research project curriculum guide abm

Daniel Gubalane

From teacher to blogger.

Senior High School Curriculum Guides from DepEd

Senior high school core curriculum subjects, senior high school contextualized subjects, senior high school specialized subjects.

WHATA Birds-Eye-View of Strands and TRacks! Greatly appreciated your Senior High School Curriculum Guides from DepEd. Nice nice nice..

Thanks! Great help for my report tomorrow. Easy access! Nice!

You're welcome ;)

QUestion, if a student want to take tertiary course of BS Tourism, what track should she enroll in Grade11-12?

Choose a tvl course coursely related to bs tourism..for further skills development..walang bearing naman sa college yung itatake mo sa shs mag tvl man yan o hindi..

I think. Tech voc track. Home economics strand

Uhm.. I researched then nabasa ko you can also pursue HRM and Tourism management courses sa ABM strand. Naguguluhan ako. What track should I take ba talaga-_- can someone help me? Natuwa kasi ako nung nalaman kong pwede din pala sa ABM yun. HRM and Business management kasi pinapipilian kong course.

ABM. Read Above 😄

Any u course u want in shs...there is no bearing in college course ur shs course...

What's the Courses of STEM?

Kung IT ang kukunin sa college anong Track ang pipiliin?

STEM strand ng Academic Track

TECHNICAL-VOCATIONAL LIVELIHOOD TRACK (ICT)

pwede ka sa TechVoc -technology and information strand: Computer programming, medical transcription or animation... kung ano ang pinakahilig o-doon ka para mag enjoy ka while learning more

Please help guys. Ano ba dpat ang sa BS Tourism? TVL or ABM?

TVL po nakasaad po sa isang site about k-12

Anong track poh ba ang hrm sa k-12?

If MedTech and later Medicine ang gustong kunin sa College anong dapat na track? HUMSS or STEM?

STEM po kasi ung medicine consider po sya na about science and technology po eh TY

Paano po kung Psychology ang kukunin sa college? What track should I take? I'm thinking about HUMSS. But I can't find sure answers kung isa ang Psych sa courses na pwedeng kunin kapag 'yan ang track na kinuha ko. Thanks. Please reply ASAP. :)

Sa academic track po ba anong pwedeng itake pag magtutourism sa college?? Malapit na school kasi na nagooffer ng gr.11-12 ee puro academics lang. Ang HUMSS po ba pwede pag magtutourism??

sir Daniel gubalane, do you have example of a prospectus of senior high school? or class schedule?

anon)track if HRM yung course? :) would somebody please answer.

If nag-take po ako ng academic track na naaayon sa kukunin kong course in the future, malelessen po ba ung years na pag-aaralan ko sa course na yun?

YES malelessen ka ng 4 days sa BUHAY MO

Hi! what academic strand should I take If I want to get AB Communication major in Advertising, for college? thanks.

or BS Advertising Management?

Hi! Can i ask lang po kasi gusto ko pong mag ABM pero tourism po yung gusto kong course ok lang po ba yun ? Or kailangan TVL talaga ?

kailangan mo munang mag ABC bago ka mag ABM anak.

kung Psychology ang kukunin ko sa college? anong track kukunin ko?

kung culinary ang itatake ko sa college, anong track dapat ang kunin ko sa grades 11 and 12 ?

You are using an outdated browser. Upgrade your browser today or install Google Chrome Frame to better experience this site.

Related Resources

—Nature of Inquiry and Research

K to 12 Senior High School Applied Track Subject – Practical Research 1 Curriculum Guide View Download

Curriculum Guide | PDF

Curriculum Information

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

We're Hiring!
Help Center

K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – APPLIED TRACK SUBJECT The learner demonstrates understanding of

Related Papers

Rene Tinquilan

Apple Green

Subject Description: The course aims to develop practical and creative skills in reading and writing; introduce students to the fundamental techniques of writing fiction, poetry, and drama; and discuss the use of such techniques by well-known authors in a variety of genres. Each class will be devoted to the examination of techniques and to the workshop of students' drafts toward the enrichment of their manuscripts. Students learn how to combine inspiration and revision, and to develop a sense of form.

Jamelie Norris

Nature Communications

Joel Castro

Engineering Analysis with Boundary Elements

The Routledge Encyclopedia of Modernism. : Taylor and Francis

Cynthia Canejo

Carly Faber

The debate about how and why continental crust is subducted is ongoing (Ingalls et al., 2016). This work uses the tectonmetamorphic history of a the Nordmannvik nappe in the northern Scandinavian Caledonides to discuss midto lower-crustal processes involved in the subduction of continental crust during the Caledonian Orogeny. The Nordmannvik Nappe, together with the underlying Kåfjord and Vaddas nappes, constitutes the Reisa Nappe Complex (RNC). The RNC overlies continental rocks of the Kalak Nappe Complex (KNC), and a clear oceanic suture between Baltican basement, the KNC and the RNC is missing. The RNC consists mainly of paragneisses of mostly unknown depositional age. Rare fossils in the Vaddas Nappe indicate that it at least partly consists of Ordovician-Silurian (>460 Ma) metasediments (Binns and Gayer, 1980). Both the Nordmannvik and Vaddas Nappes were intruded by gabbroic melt around 439 Ma at 9 kbar (c. 30 km) (Getsinger et al., 2013). Therefore, the host and intrusive r...

Buton Rock Asphalt (BRA) is natural rock asphalt found in Buton Island, Northwest Sulawesi, Indonesia. This study compares the performance of asphalt concrete made by two different methods of BRA binder preparation. The first method heats and crushes the rock into granular asphalt, while the second method extracts and recovers the bitumen out of the rock to produce pure BRA bitumen. Petroleum bitumen is used as a control. Rheological properties of pure BRA bitumen, a blend of petroleum bitumen, and pure BRA bitumen were determined. The properties of these binders were used to quantify the contribution of binder in resisting permanent deformation and fatigue cracking. Bituminous mixtures of different BRA binders and petroleum bitumen were prepared. Ordinary bitumen was added to the mixture of granular BRA to achieve the optimum bitumen content. It was found that BRA binders yield mixtures with better stiffness modulus, rate of permanent deformation, and creep stiffness compared to pe...

LEANDRO LIMA

Revista Científica Multidisciplinar Núcleo do Conhecimento

Vitor Moraes

O referido trabalho apresenta o território Cantuquiriguaçu da meso região centro e oeste do estado do Paraná, trazendo a luz do conhecimento científico, a luta, a resistência camponesa e as dimensões que interferem na produção da vida e no desenvolvimento integral do Território. Explicitando os caminhos dentro de uma conjuntura que modifica essa realidade estrutural da vida dos sujeitos que compõe o território. O resultado da pesquisa é oriundo da abstração da realidade, por meio das metodologias utilizadas: qualitativa, bibliográfica e participante. Foram analisados elementos e dimensões que demonstram avanços e retrocessos, utilizando depoimentos dos agricultores do campesinato e do agronegócio e os dados estatísticos dos Censos IBGE, 1996, 2000, 2010, e a evolução desses, até o Censo agropecuário de 2017, qualitativamente, na interfase com a práxis dos Movimentos Sociais Populares do Campo (MSPC) e o Conselho de Desenvolvimento Territorial (CONDETEC), no território Cantuquiriguaç...

The Most Interesting ABM Research Topics For Students

ABM is an acronym for Accounting, Business, and Management. This strand is one of the academic tracks in the K-12 program, which aims to teach vital concepts and skills related to business and finance. This strand provides future leaders and entrepreneurs with an opportunity to learn essential career skills. For instance, they learn how to interact with clients and strategize money-making moves. Like most courses, ABM students must write research and dissertation papers. The topic you choose for your paper will determine your success and how smoothly your research goes. So, are you looking for a research topic related to the ABM strand?

What Is the Best Research Title for ABM Students?

Interesting research titles for abm students, perfect quantitative research topics for abm students, awesome research topics related to abm strand, abm research titles for student authors, educative qualitative research topics for abm students, abm research titles about accounting, abm research titles about business, abm research titles about management, topics on research problems related to abm strand, business research topics for abm students, well-thought grade 12 abm research topics.

We have prepared some great research topics for ABM students below, including ABM strand quantitative research topics for ABM students and ABM strand ABM research topics. Hopefully, this article will help you find a suitable research title for ABM students.

Research about ABM can be interesting because you have so many examples of quantitative research titles about the ABM strands to choose from. Some of the ABM strand research topics you can never go wrong with include:

Career paths in business management and accountancy
The fundamentals of Accountancy, Business, and Management strand
Essential skills you develop when working with a mentor in business management and accountancy
Expanding a business: Guidelines for choosing the ideal market
The role of globalization on consumer behavior
The correlation between globalization and business behavior
What is the future of globalization? Will it continue to grow or wear off in the future?
What are big-box stores, and how can they move toward success in the current business sector?
The concept of competitive intelligence and its role in business environment success
The best ways to gather and analyze data about your business environment
Corporate lobbyists: Their role in America’s future
Business Vs. General Ethics: the difference and laws
A guide for defining and attracting a target audience
Crisis management: a guide for businesses
How do monopolies impact the corporate sector?

The AMB strand is vast because it involves three subjects, each with several sub-classes. Therefore, choosing a research title for the ABM strand can be challenging as numerous options exist. While many opt for a quantitative research topic about ABM strand pdf, we prepared the following more examples of topics you can use:

The advantages and disadvantages of outsourcing for a business
Is outsourcing an ethical business practice?
A comprehensive guide for negotiation tactics
Insider trading: what is it, and why is it an offense
The nature of insider trading and punishments for it
What would be the ideal punishment for severe corporate crimes?
Wages and employee productivity: What are the correlations?
Guidelines for managing employee retention
The role of staff motivation in employee productivity and retention
The impact of a low-cost economy on companies and their employees
The benefits and drawbacks of a low-cost economy on companies
How to navigate the startup world
Teenage businesses: a booming phenomenon
Are small businesses the basics of economics?
How do third-world countries navigate the business world?

Quantitative research focuses on collecting numerical data and examining stats. Quantitative research for ABM students includes methods like target group surveys. Choosing a quantitative research title for the ABM strand requires keenness. Here are a few quantitative research title examples for ABM students:

How social media and the internet have changed the corporate world
Evolutionary aspects of corporate crisis management
What are the most and least popular services in the corporate world
Business strategies in the banking sector
Negotiation and diplomacy: a guide for business owners
Creating a balanced ecology for increasing production
Branding: The concept and its place in the modern market
What challenges do small enterprises face in corporate America?
Is internet advertisement taking over the world of advertising?
The psychology behind consumer decision making
How has feminism influenced the way women consume products and services
Is advertising in schools an ethical practice?
Do companies need to offer psychologists for their employees?
How can companies incorporate and encourage eco-friendly policies and practices in their organizations?
Should minimum wage be canceled?

