UNDERGRADUATE RESEARCH

UNDERGRADUATE RESEARCH PROGRAMS

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Faculty Mentor Name


Email


Student Name


Final Research Assessment Survey

Complete this final research assessment survey. Your student 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 your student researcher 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



Confidence Levels

The assessment instrument asks for your judgment on a wide range of outcomes, and we realize that you may not have equally rich or compelling information about your student across every outcome listed, at all three assessment intervals. We would therefore appreciate your taking a moment to indicate, in the column next to each assessment score, your own level of confidence in the score's accuracy. We do not expect you to have the highest possible level of confidence in every score at every assessment interval. We do, however, want to make this process as fair and transparent as possible. We also hope that the act of indicating confidence levels will encourage additional reflection on the validity of each assessment score. In assigning confidence levels, please use the following scale

5-Very confident
4-Fairly confident
3-Somewhat confident
2-Not terribly confident
1-Not confident at all


Communication

Uses and understands professional and discipline-specific language


Confidence Level:



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


Confidence Level:



Writes clearly and effectively in discipline-specific formats


Confidence Level:

Creativity

Brings new insights to the problem at hand


Confidence Level:



Shows ability to approach problems from different perspectives


Confidence Level:



Combines information in new ways and/or demonstrates intellectual resourcefulness


Confidence Level:



Effectively connects multiple ideas/approaches


Confidence Level:

Autonomy

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


Confidence Level:



Accepts constructive criticism and applies feedback effectively


Confidence Level:



Displays high level of confidence in ability to meet challenges


Confidence Level:



Uses time well to ensure work gets accomplished and meets deadlines


Confidence Level:

Ability to deal with obstacles

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


Confidence Level:



Shows flexibility and a willingness to take risks and try again


Confidence Level:

Practice and process of inquiry

Demonstrates ability to formulate questions and hypothesis within discipline


Confidence Level:



Demonstrates ability to properly identify and/or generate reliable data


Confidence Level:



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


Confidence Level:

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:



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


Confidence Level:



Shows understanding of important current individuals within the discipline


Confidence Level:

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:



Recognizes discipline-specific problems and challenges established thinking when appropriate


Confidence Level:



Recognizes flaws, assumptions and missing elements in arguments


Confidence Level:

Understanding ethical conduct

Shows understanding and respect for intellectual property rights


Confidence Level:



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


Confidence Level:



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


Confidence Level:

Intellectual development

Demonstrates growth from basic to more complex thinking in the discipline


Confidence Level:



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:



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


Confidence Level:



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


Confidence Level:

Culture of scholarship

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


Confidence Level:



Behaves with a high level of collegiality and ethical responsibility


Confidence Level:

Content knowledge skills/methodology

Displays detailed and accurate knowledge of key facts and concepts


Confidence Level:



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


Confidence Level:



Demonstrates an advanced level of requisite skills


Confidence Level:

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:


Confidence Level:



Description of the second optional outcome


Assessment Score:


Confidence Level:



Description of the third optional outcome


Assessment Score:


Confidence Level:



Additional Questions

1. For any score below a 3 provide a brief explanation of the reason for your score. Please be sure to specify what outcome(s) you are discussing.


2. Please use this space to discuss any score or 3 or 4 that you believe merits further explanation.


3. Provide suggestions on how your student could be helped to improve on those outcomes where he/she received a score below 3.


4. Are there any student outcomes not covered in the above list that you would like to tell us about? Please explain.


5. How helpful was the orientation session in preparing you to mentor you summer research student?


6. How .helpful for gaining insight into the capabilities of your student was the interview you conducted with your student at the beginning of the summer (prior to completing the pre-research assessment survey)?


7. Describe how this experience has helped you learn more about the mentoring process. What aspects of mentoring an undergraduate student did you find most satisfying, challenging, and/or unanticipated?


8. You have discussed (or will discuss) how each of you scored the assessment surveys with your student 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.


10. Provide a brief biographical sketch/project description (paragraph) that will be used in the Program and Abstracts volume for the 13th annual Student Research and Creativity Celebration (scheduled for April 29 and 30th, 2011). This paragraph must include your student's academic major, graduation date, academic interests, future plans, and include a two to three sentence summary of the summer research project and a sentence about results and outcomes (such as a planned presentation or performance at a meeting or a work of art entered into a juried art show). The paragraph will be used in the section of the SRCC program that highlights the students funded by this program.
NOTE: This is not the same thing as the SRCC application completed by your student. The SRCC application includes an abstract or artist statement that describes the project and DOES NOT include biographical information about the student. If you are uncertain about the level of detail to provide, review the Program and Abstracts from the most recent Student Research and Creativity Celebration http://www.buffalostate.edu/undergraduateresearch/x503.xml.


11. Approve the online SRCC application completed by your student. You will have a chance to edit the abstract next spring, but in order for the USRF final report to be considered complete, a mentor-approved abstract must be in the SRCC database.
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