Mandatory Undergraduate Research In a Biology Curriculum Since 1936

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1 Mandatory Undergraduate Research In a Biology Curriculum Since 1936 Richard Knowles, Phil Cochran St. Mary's University of Minnesota Introduction Saint Mary's University of Minnesota is a coeducational liberal arts university tucked into the hills near the Mississippi River in southeastern Minnesota. Currently, most (77%) of the 1,360 undergraduate students are from Minnesota and Illinois. Approximately 90% of students live on campus with complete access to laboratories and other facilities at all times. The biology department is composed of eight full-time faculty members of different biological disciplines who collaborate in the supervision of undergraduate research projects for approximately 35 to 40 biology majors who graduate each year. The purpose of this article is to discuss a requirement of nearly 70 years for biology majors to complete an undergraduate research project. We hope that a review of our program will be useful to those who are looking at their own research requirements. The two authors have somewhat different perspectives of undergraduate research at Saint Mary's University. Undergraduate biology majors are required to complete an original research project and an undergraduate thesis that must be laboratory or field-oriented. Other forms of research such as surveys, clinical data and literary searches do not, by themselves, qualify. The mandatory research and thesis components of the biology curriculum have been in effect since 1936 when they were initiated by Brother Charles Severin, a noted botanist/ecologist at Saint Mary's University for over 50 years. His vision of biological education made him one of those few people in the 1930s who believed in the merits of undergraduate research. How the Program Works Three required courses in the biology curriculum are instrumental to the undergraduate research program: Biometrics (three semester credits), Experimental Planning (one credit), and Research and Thesis (two credits). Biometrics is absolutely essential. The course begins with basic descriptive statistics and advances through analysis of variance techniques, the latter of which is also concerned with the planning of experiments. The Experimental Planning course is usually taken during the students' junior year. This course has five main objectives: 1) to discuss many facets involved in conducting a research project; 2) to select a biological problem to research; 3) to prepare a proposal and present it to faculty and classmates; 4) to search the literature; and 5) to learn about writing a thesis according to our standards. Contemporary instrumentation and techniques help undergraduate students to develop ideas for research projects. Dr. Kowles shows a student how to use an ultra high speed centrifuge. During the first few weeks of the Experimental Planning course biology staff members explain their expertise and on-going research projects. Students further discuss interests with faculty members on an individual basis. The students either affiliate with an on-going project or they develop an original research idea with the help of a faculty member. In any case, the student at this point becomes set with a research advisor. This faculty member is often different from the student's academic advisor. Students generally align with faculty members in the field closest to their own interests but a few occasionally broaden their biological experiences by selecting a project in a different field. Students register for the Research and Thesis course in their final semester regardless of when they begin their research. A few conduct their research projects during the summer months. This small group includes those affiliated with faculty grants and a few students who live or work in the Winona area during the summer months. The majority of students carry out their research projects during the academic year beginning early in the fall semester of their senior year. The credit of two semester hours for their research is simply a token award. Most student researchers do the equivalent of three to twelve credit hours of work. Students who participate in summer research programs at other universities can use that research experience for their thesis at our university. Such an experience qualifies for the requirement if the student actually conducts the research, the work is laboratory or field-oriented, and the other institution grants permission to the student to use the data for the thesis. The student is still required to 40

2 Q uarterly register for the Research and Thesis course because a staff member must advise the student in the production of a thesis. The student research project constitutes an extra effort by both the students and faculty who are teaching full loads. Consequently, the strategy is to plan single concept, manageable projects. Students are sometimes attracted to sophisticated projects beyond their capabilities and available time. An astute faculty member can bring the planning back to reality and develop a reasonable, doable project. Research, of course, always incurs expenses. Grants are of tremendous help in this regard if faculty members are fortunate enough to obtain them. At our university, a laboratory fee is automatically charged to all students enrolled in the Research and Thesis course. This revenue is placed