Choosing an ABM research title can be hard. However, with some inspiration, you will find a place to start. This section will help you select a research topic about the ABM strand. So here is our collection of ABM strand research topics.

The rise, fall, and policies of Eastman Kodak
Do ethics and morality exist in the current business-oriented world?
The contributors to the high mobile phone sale rates in recent years
The Apple Company: How has the company maintained its position in the device market?
Corporate rituals: what are they, examples of the oldest and most rigid ones still in practice
The role of brainstorming in idea production and business solutions
The role of a franchise agreement for franchise and franchise holders
Elements to consider when selecting a sector to expand your business
Alcohol companies should be obliged to donate to alcohol recovery centers: An explanation
Brad awareness: How to create a globally recognizable brand
The financial crisis: what should global and local businesses expect?
What is the future of commerce and retail in the current digital era?
Are bank mergers a wise strategy or a recipe for failure?
Does bankruptcy mean the end of a business?
Should banks consider bank mergers? If so, when would be the right time?

An ABM research title with the author feels should be well thought out. Here are a few more creative ABM research topics for your consideration:

Effective competing strategies for local businesses
How are local businesses influencing the global economy?
What is the role of employee unions in the United States?
Should companies encourage their employees to join employee unions?
How can large businesses help local companies break through the global market without fear of competition?
Global businesses: how is the internet promoting globalization?
Does organizational environmental pollution affect consumer trust levels?
How can businesses incorporate their consumers into eco-friendly practices?
What are the consequences of overworking employees in the workplace?
How can you transform your leadership to create a successful business?

Qualitative research answers the whys and hows of a topic. It tests people’s reactions to products and studies client or consumer behaviors. Qualitative research also employs case studies, interviews, and focus groups to gather information on qualitative research topics .

How can you make a museum exhibition marketable?
Tobacco companies: Should they be mandated to donate to cancer treatment avenues?
What are the advantages of owning a recognizable and respectable brand?
How can you package your brand, so people receive it positively and widely?
Company image: How does it affect consumer behavior and modern corporate culture?
Why do certain niche companies gravitate towards hiring youths?
Why do certain companies prefer female employees to men and the contrary?
How has the Chinese market benefit from globalization?
How do business clusters move globalization?
Should alcohol companies pay higher taxes?

Are you wondering about the ABM research title about accounting to choose? Your choice of a qualitative research topic about the ABM strand will determine the course your research takes. Find a qualitative and quantitative research title about the ABM strand in accounting in the following list.

Blockchain: How will this improve the future of accounting?
The impact of COVID-19 on global accountancy firms
Cryptocurrency: Is this the solution to all current financial issues in the consumerist society?
Discretionary accruals: Meaning and important ethical considerations
The role of interest rates on the success of accounting firms
What would accounting firms look like if interest rates did not exist?
Do global companies have better accountancy workforces than local ones?
Should local vendors adopt similar accountancy practices as global companies?
The role of an efficient accountancy workforce in a company’s success
Should more global companies jump on the cryptocurrency trend?

Another core subject in the ABM strand is business. It is arguably one of the easiest of the three elements in the ABM strand. However, students still struggle to find a good ABM research topic for business. So, we prepared this research title about business section for you to find a business research title example (research title about business quantitative and quantitative). Find an example of a business research title from the list below:

Are businesses that were formed during the COVID-19 pandemic still thriving?
How was launching a business during the pandemic different from any other year?
AI business models: are they the most integrated business approach model currently?
How important is language in communicating business goals and reaching your target audience?
Business ethic theories: do modern businesses follow them as rigorously as conventional ones?
How do internet-related businesses like Amazon affect other businesses and the general public?
How to build consumer loyalty in a competitive sector
Consumer crisis: What is it and how to manage it
What are the best ways to minimize the risks of low-quality products or ones that do not meet industry standards?
The value of determining your target market at the conception of a business

Most students panic whenever they choose an ABM research title about management because they lack options. That should not be an issue again because we are here to help. Find an excellent qualitative or quantitative management and advertising research title for ABM students in the section below:

Career and talent management: Differences and correlations
Critical elements that affect business management, process planning, and project management
The role of organizational leadership in small company management
Construction management: How is it useful and how to do it effectively
Brand management: What would happen if businesses did not practice effective brand management?
The best customer risk management practices and why should always have a plan set in place
An explanation of the concept of consumer management in the current business sector
How effective management impacts the concept of perfect competition.
The impact of business management on worker loyalty and productivity rates
Critical factors to consider when choosing the right management team for a business
What is subliminal advertising, and what should you know about it?
How does subliminal advertising work?
Is product placement a good advertising strategy?
What is the future of telemarketing in the current corporate world?
Is telemarketing a thing of the past or a relevant form of advertising?

From ABM research topics quantitative to overall topics related to ABM, there are many approaches you can take for your research. The good thing is you will always benefit from an example of a research title about the ABM strand. Below are a few examples.

Why do copycat products enter the market so easily?
How can companies fight for their copyright and prevent copycat products from entering the market?
Can companies redeem themselves after a corporate crime crisis?
The role of corporate social responsibility in making a company more socially accountable
An explanation of the concept of corporate social responsibility
Corporate crime: What to know about this and how to come back from such a challenge
The idea of data security in the current business world
How to protect your data from data corruption, unauthorized access, and other data security issues
Employee coaching Vs. Employee management: What is the difference and how to organize each practice
Do businesses still adhere to this ethical principle?

An example of a research title about the business will help you get started. However, you must be keen on the research title about ABM that you select. Find a suitable business research topic for ABM students here:

Disruptive innovation in business: What are it and essential things you should understand
Is intellectual capital the key to unlocking your potential?
The basic components of intellectual capital
What is the most effective way to match a person to a role in a company?
Is job sculpting the key to unlocking people’s potential in the workplace?
Moral principles and regulations that govern business operations in your country
A guide to the various types of mergers
Key reasons that motivate companies to turn to merge
The Starbucks effect in the real estate sector?
Do people consider the presence of a Starbucks in their environment when making real estate decisions?
The value of strategic planning when establishing the direction of a small business before its launch
Labor strikes: What companies do they affect, and what are their consequences?
The value of company ethics and how companies should establish them
A guide for setting company ethics for a startup
The consequences of labor strikes in the general corporate economy

Most ABM students are usually in the 12 th grade. At this academic level, students have the cognitive ability to grasp ABM strand concepts. An ABM research project is a stepping stone for 12 th -grade students to move toward the next level of studies. Therefore, choosing a good topic is mandatory.

A good topic will help you find your ground and write a research paper that stands out. Creativity is an essential quality when picking research topics. However, if you do not trust your creativity, you need not worry. Here are some ABM-related research topics for 12 th -grade students:

Do undocumented workers have rights?
Ware the risks of employing undocumented workers in your business?
What belief system is work ethic, and does it have disadvantages?
The element of work ethic when selecting employees for your startup
How to encourage and maintain work-life balance for your employees
Can a work-life balance help promote productivity in your workplace?
Is business leadership a learned skill or an in-born talent?
How much power should stakeholders have in your business?
How do stakeholders affect the success of a business?
Why should the corporate sector educate the public on international investment?
Global competition: is this a successful strategy for local companies or a recipe for success?
International unemployment is a global phenomenon
How can local companies help resolve the issue of global unemployment?
How can large and successful companies create more employment opportunities?
Forms of ethical conflicts in the business world and how to avoid them

Let’s Help You with ABM Research Topics Selection and Writing

Whether you want to choose an ABM research title about accounting, advertising, management, or other focus areas, you can always depend on us for help. In addition to that, our team is ready to create satisfactory content on any ABM research topic you have. Let’s do this!

DepEd K to 12: Complete Curriculum Guides (CG) 2017 Below are the Curriculum Guides in PDF format for the K to 12 Program as of 2017. These files are downloaded from the Department of Education website last May 2017.

Grade 1 to 10 subjects, senior high school core curriculum subjects, senior high school applied track subjects, academic track subjects, accountancy, business and management (abm) strand, humanities and social sciences (humss) strand, science, technology, engineering and mathematics (stem) strand, general academic strand, elective 1 (from any track/strand)***, elective 2 (from any track/strand)***, *select from humss strand subjects 1 to 4. **select from humss strand subjects 5 to 8. ***schools must present/offer a range of subjects from which students can choose., senior high school tle and tvl track curriculum guides 2017.

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Publications
Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

Advanced Search
Journal List
J Undergrad Neurosci Educ
v.19(1); Fall 2020

Integrating Research into the Undergraduate Curriculum: 1. Early Research Experiences and Training

Deanne buffalari.

1 Neuroscience Program, Westminster College, New Wilmington, PA 16172

Joyce J. Fernandes

3 Biology and Chemistry Departments and Neuroscience Program, Hope College, Holland, MI 49423

Barbara Lom

4 Biology Department and Neuroscience Program, Davidson College, Davidson, NC 28035

Matthew S. McMurray

5 Department of Psychology and Center for Neuroscience and Behavior, Miami University, Oxford, OH 45056

Mary E. Morrison

6 Biology Department and Neuroscience Program, Lycoming College, Williamsport, PA 17701

Amy Jo Stavnezer

7 Neuroscience Program and Psychology Department, The College of Wooster, Wooster, OH 44691

Undergraduate research experiences have emerged as some of the most beneficial high-impact practices in education, providing clear benefits to students that include improved critical thinking and scientific reasoning, increased academic performance, and enhanced retention both within STEM majors and in college overall. These benefits extend to faculty members as well. Several disciplines, including neuroscience, have implemented research as part of their curriculum, yet many research opportunities target late stage undergraduates, despite evidence that early engagement can maximize the beneficial nature of such work. A 2019 Society for Neuroscience professional development workshop provided multiple examples of integrating research into an undergraduate curriculum, including early engagement ( Fernandes, 2020 ). This article is the first in a series of three that expands upon the information presented in those workshop discussions, focusing on ways to promote early research opportunities. The benefits and challenges associated with early research engagement suggest thoughtful consideration of the best mechanisms for implementation are warranted; some options might include apprenticeship models or course-based approaches. Regardless of mechanism, early research can serve to initiate more prolonged, progressive, scaffolded experiences that span the academic undergraduate career.

