UNDERGRADUATE RESEARCH

UNDERGRADUATE RESEARCH PROGRAMS

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


Email


Faculty Mentor Name


1. List the major accomplishment(s) of your research/creative activity (focus on 1 or 2 major results).


2. Upload (pdf or word document) a 2-3 page summary report of your research or creative activity. Your report can include figures and/or pictures.


3. Identify any potential publications or presentations that will result from the activities supported by your fellowship. Check with your faculty mentor to identify opportunities for you to present your results.


4. Describe the impact of this experience on your plans for graduate or professional study or employment.


5. How helpful was the orientation session in preparing you to conduct your summer research project?


6. Did you keep a journal about your project? If so how useful to you was it?:


7. How helpful was the conversation you had with your mentor at the beginning of the summer (conducted after you completed the pre-interview survey and before you and your mentor completed the early summer pre-research assessment survey)?


8. You have discussed (or will discuss) how each of you scored the assessment surveys with your mentor on three occasions: one at the beginning of the summer (pre-research assessment survey), as part of your progress report (mid-summer survey) and as part of this final report. Consider how helpful each of these discussions was:

a. How helpful was the initial discussion?:
Not at All Helpful
Somewhat Helpful
Fairly Helpful
Very Helpful

If you answered "Somewhat", "Fairly" or "Very", in what ways was it helpful.


b. How helpful was the mid-summer discussion?:
Not at All Helpful
Somewhat Helpful
Fairly Helpful
Very Helpful

If you answered "Somewhat", "Fairly" or "Very", in what ways was it helpful.


c. How helpful do you anticipate the final discussion will be?:
Not at All Helpful
Somewhat Helpful
Fairly Helpful
Very Helpful

If you answered "Somewhat", "Fairly" or "Very", in what ways was it helpful.


9. General comments or suggestions regarding this program


Contact Bruce Fox, Photography Department, Instructional Resources (basement level of the Bulger Communication Center) and arrange to get a high quality digital picture taken. The phone number to Instructional Resources is: 878-4221. Your digital picture will be forwarded to J. Singer directly; you do not need to arrange for your picture to be forwarded, it will be done automatically. The photograph will be used in the Program for the 11th annual Student Research and Creativity Celebration.

Complete the online application for the Student Research and Creativity Celebration (scheduled for May 1 and 2, 2009). Note: Follow the steps for submission, including forwarding the application to your mentor for their final approval. You will need to use the complete and correct email address for both you and your mentor, so please check this. The SRCC application must be approved by your mentor so it is recommended that you schedule time with your mentor to review your abstract/artist statement and discuss the most appropriate presentation mode for you.

Final Research Assessment Survey

Complete this final 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 previous surveys you completed.

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


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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


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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


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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


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Main reasons for score change since previous assessment




Displays high level of confidence in ability to meet challenges


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Uses time well to ensure work gets accomplished and meets deadlines


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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


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Main reasons for score change since previous assessment





Practice and process of inquiry

Demonstrates ability to formulate questions and hypothesis within discipline


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Demonstrates ability to properly identify and/or generate reliable data


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Main reasons for score change since previous assessment




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


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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


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Main reasons for score change since previous assessment




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


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Main reasons for score change since previous assessment




Shows understanding of important current individuals within the discipline


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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


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Main reasons for score change since previous assessment




Recognizes flaws, assumptions and missing elements in arguments


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Understanding ethical conduct

Shows understanding and respect for intellectual property rights


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Main reasons for score change since previous assessment




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


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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


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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


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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


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Culture of scholarship

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


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Main reasons for score change since previous assessment




Behaves with a high level of collegiality and ethical responsibility


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Content knowledge skills/methodology

Displays detailed and accurate knowledge of key facts and concepts


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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


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Main reasons for score change since previous assessment




Demonstrates an advanced level of requisite skills


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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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