UNDERGRADUATE RESEARCH

UNDERGRADUATE RESEARCH PROGRAMS

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Note to the student: Your second stipend check will be mailed to you (or held at the RF if that is what you requested) after your progress report (and the progress report completed by your mentor) is approved. If you have any questions about completing this form, email: singerjk@buffalostate.edu.

In the original form the mentor had the option to include additional criteria in each category
Student Name


Email


Faculty Mentor Name


1. Briefly identify what activities have been carried out and give an assessment of progress to date


2. Give your best estimate of the number of times (for example: daily, twice per week, weekly) you have interacted with your mentor in each of the following ways:
Face to face meetings


Talked over the telephone


E-mail


3. Have you set up a regular schedule for any of these interactions? (Yes/No and explain):

explain:


3a. If you have not, do you plan to do this for the second half of the summer?


4a. How useful have these interactions been to you?:

4b. If you have both informal and formal meetings, please indicate this and describe both kinds of meetings.


5. Identify the remaining tasks to be done in the second half of the summer.


6. Identify any unexpected aspects of your research and any modifications to the original research plan.


7. In sum, how has this experience gone so far?


Mid-Summer Research Assessment Survey

Complete this mid-summer research assessment survey. Your mentor will also be completing this survey and when both of you have completed your surveys, plan a time when you will meet to talk about how each of you scored the items. You might also want to talk about how the scores have changed/not changed from the pre-research survey you completed nearly a month ago.

Communication

Uses and understands professional and discipline-specific language


Confidence Level:

Main reasons for score change since previous assessment




Expresses ideas in an organized, clear, concise and accurate manner


Confidence Level:

Main reasons for score change since previous assessment




Writes clearly and effectively in discipline-specific formats


Confidence Level:

Main reasons for score change since previous assessment





Creativity

Brings new insights to the problem at hand


Confidence Level:

Main reasons for score change since previous assessment




Shows ability to approach problems from different perspectives


Confidence Level:

Main reasons for score change since previous assessment




Combines information in new ways and/or demonstrates intellectual resourcefulness


Confidence Level:

Main reasons for score change since previous assessment




Effectively connects multiple ideas/approaches


Confidence Level:

Main reasons for score change since previous assessment





Autonomy

Demonstrates the ability to work independently and identify when input, guidance and feedback are needed


Confidence Level:

Main reasons for score change since previous assessment




Accepts constructive criticism and applies feedback effectively


Confidence Level:

Main reasons for score change since previous assessment




Displays high level of confidence in ability to meet challenges


Confidence Level:

Main reasons for score change since previous assessment




Uses time well to ensure work gets accomplished and meets deadlines


Confidence Level:

Main reasons for score change since previous assessment





Ability to deal with obstacles

Learns from and is not discouraged by set-backs and unforeseen events


Confidence Level:

Main reasons for score change since previous assessment




Shows flexibility and a willingness to take risks and try again


Confidence Level:

Main reasons for score change since previous assessment





Practice and process of inquiry

Demonstrates ability to formulate questions and hypothesis within discipline


Confidence Level:

Main reasons for score change since previous assessment




Demonstrates ability to properly identify and/or generate reliable data


Confidence Level:

Main reasons for score change since previous assessment




Shows understanding of how knowledge is generated, validated and communicated within the discipline


Confidence Level:

Main reasons for score change since previous assessment





Nature of disciplinary knowledge

Shows understanding of the way practitioners think within the discipline (e.g., as an earth scientist, sociologist, artist . . .) and view the world around them


Confidence Level:

Main reasons for score change since previous assessment




Shows understanding of the criteria for determining what is valued as a contribution in the discipline


Confidence Level:

Main reasons for score change since previous assessment




Shows understanding of important current individuals within the discipline


Confidence Level:

Main reasons for score change since previous assessment





Critical thinking and problem solving

Trouble-shoots problems, searches for ways to do things more effectively and generates, evaluates and selects between alternatives