Undergraduate research is well-documented as a high-impact practice that has substantial academic, career, and personal benefits for students ( Seymour et al., 2004 ; Russell et al., 2007 ; Kuh, 2008 ; Yates and Stavnezer, 2014 ; Linn et al., 2015 ; Dolan, 2016 ). Accordingly, multiple national reports have issued and emphasized calls for increasing research experiences for undergraduates in STEM disciplines ( American Association for the Advancement of Science [AAAS], 2011 , American Association for the Advancement of Science [AAAS], 2018 ; President’s Council of Advisors on Science & Technology [PCAST], 2012 ; American Psychological Association [APA], 2013 ; National Academy of Sciences, Engineering and Medicine [NASEM], 2015 , 2017 ), particularly given the ability of such programs to broaden participation in STEM ( Russell et al., 2007 ; Kuh et al., 2008 ; Bangera and Brownell 2014 ; Estrada et al., 2018 ). The importance of undergraduate research is well-established in neuroscience ( Frantz et al., 2006 ; Hardwick et al., 2006 ; Wiertelak et al., 2018 ; Gage, 2019 ). Undergraduate research can be incorporated into a neuroscience curriculum in a number of ways. This paper discusses the benefits and challenges of varied mechanisms to engage undergraduates in neuroscience research early in their college career, provides examples of implementation, and aims to enable educators to evaluate which options might be well-suited to their institutions and contexts. Efforts towards research engagement will likely impart benefits on a diverse set of students and faculty members engaged in such work, and may provide means and mechanisms to improve overall outcomes for neuroscience curricula.

IMPORTANCE OF RESEARCH AS A HIGH-IMPACT PRACTICE

Multi-year, progressive research experiences that begin early in the college experience are most beneficial for achieving maximum impact ( Thiry et al., 2012 ), and more substantial research experiences may yield greater benefits ( Buckley et al., 2008 ; Jones et al., 2010 ). These benefits include, but are not limited to, improved critical thinking, better understanding of scientific content, and stronger overall academic performance. Sustained undergraduate research also increases student confidence in scientific ability ( Thiry et al., 2012 ) and retention and performance in both STEM majors and college overall ( Jones et al., 2010 ; Thiry et al., 2012 ). These experiences also increase the likelihood that students will pursue graduate school and careers in STEM ( Lopatto, 2007 ; Russell, 2007 ).

Yet undergraduates who participate in research may be chosen based on prior experience and/or academic performance ( Murray et al., 2016 ; Colbert-White and Simpson, 2017 ). Consequently, early career undergraduate involvement in research may be rare ( Thiry et al., 2012 ; Murray et al., 2016 ). The National Survey of Student Engagement (NSSE) reports that in 2019, 5% of first-year students at US institutions report having conducted research with faculty members, compared to 25–40% of seniors in the same year ( NSSE, 2020 ). Even among STEM majors, few students engage in research during their first year of college ( Hurtado et al., 2008 , Colbert-White and Simpson, 2017 ). Therefore, those students who are not retained in STEM beyond their first or second years do not receive the clear benefits of undergraduate research training ( Desai et al., 2008 ). As members of groups currently underrepresented in STEM show higher rates of attrition from such majors early on, a lack of early research opportunities could mean underserved populations are less likely to gain the documented benefits of such experiences ( Bangera and Brownell, 2014 ).

Despite the lack of engagement of first-year students in undergraduate research, evidence suggests that some benefits of research are enhanced by early exposure ( Brownlee et al., 2009 ) and that the benefits of early experiences are often as significant ( Jones et al., 2010 ) or more significant ( Thiry et al., 2012 ) than those that occur in the third and fourth years ( Jones et al., 2010 ). In fact, some researchers and educators argue that research participation in the last year of college, which is the most common, may be too late to receive maximal benefit from such practices ( Thiry et al., 2012 ). Accordingly, recent calls for expanded inclusion of research opportunities for students have placed emphasis on early engagement ( AAAS, 2011 , 2018 ; Blockus et al., 2012 ; Weekes, 2012 ; APA, 2013 ; NASEM, 2015 ; Awong-Taylor et al., 2016 ; Ramos et al., 2017 ).

BENEFITS AND CHALLENGES OF EARLY RESEARCH ENGAGEMENT FOR STUDENTS

Many of the overall academic, personal, and professional benefits of undergraduate research delineated above apply to early undergraduate students ( Hathaway et al., 2002 ; Zydney et al., 2002 ; Lopatto et al., 2007 , 2010 ; Jones et al., 2010 ; Gasper and Gardner, 2013 ). Additional gains include disciplinary writing, understanding of scientific literature, laboratory skills ( Hayes et al., 2018 ; Reig et al., 2018 ), improved satisfaction with the first year of college ( Bowman and Holmes, 2018 ) and retention into the second year of college ( Kuh, et al., 2008 ; Chan et al., 2018 ). Engagement in research in the first year of college may enable timely evaluation of whether or not the work of scientists is a desired career path ( Laursen et al., 2012 ); this perspective allows additional experience for those that stay on this path ( Thiry et al., 2012 ; Hayes et al., 2018 ), and ample time to consider alternatives for those that do not. Involvement in early research experiences may particularly benefit underserved populations ( Nagda et al., 1998 ; Hurtado et al., 2009 ; Jones et al., 2010 ; Fromherz et al., 2018 ) or students who enter college with lower levels of academic achievement ( Kuh et al., 2008 ). Thus, if sustained, progressive research immersion is the ultimate goal; such practices rely on engagement of students early and often.

Barriers exist to early student engagement with research, including lack of awareness of opportunities for undergraduate research and the benefits of such experiences. Perceived barriers such as hesitation to interact with faculty, and more personal barriers such as financial obligations ( Bangera and Brownell, 2014 ) may prevent engagement in research. First-year students are likely to ascribe a different meaning to the word “research” than faculty mentors or trained undergraduate researchers. “Research” in high school likely means to explore a topic on the internet. But this conceptualization does have elements of the research process. Emphasis on the question, its importance, how it’s addressed, how we grapple with data; indeed, “finding an answer to a question” spans both information-based investigative research but also the scientific process within the laboratory. Faculty members can utilize familiarity with the former to promote engagement with the latter.

Beyond basic conceptualization of what is meant by the term “research”, first-year students have varied levels of preparation and background that may result from differing high schools and experiences. Faculty members must then grapple with emphasizing foundational skills and concepts for those students that are less prepared, while providing pathways to more complex material and concepts to engage students with more extensive background and preparation. In addition, first-year students are navigating the challenging transition to college and may experience many uncertainties. They may lack confidence in their abilities, have weak connections to the institution, faculty members, and/or other students, and have variable support from parents and guardians ( Clark et al., 2005 ). Students in STEM-related fields often fail to “see themselves as scientists” ( Seymour et al., 2004 ) and poor retention in STEM majors even within the first year of college suggests that students could use additional support to navigate this transition. Structured undergraduate research is a mechanism to provide mentorship during this challenging time; such practices may differentially benefit students currently underrepresented in STEM ( Hurtado et al., 2009 ; Jones et al., 2010 ; Laursen et al., 2010 ; NASEM, 2011 ), and therefore may also serve to increase diversification in STEM. As such, early undergraduate research programs produce important outcomes for first-year students. This success warrants continued support for broadening and diversifying early undergraduate research programs as a gateway for more persistent, scaffolded experiences.

BENEFITS AND CHALLENGES OF EARLY RESEARCH ENGAGEMENT FOR FACULTY

Beneficial undergraduate research experiences rely heavily on the mentorship and involvement of faculty members in the research process. Faculty contribution has been cited as critical to the impact such experiences can have on students ( Joshi et al., 2019 ). Such efforts require extensive engagement, effort, and time on the part of faculty ( Morales et al., 2017 ) who are already stretched with considerable responsibilities. Strategies to engage more students in undergraduate research must acknowledge the considerable workload placed on faculty as mentors ( Schneider and Bickel, 2015 ; Schneider et al., 2015 ), as the neuroscience major sees continued growth ( Rochon et al., 2019 ), and should provide teaching credit or other incentives for such efforts. The challenges associated with training undergraduates in research may be exacerbated when considering first- and second-year students. These students likely have little to no prior research experience ( Lopatto et al., 2004 ) and are often grappling with more advanced coursework and increased workload compared to high school ( Schneider et al., 2015 ). Further, these students may have academic and career goals that are less well defined, and may demonstrate less engagement in research topics ( Hayes et al., 2018 ) or have poorer understanding of the benefits of undergraduate research to academic or professional goals ( Vereijken et al., 2018 ). Faculty members are known to express reservations with regard to training early career undergraduate students appropriately ( Adedokun et al., 2010 ) and may struggle with how to adjust the aims of their research program into projects that are both achievable in a single semester and accessible to early career students ( Laursen et al., 2012 ). A system in which undergraduate researchers exist as “short-term helpers” in a long-standing, progressive research program ( Laursen et al., 2012 ) might validate faculty concerns that mentorship of undergraduates threatens productivity ( Guterman, 2007 ); therefore, structured, progressive systems in which mentorship of early students results in skilled and progressive advanced undergraduate researchers may alleviate such concerns.

The integration of research into large introductory STEM courses must consider the nature of the physical space in which students are engaged in research, the ability of the faculty members to provide detailed feedback on assignments to high numbers of students, and the cost of research supplies for large numbers of students. Yet, creative revision of such courses can fulfill the important goal of providing universal and accessible opportunities to engage in research to large numbers of students from diverse disciplines. Many low-cost options do not dramatically increase the workload of faculty and can be implemented into such courses.

The challenges associated with mentorship of early career undergraduate research students are worth overcoming because the investment in early training of students in research maximizes benefits to students and mentors in future years. Transforming students from single semester helpers into prolonged contributors to the laboratory will likely improve their productivity and the chance they will make significant progress on the research aims of the faculty members. Well-trained students may succeed in collecting publication worthy data and contributing to manuscript preparation and/or publication ( Shortlidge et al., 2016 ). Indeed, one of the primary benefits of engaging first- and second-year students is the ability to retain students for multiple semesters so they can pass on laboratory and research project knowledge to new researchers entering the lab and increase competence and productivity over a longer time frame ( Desai et al., 2008 ; Adedokun et al., 2010 ; Laursen et al., 2012 ). Retaining students in the laboratory across sequential terms would also allow consideration of larger projects and alleviate the challenge of designing small, bite-size research pieces ( Laursen et al., 2012 ). These benefits should reduce the common concern that undergraduates, particularly those that are less skilled, may be impediments to productivity in the faculty research program ( Guterman, 2007 ). Institutions can further support such endeavors by ensuring faculty members receive teaching credit for their efforts in mentoring early research students.

