‘If you learn about these issues, you're going to learn...more about yourself and things that you come in contact with every day’: Engaging undergraduate students in meaningful literacy in a research writing course

This study explores the experiences of undergraduate students enrolled in a required research writing class that focused on the topics of social (in)justice and diversity and which allowed students to conduct their own empirical research. In order to investigate their experiences with the topics and with the empirical research project, we employed the use of interviews and analyzed the data by organizing it by themes. Short narrative profiles of eight of the participants that we focus on for this study are provided. From the participants’ experiences, we also explore two themes: students’ engagement with social (in)justice in a required undergraduate writing course and incorporating empirical research in a required research writing course. Finally, we provide implications for teaching and teaching writing

Extending the institutional repository to include undergraduate research

While a primary strategy of scholarly communication initiatives has been to encourage faculty participation in institutional repositories (IRs), with some process and workflow customization, IR participation can be successfully extended to undergraduate students, with benefits to both the student and institution. Drawing observations from the University of New Hampshire Library\u27s work collecting undergraduate honors theses and other student research, this article discusses customization strategies for creating an effective workflow for student self-deposit using an iterative, feedback-based approach, and the benefits, challenges,and potential concerns of encouraging undergraduate participation in institutional repositories

Experimental and simulation study on the aerodynamic performance of a counter rotating vertical axis wind turbine

The Darrieus H-rotor has gained much interest in the last few decades as among the reliable devices for wind energy conversion techniques, for their relatively simple structure and aerodynamic performance. In the present work, development and aerodynamic performance predictions of a unique contra-rotating VAWT have been studied through experimental and computational approaches as it has yet to be applied to a VAWT. The main purpose of this study is to develop and investigate the practicality of employing the contra-rotating concept to a VAWT system while enhancing its conversion efficiency. The simulation study was performed using three-dimensional computational fluid dynamics (CFD) models based on K-omega shear stress transport (SST) model. The computational work covers a wider range of simulation processes compared to the experiment which includes a parametric study based on the axial distance between the two rotors and blade height. The performance evaluations of the current models were established in terms of key aerodynamic parameters such as torque and power. The systematic analysis of these quantities showed the usefulness of the contra-rotating technique on a VAWT system and the ability to extract additional more than threefold power over the entire operating wind speeds covered. The system has also improved the inherent difficulties of the Darrieus rotor to self-start. The results also demonstrated a significant increase in terms of conversion efficiency for both power and torque compared to a single-rotor system of a similar type. A maximum of 43% and 46% of power and torque coefficients were respectively possible with the current dual-rotor system. The simulation results indicate that smaller axial distance tends to enhance the performance output of the system relatively better compared to a larger distance. However, in terms of the blade height, longer blades generated the highest amount of power. It is anticipated that this current technique could revolutionize wind energy harvesting strategies and would find applications in a wide range of sites that are characterized by low and moderate wind regimes and particularly be useful in the urban environment where turbulence is high

Course-based Science Research Promotes Learning in Diverse Students at Diverse Institutions

Course-based research experiences (CREs) are powerful strategies for spreading learning and improving persistence for all students, both science majors and nonscience majors. Here we address the crucial components of CREs (context, discovery, ownership, iteration, communication, presentation) found across a broad range of such courses at a variety of academic institutions. We also address how the design of a CRE should vary according to the background of student participants; no single CRE format is perfect. We provide a framework for implementing CREs across multiple institutional types and several disciplines throughout the typical four years of undergraduate work, designed to a variety of student backgrounds. Our experiences implementing CREs also provide guidance on overcoming barriers to their implementation

Workers researching the workplace: The confessions of a work based learning tutor

This paper discusses the work based learning module at the University of Chester, its philosophical underpinnings and the community of practice amongst tutors; the evolution of the facilitation of workplace research, how it is currently deilvered and future developments; practitioner enquiry; a research agenda

Improving Primo Usability and Teachability with Help from the Users

In the aftermath of a consortium migration to a shared cloud-based resource management and discovery system, a small college library implemented a web usability test to uncover the kinds of difficulties students had with the new interface. Lessons learned from this study led to targeted changes, which simplified aspects of searching, but also enhanced the librarians’ ability to teach more effectively. The authors discuss the testing methods, results, and teaching opportunities, both realized and potential, which arose from implementing changes

Principles And Practices Fostering Inclusive Excellence: Lessons From The Howard Hughes Medical Institute’s Capstone Institutions

Best-practices pedagogy in science, technology, engineering, and mathematics (STEM) aims for inclusive excellence that fosters student persistence. This paper describes principles of inclusivity across 11 primarily undergraduate institutions designated as Capstone Awardees in Howard Hughes Medical Institute’s (HHMI) 2012 competition. The Capstones represent a range of institutional missions, student profiles, and geographical locations. Each successfully directed activities toward persistence of STEM students, especially those from traditionally underrepresented groups, through a set of common elements: mentoring programs to build community; research experiences to strengthen scientific skill/identity; attention to quantitative skills; and outreach/bridge programs to broaden the student pool. This paper grounds these program elements in learning theory, emphasizing their essential principles with examples of how they were implemented within institutional contexts. We also describe common assessment approaches that in many cases informed programming and created traction for stakeholder buy-in. The lessons learned from our shared experiences in pursuit of inclusive excellence, including the resources housed on our companion website, can inform others’ efforts to increase access to and persistence in STEM in higher education