English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

North American universities are encouraged to increase opportunities for undergraduate research experiences\ud(UREs). To this end, many universities offer directed studies courses (DSCs) which are 1-2 semester long\udcourses involving one-on-one instruction, with a focus on student-led independent research. Building on the\udunderstanding of dynamics generally related to UREs, this paper seeks to compare the motivations, benefits,\udand barriers specifically related to DSCs from student, instructor, and administrator perspectives. Based on a\udset of qualitative focus group discussions at a small undergraduate liberal arts institution, we present the\udsimilarities and differences in these perspectives and recommend a set of best practices for DSCs. All three\udgroups reported motivations for engaging in a DSC that addressed working with a particular student or\udinstructor, assistance with graduate school preparation, and meeting program requirements. In terms of\udperceived benefits of DSCs, both students and instructors indicated the mentoring relationship and practical\udoutcomes arising from DSCs. Students recognized the benefits of developing research skills, but stressed the\udmotivation and benefit of independent learning more than was found in other studies. Instructors focused on\udbenefits of research engagement and relationship building. The major challenges to participating in DSCs were\udworkload and time (all groups), unprepared students and lack of guidelines (instructors and administrators),\udand the oral presentation requirement and lack of information about DSCs (students). Based on these results,\udwe suggest increased clarity in DSC expectations, consistent standards of quality, and promoting research\udprocesses common to the DSC’s home discipline

Exploring the Dynamics of Directed Studies Courses: Student, Instructor, and Administrator Perspectives