Overall, despite its challenges, faculty members report that undergraduate student researchers significantly contribute to their research programs ( Zydney et al., 2002 ; Shortlidge et al., 2016 ) in a positive manner that promotes professional and collegial interactions ( Adedokun et al., 2010 ). Other benefits of mentorship of research include satisfaction in the knowledge that students receive significant educational benefits, enjoyment in helping to guide students in their pursuit of a career, and watching students’ cognitive and intellectual development ( Kardash, 2000 ; Zydney et al., 2002 ; Ramirez 2012 ). Even more significantly, faculty members report that undergraduate research provides measurable rewards but also significant personal satisfaction ( Chopin et al., 2002 ), and that involvement in such mentorship improves their quality of life at their respective institutions ( Zydney et al., 2002 ; Adedokun et al., 2010 ). It is likely the personal and practical benefits of students contributing to the lab would be enhanced with more prolonged mentorship of undergraduates through a research process that is initiated during the first year.

GOALS FOR EARLY RESEARCH EXPOSURE

Faculty members can draw from multiple resources to establish appropriate objectives and goals for early undergraduate researchers. CUR provides the following definition regarding undergraduate research: an inquiry or investigation conducted by an undergraduate student that makes an original intellectual or creative contribution to the discipline ( Blockus et al., 2012 ). Although this definition may serve as an appropriate goal for upper-level students, first-year students will usually need a lot more guidance to make an original contribution. How, then, can the first-year research experience be structured?

Recommendations from disciplinary organizations have provided guidelines for scaffolding the development of student understanding of the scientific process, as experienced through research, across introductory, intermediate, and advanced levels ( AAAS, 2011 ; Wei and Woodin, 2011 ; APA, 2013 ; Wiertelak et al., 2018 ). For example, APA goals emphasize that foundational students should be competent in a number of basic research skills, both inside and outside of the laboratory, including finding legitimate sources of information and reading and summarizing such sources, discussing the benefits of experimental design as important to discovery, describing the pros and cons of varied methodologies used by research scientists, and understanding basic graphs and statistical findings.

The core competencies set forward by the Faculty for Undergraduate Neuroscience (FUN; Wiertelak et al., 2018 ), can be used to establish neuroscience-relevant research goals for entry-level students. The FUN suggestions include topics relevant to undergraduate research such as: 1) exposure of students to the classic approaches in neuroscience with emphasis on quantitative and statistical analyses and 2) foundational learning of the language, scientific questions, and methodologies of neuroscience. Guiding entry-level students’ ability to understand and summarize scientific literature, engage with research questions and experimental design, accomplish basic data summary and analysis, and communicate basic findings are appropriate foundational level goals. These early outcomes can also include building initial laboratory skills in the first year in a manner that promotes successful research endeavors as students continue forward.

The research skills development (RSD) framework, developed at the University of Adelaide ( Willison and O’ Regan, 2007 ; Willison, 2018 ), provides a useful rubric for planning and developing curricula that support progressive development of research skills and competencies. It identifies six facets of a research mindset that are nurtured not only through engagement with the subject matter, but also by increasing awareness of ethical, cultural, social, and team (ECST) considerations of the research process. These facets include identifying the purpose of the work, conducting necessary background work, determining credibility of information sources and data, managing data processes, critically analyzing the data, and finally, communicating and applying the results. For entry-level students, faculty mentors usually provide highly structured research experiences that serve as a foundation for subsequent work that is scaffolded to allow progression into more independent research experiences such as capstones and honors theses projects.

MODELS OF EARLY RESEARCH EXPOSURE

As institutions begin to include research and inquiry-based learning experiences for students from their first year onward, they should be mindful of what systems can both maximize the benefits of first year research exposure and minimize the costs of such an endeavor. Apprentice-based, or one-on-one, laboratory-based research experiences are limited by the number of students that can be directly mentored by a faculty member. They also often rely on a student taking the step of seeking out mentors and understanding the college and STEM culture, which may disadvantage individuals underrepresented in STEM ( Haeger et al., 2018 ). Institutions can engage a larger proportion of their student body by offering research-based courses, modifying existing courses to include portions that emphasize research, introducing students to research in lecture courses, and providing research apprenticeships. In the following sections we describe mechanisms by which students can participate in research experiences in their first year; these are summarized in Figure 1 .

An external file that holds a picture, illustration, etc.
Object name is june-19-52f1.jpg

Characteristics of first year courses that can provide research experiences.

Research Focus in Laboratory Courses

The integration of research into undergraduate courses has been a significant movement in education for several years ( Alkaher and Dolan, 2014 ). Varied approaches have been used; inquiry-based learning has received attention as a model through which research skills may be developed (Weaver et al., 2018), and course-based research experiences [CREs] have also grown in popularity ( Corwin et al., 2015 ). Although the most intensive exposure to research, aside from a directly mentored experience, might be an entire course or series of courses dedicated to research, smaller projects integrated into existing courses can be beneficial as well. If provided without prerequisites and listed in the course catalogue, any student can take such courses, which helps broaden participation in contrast to selective, application-based processes. Regardless of format, the exposure of students to this high-impact practice can provide benefits in isolation, or ideally, serve as a foundation upon which progressive experiences can build.

Introduction to Neuroscience Courses likely occur early in the curriculum, serving as an excellent opportunity to introduce students to research. A six-week research project has been integrated into such a course at Hope College; this experience has varied in format since it was first described ( Chase and Barney, 2009 ). Originally, students conducted a six-week project focused on understanding the effect of hormones on behavior, brain structure, and function. After several years, however, this unit was adapted to a six-week animal behavior unit in which students addressed a novel research question of the faculty’s choosing. This change was made to 1) allow students to take part in faculty research programs and give them an opportunity to contribute to new knowledge in the field and 2) give faculty members the opportunity to complete pilot research projects as a part of their teaching load. More recently, a new model is in place, where groups of three students identify a research question of their choice related to a research question or technique they used in a lab exercise earlier in the semester. The impetus for this change was to provide students more opportunity to learn how to ask testable scientific questions and design appropriate experiments. Regardless of the nature of the project, the outline of the unit has remained remarkably similar with the first week focused on literature review, followed by three to four weeks for experimentation. The final one to two weeks are dedicated to collaborative writing within the group and peer review between groups. The inclusion of mini-research experiences in the introductory labs allows students to meet many of the objectives for course-based research experiences such as practical experience in experimental design, lab techniques, data analysis and interpretation, as well as reading the scientific literature, writing research results using disciplinary styles, and collaborating with their fellow undergraduate researchers. These outcomes can be embedded in any introductory lab course of the major, providing students an introduction to research skills, which can be built upon in subsequent research experiences.

Similarly, all neuroscience majors and minors at Lycoming College begin to build their research skills in Introduction to Biology I. This course includes a two- to three-week Team Investigation group project with an overarching learning goal for students to apply the techniques from one of their regular teaching labs to test a new, original research hypothesis. They learn the differences between primary, secondary, and tertiary scientific literature, and how to access scientific literature using databases like PubMed and Medline. These skills can be used to read literature based on their own questions, develop testable hypotheses, and design simple single-variable experiments that they carry out in the lab. Data are collected and analyzed and compared to the data in their background literature as they write a journal article-style individual report. The materials for these experiments are variations on those used for the regular Introduction to Biology I lab, so added expense is minimal. The background literature research and experiment planning stages are dispersed across the semester. Team Investigation experimental days near the end of the semester allow students and faculty members to share their collaborative accomplishments. All neuroscience majors take this required course and the embedded research experience builds confidence, easing the transition to subsequent involvement with individual faculty members’ research labs.

A two-semester research course sequence, similar to the First Year Research Experience (FYRE) program at Miami University, can provide students with a deeper research experience. This mechanism to engage first- year students in research was developed as a sustained outcome of a National Science Foundation (NSF) grant to increase retention. It was intended to provide students with early access to research opportunities, and to familiarize them with disciplinary practices of research. The Neuroscience FYRE courses are offered by instructors in the departments of Biology and Psychology who are involved with the interdepartmental Neuroscience Program. This course is not required for the Neuroscience curriculum, and is offered with variable credit hours, allowing the instructor to decide the intensity of the experience. The collective goals for a 2 semester FYRE course sequence are for students to receive an overview of faculty research programs, to learn about university resources that support research, such as facilities, libraries and the writing center, to participate in designing and conducting research, and to experience a community of researchers. Neuroscience researchers are invited with their lab groups to provide an overview of ongoing projects, with an emphasis on the significance of the research questions and routinely used methods. Students use skills developed through instructor-librarian collaborations to find, discuss, and then present topical popular articles and research articles in teams of three to four. These discussions are intentionally guided by instructors to identify the “what, why, how” questions, explore the context of the work (introduction), identify techniques and experimental design (methods), and examine figures, legends, and tables to get a sense for the scope of the results.

During the second half of the first semester, students learn routine techniques and prepare for animal research. They are led by the instructor and senior undergraduates, who may serve as TAs, to engage in discussions of novel project design for experiments that will occur in the following semester. The project is usually conducted in the second semester in teams of three to four depending on course enrollment; each student can be tasked with specific components of the project, or the varied tasks necessary for a given experiment can be spread across groups (i.e., experimental vs. control manipulations or measurement of different dependent variables).

While experiments are in progress during semester two, active data collection will cycle with periods of “down time”. The down time can be used to continue article discussions. Instructors can also introduce research ethics, lab safety protocols, documentation through lab notebooks, and constructing “lab-meeting” styled presentations. The semester culminates with students developing final project reports and presentations. Participation in a campus wide undergraduate research forum held at many institutions can be a confidence boost for first-year students. Having such a two-semester experience under their belt, they are ready to move into research labs and contribute to ongoing research projects under the guidance of their chosen faculty mentor.

