Fourteen percent of RP students received state and national awards for projects presented at scientific conferences, and 60 percent found long-term research opportunities after program completion.

  • Article

    Predicting Undergraduate Council Funding Decisions Using Linear Discriminant Analysis

    ‐ M. Gordon Byrd, and Zhixin Kang
    SPUR (2017) 1 (2): https://doi.org/10.18833/spur/1/2/5
    Abstract:

    The Pembroke Undergraduate Research and Creativity Center’s council assists the director in making funding decisions for the Undergraduate Assistant Scholarship (USA). A rubric was developed to guide the council’s decisions. After the council members have reviewed and rated the USA proposals using a five-point rubric, the proposals then are ranked based on the mean of the ratings. Finally, the council discusses the proposals and makes funding decisions. The Linear Discriminant Analysis (LDA) was used to compare the mean, median, mean after truncation, and coefficient of variation (CV) as independent variables; the dependent variable was a funded or unfunded proposal. The results showed that the mean was the best predictor for this model. Some psychological theories are discussed to explain the results.

  • Article

    Building a Culture of Undergraduate Research: A Case Study

    ‐ Annemarie Nicols-Grinenko, Rachel B. Verni, Jennifer M. Pipitone,Christin P. Bowman, and Vanya Quiñones-Jenab
    SPUR (2017) 1 (2): https://doi.org/10.18833/spur/1/2/13
    Abstract:

    Engaging students in research has the potential to benefit students, faculty, and institutions. The authors present a case study documenting strategic efforts to advance a culture of undergraduate research at Hunter College, City University of New York. Assembling a team, removing obstacles, increasing awareness and engagement, identifying goals, and celebrating accomplishments of undergraduate researchers are discussed. Preliminary findings, including increased engagement in an annual undergraduate research conference as well as higher graduation rates and grade-point averages for students who participated in research, suggest that these efforts have supported positive outcomes both for the institution and its undergraduates.

  • Article

    The Structure of Mentoring in Undergraduate Research: Multi-Mentor Models

    ‐ Evan D. Bradley, Michelle Bata, Heather M. Fitz Gibbon, Caroline J. Ketcham, Brittany A. Nicholson, and Meagen Pollock
    SPUR (2017) 1 (2): https://doi.org/10.18833/spur/1/2/12
    Abstract:

    Mentoring research and development often uses a mentorprotégé model, but research often takes place in teams. In this exploratory study, the authors identify the structures and prevalence of multi-mentoring teams by surveying undergraduate researchers about the people who helped them and the support they received. Research teams were common, and interdisciplinary projects involved more mentors. Faculty were more often considered mentors than others, and those providing information and appraisal were more often mentors than those providing psychosocial support. Students with multiple mentors received more support than those with one or none. Natural science projects experienced higher rates of both mentorship and multi-mentoring, which carries implications for student and faculty development.

  • Article

    Twenty-First-Century Spaces for Twenty-First-Century Learners: Where We Are, How We Got Here, and What Next

    ‐ Jeanne L. Narum, Kimberley Frederick, and Michael A. Palladino
    SPUR (2017) 1 (2): https://doi.org/10.18833/spur/1/2/11
    Abstract:

    Appropriately designed laboratory and classroom facilities are essential for facilitating high-quality original research experiences for undergraduate students. Project Kaleidoscope (PKAL)—an initiative funded by the National Science Foundation (NSF) that involved leaders of the Council on Undergraduate Research (CUR)—engaged faculty, administrators, architects, campus planners, and other key stakeholders in the intentional design of learning spaces for undergraduate research at primarily undergraduate institutions (PUIs). This article discusses nearly three decades of experience since the initiation of the movement to improve STEM facilities at PUIs nationwide. It poses questions for consideration at the beginning of a space-planning process and presents examples of planning processes from Monmouth University and Skidmore College. It also discusses the Learning Spaces Collaboratory (LSC) and a roundtable model for learner-centered facility planning based on lessons learned.

"Innovative Learning Spaces That Promote Undergraduate Research"

SUBSCRIPTION

SPUR advances knowledge and understanding of novel and effective approaches to mentored undergraduate research, scholarship, and creative inquiry by publishing high-quality, rigorously peer reviewed studies written by scholars and practitioners of undergraduate research, scholarship, and creative inquiry. The SPUR Journal is a leading CUR member benefit. Gain access to all electronic articles by joining CUR.