into a line item of the biology department's budget for student research purposes. Beyond those sources, expenses are simply handled through the annual biology department budget. Of course, the administration has to be convinced on the concept of undergraduate research so that they will support an adequate line item for expenses. Some projects designed by the student simply cannot be carried out because of prohibitive costs; in such cases, the project must be modified or replaced with a project containing more creativity and less expense. The Thesis The undergraduate thesis is an integral part of the total research experience. Over 1100 bachelor theses have been completed at the University. The department has developed a handout titled Instructions for Preparation of Thesis that describes the exact format to be used. The handout includes information on the mechanical aspects of the thesis, illustrations, tables, use of scientific names and citations of literature, among other related topics. The student is asked to follow these directions carefully. One copy of each thesis is kept in the department and another copy is kept in the university library. In addition, all biology theses during each academic year are bound into a book-like format that is also kept in the library. Theses are often checked out and used for reference by other student researchers, and even occasionally by off-campus individuals. An Annual Research Symposium Saint Mary's University has sponsored an undergraduate research symposium in biology for the past 30 years. All colleges and universities in Minnesota, Wisconsin and Iowa are invited to participate in or simply to attend the symposium. The number of student presentations range from 30 to 45 with about half of the presentations given by students from other colleges and universities. Over the years, 46 different colleges and universities have participated in the symposium. During any given year, the number of participating colleges ranges from three to twelve, with an average of about six or seven. In addition to the student presentations, a featured speaker presents a one-hour keynote talk. The speaker is usually someone well known in a field with widespread appeal. Attendance is open to everyone, including the general public. Recent topics have included prion diseases, tiger conservation, genetically modified plants, the human genome project and twin studies. The symposium serves as a culmination of undergraduate research efforts. Whether a student presents at the symposium is at the discretion of the faculty research advisor. In some instances, experiments just go badly, plant seeds do not germinate, animals die, instruments break down, etc. In such cases, we set aside a day at the close of the academic year for these students to report on their research efforts. These presentations are completely in-house, and we ask the students to discuss their research regardless of whether the experiments worked ideally. Normally, these students make up a relatively small group. Benefits for the Institution Benefits of undergraduate research to students and faculty members are well known and generally accepted; however, benefits of such programs also exist for the institution. As the landscape of higher education evolves, the undergraduate research requirement can take on new roles. For example, the senior thesis now helps meet our need for program assessment and an upper division writing-intensive course within the biology major. Doing an independent research project, giving an oral presentation, and writing a thesis are activities that integrate the knowledge, judgment, and skills we hope to provide our biology majors. These activities, therefore, serve as the basis for one component of our department's assessment program. At the end of each academic year, the biology faculty assesses the graduating students in terms of: 1) scientific creativity and originality; 2) ability to work independently; 3) ability to analyze data; 4) writing skills; and 5) 41

3 oral presentation. These assessments are used to develop strategies for improvement. A common rating system developed jointly by the faculty members in biology is used (See Appendix). The data for all graduating seniors each year are tabulated, analyzed, and compared by the faculty to results from previous years. Trends reveal areas of improvement or sources for concern. For example, after a decline in some scores in 2004, the faculty identified a need to emphasize proper citation of the literature in individual classes. Our campus is like many that have displayed a commitment to increased writing across the curriculum. When an initiative was passed to require each major program to include an upper division writing-intensive course, it required little effort to have the senior thesis qualify as a course that would satisfy the requirement for biology majors. Results Our biology faculty are convinced that the opportunity for students to conduct original research as undergraduates directly correlates to later achievements. Each year, 70 to 80% of the graduating biology majors enter graduate schools, medical schools, or other professional schools. Two alumni at different universities were selected as conducting the best research project in their graduate school departments. In recent years, four of our students received the prestigious Goldwater Scholarship Award. Much of the success in this regard has been