Research in Gateway Lecture Courses

The curriculum associated with the neuroscience major varies from institution to institution, but often includes introductory courses that are exclusively lecture-based. Introduction to Psychology is one such course; it is recommended as a foundational requirement for neuroscience majors ( Wiertelak et al., 2018 ) and is seldom taught as a laboratory course ( Thieman et al., 2009 ). Even in the absence of a full, separate lab, simple activities can be implemented that focus on foundational research skills and methodology. Such attempts must acknowledge that many introductory courses carry with them the expectation that students will come away with a strong background in content knowledge to facilitate progression to more advanced concepts. Yet, many disciplinary education groups urge movement away from pure content-based courses to those that place emphasis on the scientific process and adaptable skills ( AAAS, 2011 ; Gurung and Hackathorn, 2016 ; AAAS, 2018 ). This emphasis can provide important foundational research understanding and skills upon which more advanced experiences can build. This approach has been taken at Westminster College with a recent redesign of the Introductory Psychology course goals and objectives to align course content with the foundational research goals for introductory level students, as recommended by the APA. Course objectives for content were specifically aligned with expectations for foundational research skills at the introductory level, and attempts were made to consider both skills and content during course assignments and assessments. This structure may provide a tenable way to integrate research without abandoning goals for broadening knowledge.

Biological psychology is often one of the earliest chapters in Introduction to Psychology textbooks, and a simple way to integrate research into these concepts is to use a series of popular science and research articles that describe the identification of MPTP as a trigger for hospitalizations of heroin users presenting with Parkinson’s-like symptoms. As MPTP and Parkinson’s disease both involve dopaminergic transmission, these concepts can provide examples of chemical transmission, which is likely a key focus of the introductory text. In discussion of these sources, instructors can emphasize how pathology can disrupt chemical transmission and behavior, which strengthens the brain-behavior connection, but also introduce and develop concepts of information literacy through the consideration of varied neuroscience sources for evidence and credibility.

As a second example, textbooks often cover simple memory experiments with tasks that are easy to administer in class. Identifying an existing difference in the student population (athletes versus non, those who had breakfast that morning versus not, etc.) and administering the test in class can allow discussion of dependent and independent variables, within and between subject design, possible confounds and appropriate “controlling” of experiments, sample composition, and more. These data could also be used to review descriptive statistics and discuss how central tendency and variation are important in our understanding of data, and could even support basic hypothesis testing. Finally, discussions of reliability and generalizability could also follow. Such activities could be designed for nearly any unit within the Introduction to Psychology framework, and ideally these items would be specifically integrated in a way that educators do not feel obligated to omit content entirely.

Research Apprenticeships

Although robust and substantial research experiences in the first-year would be most beneficial, achieving a full one- or two-semester research sequence may be challenging for institutions with limited financial and human resources. A way to preserve the benefits of more extensive experiences, and improve scaffolding, may be to reconceptualize the senior capstone experience from a “one student - one project” experience that spans one or two semesters to a repeated, progressive exposure to team-based research. This apprenticeship-based solution has been recently implemented at Westminster College, where the senior research experience involves progressive steps initiated in the first year to improve preparation for independent research, but also to enable more senior students to mentor research teams of students in years one through three. First-year undergraduate students are engaged in this experience as research assistants or apprentices. This one-credit research course has a single course meeting per week that includes instructor introduction of main concepts, but often runs in a “lab meeting” style where students meet in research teams and spend time discussing project goals, progress, and questions with the instructor as well. This structure has much in common with other models ( Mickley et al., 2003 ; Morris et al., 2015 ) and is similar in its purpose and scope to the global consortium Vertically Integrated Projects (VIP, nd) program, which seeks to increase access to project based learning and the development of practical and professional skills in STEM fields. Students work as part of a multidisciplinary team, with tiered mentoring, and are able to take on leadership roles as older students graduate. A global consortium of academic institutions using the VIP model was established in 2019.

The research projects conducted in the course introduce first-year students to research areas, primary literature sources, experimental design, and simple data summary and analysis. Students gain proficiency in basic laboratory tasks, with the goal of gaining independence in some such tasks by the end of the semester. Laboratory work also helps them understand the importance of precision, laboratory protocols, and documentation. The semester culminates in guided peer review of the paper written by the team mentor that summaries the entire project; the first-year student also writes a comprehensive abstract of that paper to demonstrate understanding.

Students take this course again in their second year, which can serve two purposes: 1) students can experience an alternate instructor and contribute to a different research project, adding breadth to their knowledge of research and diversifying their laboratory skills and 2) students can take a step towards independence and contribute as members of the team and begin to conceptualize their own research path moving forward. Although expectations for course work and contribution do not substantially change from year one to two given that this experience remains a one-credit course, the level of contribution observed in second-year students is often more advanced and substantial, and these students frequently begin to design their own projects.

CHOOSING A MODEL: CONSIDERATIONS

Undergraduate research is an established high-impact practice that has traditionally been most accessible to upper-level students. The one-on-one mentoring model used to support such students is gradually being supplemented with course and team-based experiences, achieving the important goal of extending the mechanisms by which students can become involved in undergraduate research. Early engagement of students in the research process is also taking hold, and structuring these early experiences with intentional and progressive steps can help to maximize their benefits. A wide variety of models exist for early engagement in research; these include research-based courses, research integration into introductory lab or lecture courses, and research apprenticeships. The challenges and benefits of these varied approaches are many, and the degree to which any one approach is appropriate for a given institution or curriculum likely depends on multiple factors including the availability of institutional resources and support. The mechanisms through which faculty members receive credit for mentoring research, the way research is currently structured into the curriculum, student preparation, the availability of graduate or undergraduate student mentors, and funding may all also impact model choice.

Expectations in Early Models

The various models presented here vary in the level of time and investment for student success, but also in the structure, support, and credits associated with the course. The onecredit research apprenticeship model is a low-stakes, credited option which might be attractive to students who have full academic schedules or less availability due to extracurricular, work, or personal commitments. Such courses enable students to get a “taste” of research with minimal in-class time and graded assignments. One-credit apprenticeships potentially attract students who are less engaged or invested in the research, and faculty members and students may struggle to identify what level of contribution is warranted for a single credit experience. This challenge is easily mitigated by planning and early discussions with students about their reasons for choosing this option alongside clear expectations and guidelines for levels of contribution. In more standard introductory lecture and laboratory courses, expectations are likely more comparable to other courses that bear similar credit and include traditional items such as attendance, preparation, and completion of assignments, which make them more “familiar” to students. First-year research courses tend to be heavily structured by the instructor, and although students may not participate in research design, they can be invited into discussions of the choice of particular experimental strategies. A focus on iteratively developing practical skills such as writing, critical analysis, and scientific literacy through structured assignments and in-class exercises can increase the appeal of such courses for students and make expectations for proficiency and products clear. Yet skill development must be balanced with course content, as many such gateway courses provide a basis for more advanced content later in the curriculum. Creative approaches to integrating content and research skills can serve to alleviate this tension. The integration may be more easily accomplished in lab sections of introductory courses. The research experience can vary in length, scope, and structure, and can be built around the core learning outcomes for content. Faculty members may also want to consider that gains in understanding, skill, and attitudes may progress at variable rates, and learning goals and outcomes could be organized accordingly ( Bhattacharyya et al., 2018 ).

The benefits of stand-alone research-based courses can be maximized when offered as a two-semester sequence, which allows for the progressive development of research skills, and a contextual understanding of content. Research based courses may provide more substantial opportunities for students to engage in quantitative skills through data analysis. Students can also gain experience communicating research to a broad audience through department- or institution-wide forums that usually occur at the end of the academic year. Although research-based courses provide immersive experiences, they can be an academic burden for students, in the first year, when the focus is largely on gateway courses.

Although the one-credit research experience is specifically aimed at first- and second-year students, standard lecture and laboratory courses may also be taken by advanced undergraduates with more well developed understanding of the research process and better research skills. Faculty members must consider this variability and could provide additional or advanced content to those seeking a challenge, or center assignments or assessments around topics with varying complexity. Reinforcement of research concepts is also beneficial, and giving students the chance to see these concepts applied in a different discipline can broaden student appreciation for the importance and breadth of research as a whole. In contrast, some students might come into college with credit for introductory courses and move directly to transitional courses ( Morrison et al., 2020 ); this challenge may be minimized if research is integrated into multiple introductory courses rather than a single course, but also may have to be remedied by ensuring competency in research knowledge and skills upon entry into intermediate courses.

Community and Team Building

Mentorship is an additional practice associated with undergraduate research, and at Primarily Undergraduate Institutions (PUIs), this often refers to faculty mentorship of research. Considerable evidence suggests faculty mentorship is key; peer mentorship has additional benefits to both mentor and mentee, and can be utilized in courses to build community among students and support the mentorship efforts of faculty, which can be costly. Teaching mentors key leadership, communication, and team building skills ( Hund et al., 2018 ), and providing students with instructional experience can improve their preparation for careers both within and beyond STEM ( Akil et al., 2016 ). In the one-credit research apprenticeship model, as students are specifically placed in the team leader position, considerable training and preparation for such a role is critical. Yet the benefits are many. Mentors can serve as role models and teams can help build community. Underclassmen can see the progression in sophistication, proficiency, and knowledge in the context of a single uniform research project first hand through interactions with more senior students. Conversations with seniors can target which “piece” of the project they might take on as an advanced project; this supports continuity and research productivity (see below). This strategy also alleviates the need for faculty members to break down their research into small chunks that can be exclusively accomplished by a beginning student, because students are part of a larger team and can rely on support and training from multiple sources. Advanced students can fill the mentorship role in these other models as well, most easily through laboratory or teaching assistant positions, and achieve similar gains. In particular, if courses are used to collect data on faculty research, teaching and laboratory assistants may assume the role of research team leader as well. In addition, these assistants can increase the quality of data collection accomplished in early courses; these data can support presentation, publication, and grant application efforts for faculty members. These mentorship models promote a research community with layered mentoring from faculty, peers, and near peers invested in the conduction of high-quality research.

Institutional Support for Early Research Engagement

The integration of undergraduate research into the student experience requires investment on the part of students, faculty, and the institution. The mechanisms described here almost all suggest integration of research into existing courses to ensure that faculty members have the time to support such efforts adequately. The inclusion of research in introductory courses is a low-cost means through which research can be built into curricula. Faculty members usually receive credit for teaching such courses in their regular teaching load, while students receive credit for a required course. Courses or series of courses specifically focused on research, such as the FYRE, also garner faculty members course credit, but may create bottlenecks and challenges to ensure required courses for the major are offered with enough consistency to ensure timely student progression. As the number of students attracted to neuroscience continues to grow ( Ramos et al., 2017 , this tension may increase for many departments. The one-credit research assistantship model required creativity and the development of a new course; this course is unlike traditional courses in that faculty members teach it as a single unit (and get credit as such), but the students are enrolled in the course for varying degrees of credit and attend at different times and have different expectations for participation. While initially challenging to conceptualize and organize, this innovation was a direct effort to ensure faculty members received credit for the mentorship of research students at all levels. Yet the teaching of research-based courses allows faculty members to integrate their own research projects into the curriculum, which is an important component of their success as effective educators and productive scholars.

