Assembled

2013

I began my college career in the fall of 2008 at Olney Central College in Olney, Illinois. OCC is part of the Illinois Eastern Community Colleges system. I spent two semesters at OCC, until I moved in the summer of 2009. I transferred in the fall of 2009 to Ashford University in Clinton, Iowa. I took advantage of the online education offered by Ashford, which allowed me to study at my home in Clarkston, Michigan. I had two concurrent majors with Ashford: first: social sciences with an education concentration; and second: English. The papers in this book are the collected written assignments of my undergraduate career at Olney Central College and Ashford University. They are presented in chronological order within each course, and the courses, aside from the first semester, are given in consecutive order. The papers in the first two semesters were written using MLA format, with subsequent papers being written in APA format, as required by the individual schools. I completed by undergraduate studies in April of 2013 and graduated from Ashford University in the spring.

papers in research and writing, 2020

papers in research and writing

2020

2010

2007

Pakistan Journal of Medical and Health Sciences

The research isn't finished until published while the students must actively engage in all facets of scientific and professional culture.1This implies they must comprehend the profession's ideals while the students are taught the value of study, many fail to realize that study is not finished until it is printed.2 Releasing, peer review, and prioritization are all values of researchers that are not taught in textbooks, typical laboratories, or mass lectures.3 Students are sometimes included as co-authors in professional publications, although they are usually acknowledged. Rarely do students actively participate in both writing and peer review while the peer review and publishing will not be typical expectations of these essential encounters until then4.

2015

The mission of the Council on Undergraduate Research is to support and promote high-quality undergraduate student-faculty collaborative research and scholarship.

2020 ASEE Virtual Annual Conference Content Access Proceedings

In an effort to improve recruiting and retention, our institution has focused on expanding the Honor's College experience. The Honors College us working with each of the individual colleges to develop honors experiences specific to that college's needs. Within the College of Engineering and Applied Science, the goal is to focus the Honors experience on undergraduate research with an aim of broadening research opportunities and competitiveness of student applications for summer research programs, NSF REUs, internal/external research funding applications, participation in undergraduate research conferences, and preparing the students for graduate school. Historically, many students (inside and outside of the honors program) have received credit for completing undergraduate research, but this is often a "stand-alone" course with no additional preparation and ill-defined outcomes. While this approach may provide a laboratory experience, the research experience is greatly dependent on the research laboratory and the research advisor. The significant increase in expected students performing undergraduate honors research also suggests that a group mentoring approach may be required in order not to require additional time from the research mentors. In an effort to improve the undergraduate research experience, we will be initiating an Engineering Honors Research Methods course for the undergraduate Honors students during the Spring 2020 semester as a prerequisite for subsequent undergraduate research. The Research Methods course will be broadly focused by providing a general approach to research and graduate school preparation appropriate for all majors in the Engineering College. Alternative approaches from the literature that are used to teach students how to conduct research will be compared and contrasted. Course topics will include: finding a research mentor, literature search skills, using the scientific method for approaching a research problem, developing a research methodology, writing a funding proposal, delivering a research presentation, and selecting and applying for graduate school. The motivation for this work, course details, learning objectives, course schedule, and course assignments will be presented. Assessments and student outcome tracking for the course will be discussed. Experiences, outcomes, feedback, and lessons learned from the initial offering of this course will be presented.

2012