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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
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
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  Data: 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/
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  Data: 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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      – Text: English
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        StartPage: 9
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Agricultural Colleges
        Type: general
      – SubjectFull: Agricultural Education
        Type: general
      – SubjectFull: Biological Sciences
        Type: general
      – SubjectFull: Student Research
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      – SubjectFull: Research Training
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      – SubjectFull: College Credits
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      – SubjectFull: Pass Fail Grading
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      – SubjectFull: Course Descriptions
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      – SubjectFull: Florida
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