Research budgets may also require consideration; equipment, supplies, and instrumentation all must be purchased and maintained. Increasing numbers of neuroscience majors likely means more students engaging in research, which requires additional supplies. Creative use of existing resources and budget allocations or the adoption of more cost-efficient models can alleviate this strain. Further, some colleges or universities might have institutional funds that can support faculty and student research efforts; ensuring these funds are available for students at all levels is key to support early efforts. Applying for and receiving such funds also provides evidence of proficiency in research for faculty members and students.

Accessibility and Inclusiveness of Early Experiences

Whatever the chosen model, promoting diversification of the student population that is engaged in research should be a high priority. Early research has been suggested as a mechanism through which recruitment and retention in STEM for students from all backgrounds may be accomplished ( Murray et al., 2016 ). Many institutions invested in increasing the diversity of the student population have mechanisms in place for targeted recruiting to expand participation. First-year research programs can work collaboratively with Admissions to aid in recruitment and to raise awareness of the benefits of undergraduate research and the opportunities available to engage in such work. On campus, first-year students will need built-in support systems to transition into college life and to navigate research opportunities. Course-based experiences and research experiences integrated into introductory lecture or labs are well positioned to raise awareness of ongoing research on campus and allow students to test the waters. Research apprenticeships that are low-commitment opportunities may also be more attractive than volunteer options or opportunities that are difficult to schedule amid a full academic course load or for students who have additional, non-academic responsibilities. The mentoring associated with apprenticeships or other models may be particularly beneficial for the support of underserved populations, as mentorship has been highlighted as key to providing academic, professional, and social benefits to such individuals ( Estrada et al., 2018 ). Alternatively, creating inquiry and/or research-based courses that are required of all majors may be the best approach to alleviate issues of accessibility and ensure exposure of all students to these high-impact practices. Such active learning techniques have been demonstrated to narrow the achievement gap for students underrepresented in STEM ( Theobald et al., 2020 ). Indeed, programs that incorporate mentorship, research, and educational support ( Wilson et al., 2012 ; Estrada et al., 2018 ; Lisberg and Woods, 2018 ) may be best positioned to support the academic, personal, and professional development of all students.

Providing accessibility to research opportunities needs to be intentional. Miami’s FYRE program works with Admissions to publicize the program, specifically with efforts to recruit first-generation and underrepresented students. Research opportunities in science and engineering fields for first-year students are also publicized through the Louis Stokes Alliance for Minority Participation (LSAMP) program and others that work with underrepresented student groups. In the last two years, Living Learning Communities overseen by Student Affairs, designed to improve retention of these student groups, have required enrollment in sections of the two-semester FYRE sequence, with assistance provided during first-year student orientation. Courses that start later in the fall semester, and one-semester spring courses are offered to recruit students who need the time to work through the challenges of transitioning into college life.

Combined Efforts for Maximum Impact

The ability to implement any of these various strategies in a manner that extends beyond a single course, or even a single institution, could broaden and amplify the benefits of such efforts. SEA-Phages, a mentored, two-semester research experience for first-year students, currently involves over 75 institutions, and is a demonstrated example of sustained and scalable efforts to engage first-year students in research ( Jordan et al., 2014 ). The FRI model, developed at University of Texas-Austin, is being replicated at multiple institutions across the country, and involves developing three-semester experiences for students across disciplines ( Rodenbusch et al., 2016 ; Killion et al., 2019 ; Sandquist et al., 2019 ). In addition, a network of faculty members across multiple institutions called Research Experiences in Introductory Laboratory in Biology [REIL Biology], engage first-year students in authentic research experiences, at their individual institutions ( Spell et al., 2014 ). Such endeavors may impact neuroscience majors or students as many curricula include entry-level biology, chemistry, and/or psychology courses. Expanding such programming to support early engagement in neuroscience-specific research may provide a mechanism to expose students to interdisciplinary research, while promoting recruitment of students to the neuroscience major and the recorded benefits of early research for neuroscience students and faculty members.

Concluding Remarks

A first-year research experience has enormous potential to transition students into a scaffolded progressive research program ( Fernandes, 2020 ), as described in two subsequent articles ( Chase et al., 2020 ; Morrison et al., 2020 ). Investing the time and effort to design an integrated program through which students can enter and continue in undergraduate research can improve outcomes for all students, particularly those currently underrepresented in STEM disciplines. Benefits to faculty members are also considerable and extend beyond the practical benefits of research and educational outcomes. Among these are the immeasurable pleasures of supporting students as they discover science, grow in confidence and competence, and move towards a future that will be well served by a diverse group of thoughtful, curious, well-prepared individuals entering the workforce ( Altman et al., 2019 ; Ramirez, 2012 ).

Acknowledgements

This work was supported by the CUR Transformations project, which is supported by the National Science Foundation (NSF) through an NSF DUE IUSE grant to the Council on Undergraduate Research (#16-25354) (DB) and The Society for the Teaching of Psychology (DB) JF acknowledges the NSF Undergraduate Research and Mentoring Award to Miami University, which was the impetus to develop FYRE as a sustained outcome. Funding for establishing FYRE was provided by the Office of the Provost. In addition to JF, Linda Dixon, Michael Kennedy and Martha Weber at Miami University developed the FYRE program. The authors thank the Society for Neuroscience for sponsoring the workshop that began this collaboration.

