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Undergraduate Research - Buffalo State College - Undergraduate Research Programs - Undergraduate Summer Research Student Final Project Report

UNDERGRADUATE RESEARCH

UNDERGRADUATE RESEARCH PROGRAMS

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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 (docx)) a 2-4 page summary report of your research or creative activity. Your report can include figures and/or pictures in addition to your narrative summary (does not count as part of your page limit). Please do not exceed the page limit.


3. . In addition to presenting at next spring's Student Research and Creativity Celebration, 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 an electronic or paper journal? How useful was keeping a journal about your project?


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 do you think it helpful?


9. Do you have any general comments or suggestions regarding this program?


Complete the online application for the Student Research and Creativity Celebration (scheduled for April 29 and 30, 2011). 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.

Outcomes

For each of the outcomes shown in the accompanying table, please assess yourself on a six-point scale, where the points on the scale are defined as follows:

5-Always displays the outcome
4-Usually displays the outcome
3-Often displays the outcome
2-Seldom displays the outcome
1-Never displays the outcome
0-Not applicable

The faculty mentor version of this form includes some extra space for the insertion of other outcomes of his/her choosing. If your mentor does include additional outcomes, please add the same outcomes to your own assessment table and use the same scale for your assessments.



Communication

Uses and understands professional and discipline-specific language



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



Writes clearly and effectively in discipline-specific formats

Creativity

Brings new insights to the problem at hand



Shows ability to approach problems from different perspectives



Combines information in new ways and/or demonstrates intellectual resourcefulness



Effectively connects multiple ideas/approaches

Autonomy

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



Accepts constructive criticism and applies feedback effectively



Displays high level of confidence in ability to meet challenges



Uses time well to ensure work gets accomplished and meets deadlines

Ability to deal with obstacles

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



Shows flexibility and a willingness to take risks and try again

Practice and process of inquiry



Demonstrates ability to properly identify and/or generate reliable data



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

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



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



Shows understanding of important current individuals within the discipline

Critical thinking and problem solving

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



Recognizes discipline-specific problems and challenges established thinking when appropriate



Recognizes flaws, assumptions and missing elements in arguments

Understanding ethical conduct

Shows understanding and respect for intellectual property rights



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



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

Intellectual development

Demonstrates growth from basic to more complex thinking in the discipline



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



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



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

Culture of scholarship

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



Behaves with a high level of collegiality and ethical responsibility

Content knowledge skills/methodology

Displays detailed and accurate knowledge of key facts and concepts



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



Demonstrates an advanced level of requisite skills



Confidence

The assessment instrument asks for your judgment on a wide range of outcomes, and we realize that you may not be equally certain of your self-assessment for every outcome listed.

How confident are you in your skills at this time?:

Explanation for level of confidence and/or other comments about how confident you are in your answers.


Main Reason Scores Changed

Describe the main reason for score changes since the previous assessment




Additional Outcomes Identified by Faculty Mentor and Student Researcher

List and score any additional outcomes identified at the beginning of the research experience. Some suggestions for optional additional outcomes are provided on this page

Description of the first optional outcome


Assessment Score:



Description of the second optional outcome


Assessment Score:



Description of the third optional outcome


Assessment Score:



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