Confidence Level:

Main reasons for score change since previous assessment




Recognizes discipline-specific problems and challenges established thinking when appropriate


Confidence Level:

Main reasons for score change since previous assessment




Recognizes flaws, assumptions and missing elements in arguments


Confidence Level:

Main reasons for score change since previous assessment





Understanding ethical conduct

Shows understanding and respect for intellectual property rights


Confidence Level:

Main reasons for score change since previous assessment




Predicts, recognizes and weighs the risks and benefits of the project for others


Confidence Level:

Main reasons for score change since previous assessment




Recognizes the severity of creating, modifying, misrepresenting or misreporting data including omission or elimination of data/findings or authorship


Confidence Level:

Main reasons for score change since previous assessment





Intellectual development

Demonstrates growth from basic to more complex thinking in the discipline


Confidence Level:

Main reasons for score change since previous assessment




Recognizes problems are often more complicated than they first appear to be and the most economical solution is usually preferred over convoluted explanations


Confidence Level:

Main reasons for score change since previous assessment




Approaches problems from a perspective that there can be more than one right explanation or model or even none at all


Confidence Level:

Main reasons for score change since previous assessment




Displays accurate insight into the extent of his/her own knowledge and understanding and an appreciation for what isn't known


Confidence Level:

Main reasons for score change since previous assessment





Culture of scholarship

Is involved in the scholarly community of the discipline and/or professional societies


Confidence Level:

Main reasons for score change since previous assessment




Behaves with a high level of collegiality and ethical responsibility


Confidence Level:

Main reasons for score change since previous assessment





Content knowledge skills/methodology

Displays detailed and accurate knowledge of key facts and concepts


Confidence Level:

Main reasons for score change since previous assessment




Displays a thorough grasp of relevant research methods and is clear about how these methods apply to the research project being undertaken


Confidence Level:

Main reasons for score change since previous assessment




Demonstrates an advanced level of requisite skills


Confidence Level:

Main reasons for score change since previous assessment





Other possible outcomes of interest

Communication
  • Engages in constructive dialog and discourse with others in the field
  • Successfully disseminates findings in a variety of venues - academic, community and professional
Creativity
  • Innovative in approaching problems
  • Identifies different approaches to problems that lead to new areas of investigation
  • Displays an understanding of variations of techniques and applies when appropriate
Autonomy
  • Organizes tasks in an orderly and logical manner
  • Revises and reprioritizes projects based on relevant experiences
Ability to deal with obstacles
  • Recognizes the value of failure as a potential way to open up new, more promising opportunities
  • Recognizes and understands ambiguity and works toward clarity
Practice and process of inquiry
  • Selects appropriate and relevant primary and secondary materials
  • Demonstrates awareness of funding sources and how research is supported within the discipline
Nature of disciplinary knowledge
  • Shows understanding of the way the discipline and the world function together and how this effects the thinking in the field
  • Shows understanding of the historical timeline and milestones within the discipline
  • Shows understanding of important historical individuals within the discipline
Critical thinking and problem solving
  • Evaluates information and the supposed outcome to create a clear sense of and defined path for research
  • Demonstrates a high level of intellectual curiosity
Understanding ethical conduct
  • Shows understanding of all requirements and federal regulations that govern human and animal research
  • Keeps organized, detailed and accurate records
  • Reveals knowledge regarding the protocols for sample handling and any other ethical consideration relevant to the discipline
Intellectual development
  • Shows ability to synthesize ideas, information, processes, and concepts; learns new skills and techniques quickly
  • Demonstrates a high level of aesthetic sensibility
Career goals
  • Demonstrates an informed reflection and communicates with clarity future plans and aspirations regarding further study and career Culture of scholarship
    • Reveals understanding of the norms of dissemination of a particular discipline including the electronic community
    • Shows high level of awareness of format and goals of professional meetings
    • Demonstrates an understanding of what is required for successful entrance into the profession
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