Adedokun OA, Dyehouse M, Bessenbacher A, Burgess WD. Exploring faculty perceptions of the benefits and challenges of mentoring undergraduate research. Annual Meeting of the American Educational Research Association; Denver, Colorado. 2010. [ Google Scholar ]
Akil H, Balice-Gordon R, Cardozo DL, Koroshetz W, Posey Norris SM, Sherer T, Sherman SM, Thiels E. Neuroscience Training for the 21st Century. Neuron. 2016; 90 (5):917–26. doi: 10.1016/j.neuron.2016.05.030. [ PubMed ] [ CrossRef ] [ Google Scholar ]
Alkaher I, Dolan EL. Integrating research into undergraduate courses: current practices and future directions. In: Sunal D, Sunal C, Wright E, Mason C, Zollman D, editors. Research based undergraduate science teaching. Charlotte, NC: Information Age Pub; 2014. pp. 1–46. [ Google Scholar ]
Altman JD, Chiang TM, Hamann CS, Makhluf H, Petersen V, Orel SE. CUR White Paper No 1. Council on Undergraduate Research; 2019. Undergraduate research: a road map for meeting future national needs and competing in a world of change. Available at https://files.eric.ed.gov/fulltext/ED600981.pdf . [ Google Scholar ]
American Association for the Advancement of Science [AAAS] Vision and Change in Undergraduate Biology Education: A call to action. 2011. Available at www..visionandchange.org .
American Association for the Advancement of Science [AAAS] Vision and Change in Undergraduate Biology Education: Unpacking a movement and sharing lessons learned. 2018. Available at www..visionandchange.org .
American Psychological Association. APA guidelines for the undergraduate psychology major: Version 2.0. 2013. Available at www.apa.org/ed/precollege/undergrad/index.aspx . [ PubMed ]
Awong-Taylor J, D’Costa A, Giles G, Leader T, Pursell D, Runck C, Mundie T. Undergraduate research for all: addressing the elephant in the room. CUR Quart. 2016; 37 :19. [ Google Scholar ]
Bangera G, Brownell SE. Course-based undergraduate research experiences can make scientific research more inclusive. CBE--Life Sci Edu. 2014; 13 :602–06. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Bhattacharyya P, Chan CWM, Waraczynski How novice researchers see themselves grow. Intl J Soc Teac Psych. 2018; 12 :1–7. [ Google Scholar ]
Blockus L, Larson S, Rowlett R. Characteristics of excellence in Undergraduate Research, COEUR. Washington DC: Council on Undergraduate Research.; 2012. [ Google Scholar ]
Bowman NA, Holmes JM. Getting off to a good start? First-year undergraduate research experiences and student outcomes. Higher Educ. 2018; 76 :17–33. [ Google Scholar ]
Brownlee J, Walker S, Lennox S, Exley B, Pearce S. The first-year university experience: Using personal epistemology to understand effective learning and teaching in higher education. Higher Educ. 2009; 58 :599–618. [ Google Scholar ]
Buckley J, Korkmaz A, Kuh G. Disciplinary effects of undergraduate research experience with faculty on select student self-reported gains. Paper presented at the Association for the Study of Higher Education conference; Jacksonville, FL. 2008. [ Google Scholar ]
Chan CWM, Bhattacharyya P, Meisel S. A model for successful cross-campus collaboration for engaging potentially at-risk students in mentored undergraduate research early in their college career. Scholar Pract Undergrad Res. 2018; 1 (3):48–56. [ Google Scholar ]
Chase LA, Barney CJ. Developing a project-oriented neuroscience lab at Hope College. J Undergrad Neurosci Ed. 2009; 8 :A37–43. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Chase L, McMurray M, Stavnezer AJ, Buffalari D, Fernandes JJ, Lom B, Morrison M. Integrating Research into the Undergraduate Curriculum: 3. Research Training in the Upper-level Neuroscience Curriculum. J Undergrad Neurosci Educ. 2020; 19 (1):A75–A88. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Chopin SF. Undergraduate research experiences: the translation of science education from reading to doing. Anat Rec. 2002; 269 :3–10. [ PubMed ] [ Google Scholar ]
Clark MR. Negotiating the freshman year: challenges and strategies among first-year college students. J Coll Student Dev. 2005; 46 :296–316. [ Google Scholar ]
Colbert-White E, Simpson E. A workbook for scaffolding mentored undergraduate research experiences in the social and behavioral sciences. International J Teach Learn Higher Edu. 2017; 29 :309–80. [ Google Scholar ]
Corwin LA, Graham MJ, Dolan EL. Modeling course-based undergraduate research experiences: an agenda for future research and evaluation. CBE--Life Sci Educ. 2015; 14 :1–13. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Desai KV, Gatson SN, Stiles TW, Stewart RH, Laine GA, Quick CM. Integrating research and education at research-extensive universities with research intensive communities. Adv Physiol Educ. 2008; 32 :136–41. [ PubMed ] [ Google Scholar ]
Dolan E. Course-based undergraduate research experiences: Current knowledge and future directions. Committee on Strengthening Research Experiences for Undergraduate STEM Students (National Science Foundation) 2016. Available at https://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_177288.pdf .
Estrada M, Hernandez PR, Schultz PW. A longitudinal study of how quality mentorship and research experience integrate underrepresented minorities into STEM careers. CBE--Life Sci Educ. 2018; 17 :1–13. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Fernandes J. Course models for integrating research into the curriculum. 2020. Available at https://neuronline.sfn.org/training/course-models-forintegrating-research-into-the-curriculum .
Frantz KJ, DeHaan RL, Demetrikopoloulos MK, Carruth LL. Routes to research for novice undergraduate neuroscientists. CBE--Life Sci Educ. 2006; 5 :175–87. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Fromherz S, Whitaker-Fornek JR, Sharp AA. Classroom-based research experiences to support underserved STEM student success: from introductory inquiry to optogenetics in the embryonic chicken. J Undergrad Neurosci Ed. 2018; 17 (1):A97–110. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Gage GJ. The case for neuroscience research in the classroom. Neuron. 2019; 102 :914–917. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Gasper B, Gardner SM. Engaging students in authentic microbiology research in an introductory biology laboratory course is correlated with gains in student understanding of the nature of authentic research and critical thinking. J Microbio Bio Edu. 2013; 14 :25–34. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Gurung RAR, Hackathorn J. Ramp it up: a call for more research in introductory psychology. Teach Psych. 2016; 54 :302–11. [ Google Scholar ]
Guterman L. What Good Is Undergraduate Research, Anyway? Chron High Educ. 2007; 53 :A12. Available at https://www.chronicle.com/article/what-good-is-undergraduateresearch-anyway/ . [ Google Scholar ]
Haeger H, Fresquez C, Banks JE, Smith C. Navigating the academic landscape: how mentored research experiences can shed light on the hidden curriculum. Scholarship Pract Undergrad Res. 2018; 2 :15–23. [ Google Scholar ]
Hardwick J, Kerchner M, Lom B, Ramirez J, Wiertelak E. From Faculty for Undergraduate Neuroscience: Encouraging Innovation in Undergraduate Neuroscience Education by Supporting Student Research and Faculty Development. CBE—Life Sci Educ. 2006; 5 :86–90. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Hathaway R, Nagda B, Gregerman SR. The relationship of undergraduate research participation to graduate and professional education pursuit: an empirical study. J Coll Student Dev. 2002; 43 :1–18. [ Google Scholar ]
Hayes SM. Engaging early-career students in research using a tiered mentoring model. ACS Symposium Series, American Chemical Society. 2018; 1275 :273–89. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Hund AK, Churchill AC, Faist AM, Hacrilla CA, Stowell SML, McCreery HF, Ng J, Pinzone CA, Scordato ESC. Transforming mentorship in STEM by training scientists to be better leaders. Acad Prac Ecol Evol. 2018; 8 :9962–74. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Hurtado S, Eagan MK, Cabrera NL, Lin MH, Park J, Lopez M. Training future scientists: predicting first-year minority student participation in health science research. Res Higher Edu. 2008; 49 :126–52. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Hurtado S, Cabrera NL, Lin MH, Arellano L, Espinosa LL. Diversifying science: underrepresented student experiences in structured research programs. Res High Educ. 2009; 50 :189–214. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Jordan TC, et al. A broadly implementable research course in phage discovery and genomics for first-year undergraduate students. mBio. 2014; 5 :e01051–13. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Joshi M, Aikens ML, Dolan EL. Direct ties to a faculty mentor related to positive outcomes for undergraduate researchers. Bioscience. 2019; 69 :389–97. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Jones M, Barlow AEL, Villarejo M. Importance of undergraduate research for minority persistence and achievement in biology. J Higher Edu. 2010; 81 :82–115. [ Google Scholar ]
Kardash CM. Evaluation of an undergraduate research experience: perceptions of undergraduate interns and their faculty members. J Ed Psych. 2000; 92 :191–201. [ Google Scholar ]
Killion PJ, Page IB, Yu V. Big-data analysis and visualization as research methods for a large scale undergraduate research program at a research university. Scholar Prac Undergrad Res. 2019; 2 :14–22. [ Google Scholar ]
Kuh GD, Cruce TM, Shoup R, Kinzie J. Unmasking the effects of student engagement on first-year college grades and persistence. J Higher Edu. 2008; 79 :540–63. [ Google Scholar ]
Kuh GD. High-impact educational practices: what they are, who has access to them, and why they matter. Washington, DC: Association of American College and Universities.; 2008. [ Google Scholar ]
Laursen S, Seymour E, Hunter A-B. Learning, teaching, and scholarship: fundamental tensions of undergraduate research. Change. 2012; 44 :30–37. [ Google Scholar ]
Laursen S, Hunter AB, Seymour E, Thiry H, Melton G. Undergraduate Research in the Sciences: Engaging Students in Real Science. San Francisco, CA: Jossey Bass; 2010. [ Google Scholar ]
Linn MC, Palmer E, Baranger A, Gerard E, Stone E. Undergraduate research experiences: Impacts and opportunities. Science. 2015; 347 (6222):1261757. [ PubMed ] [ Google Scholar ]
Lisberg A, Woods B. Mentorship, mindset, and learning strategies: an integrative approach to increasing underrepresented minority student retention in a STEM undergraduate program. J STEM Educ. 2018; 19 :14–20. [ Google Scholar ]
Lopatto D. Survey of undergraduate research experiences (SURE): First findings. Cell Bio Edu. 2004; 3 :270–77. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Lopatto D. Undergraduate research experiences support science career decisions and active learning. CBE--Life Sci Edu. 2007; 6 :297–306. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Lopatto D. Undergraduate research as a high-impact student experience. Peer Review. 2010; 12 (2) [ Google Scholar ]
Mickley GA, Kenmuir C, Remmers-Rober D. Mentoring undergraduate students in neuroscience research: a model system at Baldwin-Wallace College. J Undergrad Neurosci Ed. 2003; 1 (2):A28–35. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Morales DX, Grineski SE, Collins TW. Faculty motivation to mentor students through undergraduate research programs: A study of enabling and constraining factors. Res High Educ. 2017; 58 :520–44. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Morris JK, Peppers K, Mickley GA. Intentional excellence in the Baldwin-Wallace University Neuroscience Program. J Undergrad Neurosci Ed. 2015; 13 (3):A146–149. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Morrison ME, Lom B, Buffalari D, Chase C, Fernandes JJ, McMurray M, Stavnezer AJ. Integrating Research into the Undergraduate Curriculum: 2. Scaffolding Research Skills and Transitioning toward Independent Research. J Undergrad Neurosci Educ. 2020; 19 (1):A64–A74. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Murray DH, Obare S, Hageman J. Early research: A strategy for inclusion and student success. American Chemical Society; Washington, DC: 2016. 2016. (ACS Symposium Series). [ Google Scholar ]
Nagda BA, Gregerman SR, Jonides J, von Hippel W, Lerner JS. Undergraduate student-faculty research partnerships affect student retention. Rev Higher Edu. 1998; 22 :55–72. [ Google Scholar ]
National Academy of Sciences National Academy of Engineering, and Institute of Medicine. Expanding Underrepresented Minority Participation: America’s Science and Technology Talent at the Crossroads. Washington, DC: National Academies Press; 2011. [ PubMed ] [ Google Scholar ]
National Academies of Sciences, Engineering, and Medicine. Integrating Discovery-Based Research into the Undergraduate Curriculum: Report of a Convocation. Washington, DC: National Academies Press; 2015. [ CrossRef ] [ Google Scholar ]
National Academies of Sciences, Engineering and Medicine. Undergraduate Research Experiences for STEM Students: Successes, Challenges, and Opportunities. Washington, DC: The National Academies Press; 2017. [ CrossRef ] [ Google Scholar ]
National Survey of Student Engagement. Engagement Insights: Survey Findings on the Quality of Undergraduate Education – Annual Results 2019. Bloomington, IN: Indiana University Center for Postsecondary Research; 2020. [ Google Scholar ]
President’s Council of Advisors on Science and Technology. Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. Washington, DC: U.S. Government Office of Science and Technology; 2012. [ Google Scholar ]
Ramirez JJ. The intentional mentor: effective mentorship of undergraduate science students. J Undergrad Neurosci Ed. 2012; 11 (1):A55–63. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Ramos RL, Alvina K, Martinez LR. Diversity of graduates from bachelor’s, master’s, and doctoral degree neuroscience programs in the United States. J Undergrad Neurosci Ed. 2017; 16 (1):A6–A13. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Reig AJ, Goddard KA, Kohn RE, Jaworski L, Lopatto D. The FUTURE program: engaging underserved populations through early research experiences. ACS Symposium Series, American Chemical Society. 2018; 1275 :3–21. [ Google Scholar ]
Rochon C, Otazo G, Kurtzer IL, Stout RF, Jr, Ramos RL. Quantitative indicators of continued growth in undergraduate neuroscience education in the US. J Undergrad Neurosci. 2019; E18 (1):A51–A56. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Rodenbusch SE, Hernandez PR, Simmons SL, Dolan EL. Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering, and Mathematics Degrees 2016. CBE Life Sci Educ. 5 (2):ar20. doi: 10.1187/cbe.16-03-0117. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
Russell SH, Hancock MP, McCollough J. Benefits of undergraduate research experiences. Science. 2007; 316 :548–49. [ PubMed ] [ Google Scholar ]
Sandquist EJ, Cervato C, Ogilvie C. Positive affective and behavioral gains of first year students in course-based research across disciplines. Schol Prac Undergrad Res. 2019; 2 (4):45–57. [ Google Scholar ]
Schneider KR, Bickel A. Modeling undergraduate research: matching graduate students with first-year STEM mentees. CUR Quart. 2015; 36 :25–31. [ Google Scholar ]
Schneider KR, Bickel A, Morrison-Shetlar A. Planning and implementing a comprehensive student-centered research program for first-year STEM undergraduates. J Coll Sci Teach. 2015; 44 :37–44. [ Google Scholar ]
Seymour E, Hunter A-B, Laursen S, DeAntoni T. Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three-year study. Sci Edu. 2004; 88 :493–534. [ Google Scholar ]
Shortlidge EE, Bangera G, Brownell SE. Faculty perspectives on developing and teaching course-based undergraduate research experiences. Bioscience. 2016; 66 :54–62. [ Google Scholar ]
Spell RM, Guinan JA, Miller KR, Beck CW. Redefining authentic research experiences in introductory biology laboratories and barriers to their implementation. CBE--Life Sci Educ. 2014; 13 :102–10. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Theobald EJ, et al. Active learning narrows achievement gaps for underrepresented students in science, technology, engineering, and math. PNAS. 2020; 117 :6476–83. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Thieman TJ, Clary EG, Olson AM, Dauner RXC, Ring EE. Introducing students to psychological research: General psychology as a laboratory course. Teach Psych. 2009; 36 :160–68. [ Google Scholar ]
Thiry H, Weston TJ, Laursen SL, Hunter A-B. The benefits of multi-year research experiences: differences in novice and experienced students’ reported gains from undergraduate research. CBE--Life Sci Edu. 2012; 11 :260–72. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Vereijken MWC, van der Rijst RM, Beaufort AJ, van Driel JH, Dekker FW. Fostering first-year learning through research integration into teaching: student perceptions, beliefs about the value of research and student achievement. Innov Educ Teach Internl. 2018; 55 :425–32. [ Google Scholar ]
Vertically Integrated Projects. Atlanta, GA: Georgia Institute of Technology; n d. Available at http://www.vip.gatech.edu/ [ Google Scholar ]
Weaver GC, Russell CB, Wink DJ. Inquiry-based and research-based laboratory pedagogies in undergraduate science. Nature Chem Biol. 2008; 4 :577–80. [ PubMed ] [ Google Scholar ]
Weekes NY. Diversity in neuroscience. We know the problem. Are we still really debating the solution? J Undergrad Neurosci Ed. 2012; 11 (1):A52–54. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Wei CA, Woodin T. Undergraduate research experiences in biology: Alternatives to the apprenticeship model. CBE—Life Sci Educ. 2011; 10 :123–31. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Wiertelak E, Hardwick J, Kerchner M, Parfitt K, Ramirez J. The new blueprints: undergraduate neuroscience education in the twenty-first century. J Undergrad Neurosci Edu. 2018; 16 :A244–51. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Wilson ZS, Holmes L, deGravelles K, Sylvain MR, Batiste L, Johnson M, McGuire SY, Pang SS, Warner IM. Hierarchical mentoring: a transformative strategy for improving diversity and retention in undergraduate STEM disciplines. J Sci Educ Technol. 2012; 21 :148–156. [ Google Scholar ]
Willison JW. Research skill development spanning higher education: Critiques, curricula and connections. J Univ Teach Learn Prac. 2018; 15 (4):1–14. [ Google Scholar ]
Willison J, O’Regan K. Commonly known, commonly not known, totally unknown: A framework for students becoming researchers. Higher Educ Res Dev. 2007; 26 :393–409. [ Google Scholar ]
Yates JR, Stavnezer AJ. Engaging undergraduate summer research students and faculty in a regional neuroscience network. J Undergrad Neurosci Educ. 2014; 13 :A45–A51. [ PMC free article ] [ PubMed ] [ Google Scholar ]
Zydney AL, Bennett JS, Shahid A, Bauer KW. Faculty perspectives regarding the undergraduate research experience in science and engineering. J Engin Educ. 2002; 9 :291–97. [ Google Scholar ]