attributed to the students' involvement in a research project when they submitted their application. Also, in recent years, five first place awards have been earned at the District 3 Beta Beta Beta Conference. On occasion, the student's research can be published. Getting undergraduate research published is difficult, especially in refereed major journals. The best outcomes combined several different projects. If the student provided too little input, they are acknowledged in the research article. Students have been authors or coauthors in several research articles in genetics periodicals such as Genome and various environmental journals. Many students have been acknowledged for use of their research findings in review articles such as in the International Review of Cytology, Genetic Engineering: Principles and Methods and a Society of Plant Physiologists publication. Students have also presented their work at numerous poster sessions including NCUR National Conferences (1996, 2002 and 2004) and the recently initiated Scholars at the Minnesota State Capitol Poster Session (2004, 2005). A mandatory undergraduate research program promotes such student activity on almost an annual basis, not just in exceptional years when summer grants and student interest happen to be available. Overcoming Problems Lack of funding and appropriate equipment can be a problem in conducting an undergraduate research program. These situations can be alleviated by an administration that supports the program and by prolific grant writing. For example, one of the authors (R.K.) has obtained $962,000 in grants, that include both research and equipment awards. Having a strong undergraduate research program is believed to have aided in obtaining many of these grants. Once certain expensive instruments are in place, many relatively inexpensive projects can be carried out. Beyond sophisticated instrumentation, ingenuity can go a long way in developing a good research project. The outdoors is another laboratory in which relatively inexpensive research can be conducted. We are fortunate to be located on the Mississippi River in a bluff land region of the state. Numerous students have also conducted research projects on a trout stream that flows through the campus. A difficult problem to solve is the uneven distribution of student projects among the biology faculty. At our university, about 35 to 40 biology majors graduate each year. Of these, 15 to 20 are either in allied health areas and do not have to complete the research requirement or they conduct acceptable research projects elsewhere and only need to complete a thesis. The remaining 20 to 30 students are distributed among eight faculty members. Ideally, this should result in two or three projects per faculty member; however, this distribution does not always occur. Some faculty members might have six or seven, and others may have only one or even none in a particular year. Although a concerted effort is made to push and pull in subtle ways in attempts to even things out, a perfect solution to the problem has been difficult to devise at our university. Faculty members without many students to advise, however, have usually carried the load of other departmental activities as a kind of compensation. They also provide instrumentation expertise, statistical help or serve as second readers. Conclusions In 1987, the Great Lakes College Association published a nation-wide comparison of Ph.D. productivity among colleges and universities based on the percentage of graduates that had gone on to earn Ph.D.s 42

4 Q uarterly Richard Kowles Distinguished University Professor Department of Biology Saint Mary's University of Minnesota 220 Hoffman Hall 700 Terrace Heights, #10 Winona, Minnesota Dr. Phil Cochran (far right) with students collecting fish during a study of a Mississippi River backwater lake. over a 30-year period. In the life sciences, Saint Mary's University was ranked 47th out of more than 1500 colleges and universities. Undergraduate research was not nearly as widespread during the period of time under this study as it is today. It is tempting to speculate that our high ranking correlated with our undergraduate research requirement. A program such as ours may not be workable for every institution. Successful programs have to be put together by giving attention to many different aspects and with careful planning. The number of students and the size of the department faculty are important logistical considerations. Professors in primarily undergraduate colleges and universities generally have heavy teaching loads along with committee work and governance of the college. Good contemporary instrumentation should be available. Adequate library and/or an interlibrary service are essential. These factors certainly need to be addressed. Richard Kowles is Distinguished University Professor of Biology at Saint Mary's University of Minnesota. Dr. Kowles received a B. S. degree and an M. S. degree (education) from Winona State University, an M. S. degree (biology) from Saint Mary's University, and a Ph. D. degree in genetics from the University of Minnesota. He has taught genetics and cell biology courses at Saint Mary's University for the past 33 years. Dr. Kowles has written two books: Genetics, Society and Decisions (Scott Foresman) geared for non-biology majors and Solving Problems in Genetics for biology majors. For the past 32 years he has also been the