SPUR (2018) 2 (2): https://doi.org/
More Articles in this Issue
- Practice‐ Vicki L. Baker and John Carlson
SPUR (2018) 2 (2): https://doi.org/10.18833/spur/2/2/3 Abstract:
The authors discuss a course-based undergraduate research (UR) experience in business, seeking to continue a conversation initiated by Miller and DeLoach (2016) regarding undergraduate research in professional fields. The current state of liberal arts colleges and business education is described, as are the three modes of thinking developed by students during their UR participation. The authors also discuss lessons learned and provide insights into the components needed to support a course-based UR experience in other settings.
- Assessment‐ Shearon Roberts and Ross Louis
SPUR (2018) 2 (2): https://doi.org/10.1833/spur/2/2/6 Abstract:
This study explores how African American STEM students pursued research experiences outside of STEM disciplines, drawing on nine years of data from the undergraduate research journal XULAneXUS at the STEM-focused, historically black institution Xavier University of Louisiana. Findings indicate that a successful STEM education for black students benefits from non-STEM research mentorship that supports and reinforces minority students’ commitment to STEM careers. Data show that STEM students engaged in non-STEM research to help them study and explain phenomena, revealing significance in the agency of STEM students to broaden the scope of their STEM education at a STEM-focused institution.
- Assessment‐ Karen M. Travis and Priscilla Cooke St. Clair
SPUR (2018) 2 (2): https://doi.org/10.18833/spur/2/2/7 Abstract:
Many undergraduate research capstones require research papers that include a literature review. This study assessed whether modifications made to teaching of a literature review resulted in significant changes to quantified measures of assessment. Literature reviews in the final economics capstone research papers of 212 students from the 2005–2016 period were examined. Results showed that a mandatory graded requirement of incorporating a summary first paragraph was significantly more effective than recommending that students write this paragraph. There was a statistically significant increase associated with both the number of references and total number of paragraphs with a minimum of two scholarly citations. Results demonstrated the general effectiveness of continuous updating of assignments and activities based on student feedback and instructor experience.