COMMENTS

SHS Contextualized_Research Project CG.pdf
You may be offline or with limited connectivity. ... ...
PDF Accountancy, Business and Management (ABM) Strand
ABM Grade 11 Grade 12 ... Research Project S Business Ethics and Social Business Math Fundamentals of Accounting, Business and Management 2 Applied Economics ... These are indicated in the Curriculum Guides and are listed below for easy referral. SUBJECT PREREQUISITE/S
PDF C:UsersjlcabilesDocumentsRtptibtic of tijr
Key Concepts from the ABM The learners experience actual execute the business plan and 3.1 simulate/operate a small ... RESEARCH/ CAPSTONE PROJECT CURRICULUM GUIDE K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL -SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) SPECIALIZED SUBJECT
SHS Contextualized Research Project CG
K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL - CONTEXTUALIZED SUBJECT. K to 12 Senior High School Contextualized Subject - Research Project December 2013 Page 1 of 2. Grade: 12 Semester: Second Semester Common Subject Title: Research Project No. of Hours/Semester: 80 hours/semester Pre-Requisites: Research in Daily Life 1 Research in Daily Life 2
Senior High School Curriculum Guides from DepEd
Senior High School Core Curriculum Subjects. 1. Oral Communication. 2. Reading and Writing. 3. Komunikasyon at Pananaliksik sa Wika at Kulturang Filipino. 4. Pagbasa at Pagsusuri ng Iba't-Ibang Teksto Tungo sa Pananaliksik.
PDF K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL SCIENCE
K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL - SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) SPECIALIZED SUBJECT K to 12 Senior High School STEM Specialized Subject - Research/Capstone Project December 2013 Page 1 of 3 Grade: 12 Quarter: Second Subject Title: Research/Capstone Project No. of Hours/ Semester: 80 hours
Shs-contextualized-research-project-curriculum guide
Curriculum Guide from DepEd for Research Project in exchange to 3I's to 12 basic education curriculum senior high school contextualized subject grade: 12 common ... Shs-contextualized-research-project-curriculum guide. Curriculum Guide from DepEd for Research Project in exchange to 3I's. ... mil per research; Inbound 4433253894143353011; ABM-11 ...
PDF A Proposed Faculty Loading Guide Framework for the Philippines
Academic Strand (GAS), Accountancy, Business, and Management (ABM), and Science, Technology, Engineering, and Mathematics (STEM). ... Contents of Practical Research 1 from DepEd Curriculum Guide (2016). Practical Research 1 ... this is when students will facilitate or conduct a research project, program, seminar, or community work related to ...
DepEd Learning Portal
Curriculum Information. Education Type. K to 12. Grade Level. Grade 11. Learning Area. Content/Topic. Nature of Inquiry and Research Qualitative Research and Its Importance in Daily Life Identifying the Inquiry and Stating the Problem Learning from Others and Reviewing the Literature Understanding Data and Ways to Systematically Collect Data ...
PDF Republic of the Philippines
simulation for ABM students especially when a lockdown is being implemented in the community The aforementioned models need to follow the Most Essential Learning Competencies (MELCs) which are derived from the curriculum guide of Business Simulation and the expected output for the enabling tasks/activities and the business simulation proper.
K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL
Academia.edu is a platform for academics to share research papers. K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL - APPLIED TRACK SUBJECT The learner demonstrates understanding of ... CODE CS_RS11-IIIb-2 CS_RS11-IIIc-e-1 1. designs a research project related to daily life 2. writes a research title 3. describes the justifications ...
100+ Brilliant ABM Research Topics For Students
A guide for defining and attracting a target audience; Crisis management: a guide for businesses; ... At this academic level, students have the cognitive ability to grasp ABM strand concepts. An ABM research project is a stepping stone for 12 th-grade students to move toward the next level of studies. Therefore, choosing a good topic is ...
Curriculum Guides
SHS Applied Research 1 Curriculum Guide as of 2017: File Size: 253 kb: File Type: pdf: Download File. SHS Applied Research 2 Curriculum Guide as of 2017: File Size: 332 kb: File Type: pdf: ... ABM Strand Suggested Scheduling of Subjects (revised 16 June 2015) File Size: 199 kb: File Type: pdf: Download File.
PDF K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL ACCOUNTANCY
SENIOR HIGH SCHOOL - ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT K to 12 Senior High School ABM Specialized Subject ... undertake research on and analysis of business opportunities present in their community 1.2 framework and ... business plan that will guide the eventual implementation of the venture 2.1 prepare a ...
GRADE Level: Grade 12 Subject: Inquiries, Investigations and ...
MELCs- Research Project - Free download as PDF File (.pdf), Text File (.txt) or view presentation slides online.
Integrating Research into the Undergraduate Curriculum: 1. Early
IMPORTANCE OF RESEARCH AS A HIGH-IMPACT PRACTICE. Multi-year, progressive research experiences that begin early in the college experience are most beneficial for achieving maximum impact (Thiry et al., 2012), and more substantial research experiences may yield greater benefits (Buckley et al., 2008; Jones et al., 2010).These benefits include, but are not limited to, improved critical thinking ...
DO s2018 039-GUIDELINES ON WORK IMMERSION
Page3of3. (Enclosure No. 3 to DepEd Order No. 039, s. 2018) RESEARCH/ CAPSTONE PROJECT CURRICULUM GUIDE. K to 12 BASIC EDUCATION CURRICULUM. SENIOR HIGH SCHOOL - SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) SPECIALIZED SUBJECT. Grade: 12. Subject Title: Research/Capstone Project. Quarter: Second. No. of Hours/ Semester: 80 hours.
SHS Contextualized
SHS Contextualized_Research Project CG - Free download as PDF File (.pdf), Text File (.txt) or view presentation slides online. SHS Contextualized_Research Project CG
PDF Subject Title: Practical Research 1 No. of Hours/Semester: 80 hours
1. the range of research topics in the area of inquiry 2. the value of research in the area of interest 3. the specificity and feasibility of the problem posed The learner is able to: formulate clearly statement of research problem The learner: 1. designs a research project related to daily life CS_RS11-IIIc-e-1 2.
(PDF) Student Engagement and Academic Performance Among ...
The study determined the relationship between student engagement and academic performance among 170 Accountancy, Business, and Management (ABM) students of Tacurong National High School.
PDF Self-Perception of ABM Students towards Their Academic, Social and ...
A Publication of the Institute of Industry and Academic Research Incorporated www.iiari.org 1 INTERNATIONAL JOURNAL OF EDUCATIONAL MANAGEMENT AND DEVELOPMENT STUDIES Volume 1, Issue 2 · December 2020 · ISSN 2719-0633 (PRINT) 2719-0641 (ONLINE) Self-Perception of ABM Students towards Their Academic, Social and Emotional College Preparedness
PDF K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL ACCOUNTANCY
ABM_PM11-IIa-e-16 17. identify and describe the factors to consider when setting prices and ABM_PM11-IIa-e-17 discuss the structure of distribution ABM_PM11 -IIa e 18 19. define and identify relevant promotional tools, namely, advertising, sales promotion, personal selling, public relations, and direct marketing to create
Academic Track
K to 12 ›. Academic Track. Sample Scheduling of Subjects Accountancy, Business and Management (ABM) Strand. Sample Scheduling of Subjects. Applied Economics. Business Ethics and Social Responsibility. Fundamentals of Accountancy, Business and Management 1. Fundamentals of Accountancy, Business and Management 2. Business Math.