T173 Undergraduate Research as Teaching Practice (Posters)

Tuesday, 6 November 2012
9:00 AM - 6:00 PM
Hall B

ENHANCING UNDERGRADUATES LEARNING THROUGH INDEPENDENT RESEARCH PROJECTS

Paper number: T173-4
Program: Technical Sessions
Time: 9:00 AM – 6:00 PM

Authors

  • Solomon A. Isiorho
    Indiana University-Purdue University Fort Wayne (IPFW), Fort Wayne, IN
  • P.H. Sundquist Presenting Author
    Indiana University-Purdue University Fort Wayne, Fort Wayne, IN

Abstract

Students retain about 10% of what they read, 20% of what they hear (lecture), about 30% of what they see, 50% of what they hear and see, and about 60-70% from hands-on (doing.) Literature suggests that students retain materials and understand concepts more when educators use a hands-on approach. However, not all areas are subject to hands-on. Efforts should be made to involve undergraduates in their learning through research projects.

We provide students with several ‘research’ assignments to enhance their learning and mastering of key course concepts. These assignments account for about 10% of their course grade. Due to the large number of students in the 100-level courses, we ask students to write a one-page report. However, at the upper level (300-400) courses, we require students do independent research projects. These projects may involve measuring, collecting, interviewing, analyzing data, writing, and presenting their results in class. Here, we provide students the opportunities to apply new skills, and to delve in-depth into topics that may be of interest to them. Examples of student research projects, some of which have resulted in presentations in local, regional, and national conferences will be presented. For examples, water quality issues in a local city, along with the distribution system, was examined and an introductory lab utilizing measurement was driven home through hands-on out-door lab. Other examples will be presented.