Undergraduate Research Course Assessment Practices in a College of Agricultural and Life Sciences
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| Title: | Undergraduate Research Course Assessment Practices in a College of Agricultural and Life Sciences |
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| Language: | English |
| Authors: | Wendy J. Dahl, Amanda L. Ford, Allen F. Wysocki |
| Source: | NACTA Journal. 2024 68:9-15. |
| Availability: | North American Colleges and Teachers of Agriculture. 1014 6th Avenue, Huntington, WV 25701. Tel: 208-957-7001; e-mail: support@nacta.org; Web site: https://nactateachers.org/ |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, College Faculty, Agricultural Colleges, Agricultural Education, Biological Sciences, Student Research, Research Training, College Credits, Pass Fail Grading, Noncredit Courses, Evaluation Methods, Course Evaluation, Course Descriptions |
| Geographic Terms: | Florida |
| ISSN: | 0149-4910 |
| Abstract: | Undergraduate research experiences provide engaging learning opportunities but are often not formally assessed for gains in knowledge and skills. This study examined undergraduate research assessment practices and the implementation of a satisfactory/unsatisfactory (S/U) research course in all academic units within a college of agricultural and life sciences. During the 2013-2014 academic year, undergraduate students registered for a letter-graded research course, and faculty supervising undergraduate research experiences were surveyed regarding assessment practices. Based on survey responses, an S/U 0-3 credit research course and syllabus template were implemented. Undergraduate students were subsequently surveyed on their 2015 and 2020 fall semester research course experiences. At baseline, most students did not receive a course syllabus (87%), however, they were verbally informed of research expectations (89%). Grades were determined by attendance and participation, and these findings were confirmed by the faculty respondents. Following implementation, 58% agreed or strongly agreed that they were more likely to participate in research with a 0-credit option and that having research on their transcript was important (89%). By 2020, 64% of respondents preferred a 0-credit option. Receiving a syllabus continued to be uncommon. S/U-grading of undergraduate research may be most appropriate for participatory-based assessment; however, steps are needed to promote the 0-credit option and ensure syllabi use for transparency of course expectations and assessment criteria. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1450459 |
| Database: | ERIC |
| Abstract: | Undergraduate research experiences provide engaging learning opportunities but are often not formally assessed for gains in knowledge and skills. This study examined undergraduate research assessment practices and the implementation of a satisfactory/unsatisfactory (S/U) research course in all academic units within a college of agricultural and life sciences. During the 2013-2014 academic year, undergraduate students registered for a letter-graded research course, and faculty supervising undergraduate research experiences were surveyed regarding assessment practices. Based on survey responses, an S/U 0-3 credit research course and syllabus template were implemented. Undergraduate students were subsequently surveyed on their 2015 and 2020 fall semester research course experiences. At baseline, most students did not receive a course syllabus (87%), however, they were verbally informed of research expectations (89%). Grades were determined by attendance and participation, and these findings were confirmed by the faculty respondents. Following implementation, 58% agreed or strongly agreed that they were more likely to participate in research with a 0-credit option and that having research on their transcript was important (89%). By 2020, 64% of respondents preferred a 0-credit option. Receiving a syllabus continued to be uncommon. S/U-grading of undergraduate research may be most appropriate for participatory-based assessment; however, steps are needed to promote the 0-credit option and ensure syllabi use for transparency of course expectations and assessment criteria. |
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| ISSN: | 0149-4910 |