director of the Annual Symposium for Undergraduate Research in Biology sponsored by Saint Mary's University. Phil Cochran Professor Department of Biology Saint Mary's University of Minnesota 114A Hoffman Hall Winona, Minnesota pcochran@smumn.edu Phil Cochran is Professor and Chair of the biology department at Saint Mary's University of Minnesota. He received a B.A. in biology from Saint Mary's, an M.S. in fisheries biology from the University of Minnesota in St. Paul, and a Ph.D. in zoology from the University of Wisconsin-Madison. He returned to Saint Mary's five years ago after 16 years at a comparable institution. Saint Mary's University of Minnesota has always been a strong advocate for undergraduate research in the biological sciences. The biology faculty finds that undergraduate research activity is another way to teach. Importantly, research activity tends to incorporate the students into the department, rather than a place where they simply go to listen to professors. Students feel like they are contributors to departmental activity and not just recipients. 43

5 Appendix Thesis Assessment Form Graduates with a major in biology and/or environmental biology will demonstrate an ability to conduct original biological research and the skills necessary to write a scientific thesis. Research Advisor will judge the researcher's capabilities, writing skills and oral presentation skills. A scoring key for each category is attached. Scientific Creativity/Originality N A Does the student have input into the project? Independent Research N A Is the student capable of working independently? Analysis of the Data Does the student make the appropriate conclusions and execute analysis independently? Writing skills Does the student write in the proper scientific manner? Oral Presentation N A Is the student capable of communicating his/her research goals and results? Additional comments: Scoring Key for Thesis Assessment Scientific Creativity/Originality: Does the student have input into the project? 1. Student does not have input (or a clue) into project, depends on faculty to initiate ideas, experiments and direction. 2. Student depends on faculty for initial project and suggested experiments and direction. Once given the experiment, understands it. 3. Student depends on faculty for initial project and has input into the experiments and direction of the research. Has made improvements as the research progressed. 4. Student has initial proposal but depends on faculty for direction. Has made improvements as the research progressed. 5. Student has initial proposal and suggests possible experiments and direction of the research. NA. Student performed research at a different institution. Independent Research: Is the student is capable of working independently? 1. Student needs constant direction and help even when repeating the same techniques. 2. Student is able to set up experiments but needs faculty assistance to complete the experiments and progress to next step. 3. Student is able to set up experiments but needs faculty assurance, has improved. 4. Student is able to set up experiments but needs reminders. Has made improvements in independence as the research progressed. 5. Student is able to set up and complete experiments with no faculty assistance. NA. Student performed research at a different institution. Analysis of the Data: Does the student make the appropriate conclusions and execute analysis independently? 1. Student must be repeatedly taught how to analyze the data and interpret the results. 2. Student can analyze the data after initial assistance form faculty but needs constant assistance in interpreting the results. 3. Student can analyze the data independently and makes appropriate conclusions after initial assistance from faculty. 4. Student independently analyzes the data correctly but initially makes inappropriate conclusions. 5. Student independently analyzes the data correctly and makes the appropriate conclusions. Writing skills: Does the student write in the proper scientific manner? 1. Student's rough draft is not written in the proper person or tense and contains many grammatical errors. Material is not presented in the proper thesis format. Six or more revisions are needed to obtain the final thesis. 2. Rough draft is in proper tense but contains many grammatical errors and is not formatted properly. Four or five revisions are needed. 3. Rough draft is not in proper thesis format. Three revisions are needed to obtain the final thesis. 4. Rough draft is in proper thesis format but style of writing needs improvement. 5. Student's thesis rough draft needs only minor revisions. Oral Presentation: Is the student capable of communicating their research goals and results? 1. Student needs lots of help from professor to prepare presentation and does not present the research well during presentation. 2. Student is capable of preparing presentation with some assistance from professor but does a poor job orally communicating results. 3. Student needs lots of help from professor to prepare the presentation but communicates results very well during presentation. 4. Student is capable of preparing presentation with minimal assistance from professor and can communicate their results. 5. Student prepares presentation with minimal assistance from professor and can communicate results very well. NA. Student does not present. 44

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