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Early Involvement in Undergraduate Research at the University of Richmond

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Early Involvement in Undergraduate Research at the University of Richmond FALL 2008 • Volume 29, Number 1 Kathy Hoke, Lisa Gentile, CURFocus University of Richmond Early Involvement in Undergraduate Research at the University of Richmond The University of Richmond (UR) is a private, liberal arts insti- Early Undergraduate Research Involvement tution of approximately 2,800 undergraduate students that in the Sciences is very focused on undergraduate research across its campus. In the sciences, early involvement in research has been sup- In the summer of 2008, there were 145 students involved in ported primarily by two major grants from the Howard undergraduate research in science and mathematics, 29 percent Hughes Medical Institute (HHMI, 2004-2008 and 2008-2012), of whom were funded internally and 71 percent of whom were supplemented with internal funds. Both of the university’s funded externally by various grants and awards (HHMI, Merck- HHMI grants have two mechanisms for supporting early under- AAAS, Beckman, NIH, NSF, ACS-PRF, etc). One of the distinctive graduate research experiences: a pre-freshman program and a features of our undergraduate-research program in these areas program for first- and second-year students. The pre-freshman is the number of students who get involved at early stages in program supports between five and 13 incoming students per their careers in significant interdisciplinary research projects. summer. It focuses on underrepresented groups, including stu- In general, the purpose of our undergraduate research program dents from the African American, Native American, Hispanic, is to cultivate further interest in STEM areas and increase the Alaskan Native, Native Hawaiian, or Pacific Islander communi- number of undergraduates, particularly among underrepresent- ties, as well as those who are first-generation college students, ed groups, who feel well prepared for graduate level research. those who are economically disadvantaged, and women in We also seek ways for our students to improve their oral and computer science or physics. The office of admissions identi- written communication skills, learn to be better scientists, and fies students who have expressed an interest in science from increase their self-confidence and ability to work indepen- these under-represented groups. These students spend 4.5 dently. That undergraduate research experiences lead to these weeks on campus the summer before their freshman year outcomes is well documented (see, for example, Guterman, doing research in a lab that has been matched with their inter- 2007; Lopatto, 2004; Russell, Hancock & McCullough, 2007; ests. They are housed in a single dorm with a resident advisor Seymour, Hunter, Laursen & DeAntoni, 2004; Wilson, 2006). (RA) (for liability reasons, students are housed in a dorm with a designated RA rather than in apartments with the majority of Involving first- and second-year students in research enhances research students). Not only do these pre-freshmen gain valu- these outcomes in several ways. Early engagement in science able research experience, they also meet each other as well as is important for retention (NRC, 1999), and undergraduate other research students and a research mentor before officially research can capture a student’s interest before she or he arriving for the fall of their freshman year, giving rise to an early decides to pursue other majors. When a first-year student support network. becomes involved in a research project and continues the work for multiple years, there is more time to make a sig- The second HHMI-supported program providing early under- nificant contribution to the field that culminates in presenta- graduate research experiences for our students is aimed at stu- tions at regional or national meetings and in peer-reviewed dents completing their freshman and sophomore years who are publications. Finally, there is more opportunity for students interested in an interdisciplinary research experience. Students to become integrated into a community of interdisciplinary are chosen for this program based on a competitive applica- scholars and to generally be immersed in the process of doing tion process and spend 10 weeks on campus doing research full science and mathematics. time in a lab of their choosing. All students from this program who choose to live on campus are housed in university apart- This article describes the financial support the University of ments with other summer-research students. In UR’s first HHMI Richmond has obtained for undergraduates’ early involve- grant, funding was provided for 10 such students per summer, ment in research, the programmatic features we have included while in the second, 24 students will be supported from a com- that specifically address the needs of first- and second-year bination of HHMI (14 students) and internal funds (10 students). students, and challenges we have faced. In addition, how we measure success is discussed. Council on Undergraduate Research • www.cur.org 18 Quarterly HHMI-funded fall Science Symposium. All science-research students are encouraged to participate in this symposium, which also features a keynote talk from a well-known interdis- ciplinary scientist. Students who have been supported for summer-research opportunities by either of these HHMI programs are then eligible to feed into other externally funded programs as juniors and seniors. For example, one student was funded to do research the summers after his freshman and sopho- more years by HHMI. The summer after his junior year he was funded by UR’s interdisciplinary Merck-AAAS scholars program, all while working with the same mentor. He has co-authored 2008 HHMI first-and second-year research students two peer-reviewed publications and will start graduate school in biochemistry following graduation. Another student was For all of these students, funding is provided by HHMI for lab similarly funded by HHMI and is currently, in his junior year, supplies ($1,250 per year per student) and travel to professional funded by UR’s Beckman scholar’s program. He has had two meetings to make presentations ($750 year per student). peer-reviewed publications and is planning to attend graduate For the students in this program, we focus on broadening their school in chemistry. perspectives, forming a supportive community (see below) and providing opportunities for them to communicate their results. We designed a New Collaborations Seminar Series in which Early Undergraduate Research Involvement HHMI-funded students and their mentors choose an interdis- in Mathematics ciplinary scientist to invite to campus and give a seminar. For Richmond’s mathematics department has a long history of these seminars, the HHMI students are encouraged to interact engaging undergraduates in research; however, the initial sum- informally with the seminar speaker (they take them to break- mer experiences were somewhat frustrating. Although the fast) and then to attend their talks. By having different students typical research student would be completing his or her third and mentors select the speakers, we ensure that a wide variety year, too much of the 10-week experience was spent simply of interdisciplinary topics are introduced to the students. For familiarizing students with the mathematics necessary for the 2007-08 academic year, the following interdisciplinary the research. The faculty in mathematics sought to change speakers spoke on campus: Jose Onuchic (Center for Theoretical this experience. They observed that the science programs Biological Physics and Department of Physics, University of San were recruiting research students earlier and keeping them Diego); Liisa Galea (Behavioral Neuroendocrinology, University longer, which led to the idea of the LURE program—the Long of British Columbia); Sue Mooberry (Southwest Foundation for Term Undergraduate Research Experience. Specifically, LURE Biomedical Research); Adrian Roitberg (Computational Nano- recruits first- and second-year students and pairs them with and Bio-Physical Chemistry, University of Florida); Chris Miller faculty members who serve as mentors throughout a two-year (Biochemistry, Brandeis University); Linda McGown, (Center research experience. Through closely supervised research and for Biotechnology and Interdisciplinary Studies, Rensselaer independent study activities spanning two summers (10-weeks Polytechnic Institute); Danielle Liubicich (Department of each) and two academic years, students experience all the Integrative Biology, University of California-Berkeley); and steps in a research project, from background reading to the Jeanne Nerbonne (Department of Developmental Biology, professional presentation of results. Washington University School of Medicine). In 2004, the mathematics faculty submitted an unsuccessful To build communication skills and to continue broadening proposal to NSF for the LURE program through NSF’s Workforce their scientific perspectives, HHMI-funded students present in the Mathematical Sciences program; the main criticism of either an oral or poster presentation of their research at the the proposal was its limited impact. The math faculty decided Council on Undergraduate Research • www.cur.org 19 FALL 2008 • Volume 29, Number 1 to form a consortium of schools running parallel programs, and NSF funded the new proposal in 2006. Now in its second year, it is a collaborative effort among Central Michigan University, Sam Houston State University, Coppin State University, Olin College, and UR (two comprehensive universities, a historically black university,
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