TY - JOUR T1 - Three Decades as an NSF REU Site: Lessons and Recommendations JF - bioRxiv DO - 10.1101/162289 SP - 162289 AU - Andrew L. McDevitt AU - Manisha V. Patel AU - Aaron M. Ellison Y1 - 2017/01/01 UR - http://biorxiv.org/content/early/2017/07/18/162289.abstract N2 - For the past 30 years, the NSF’s Research Experiences for Undergraduates (REU) program has supported thousands of undergraduate researchers annually. Each REU site operates independently with regards to their research mission and structure, leading to a complex educational milieu distinct from traditional classrooms and labs. Overall, REU sites are perceived as highly formative experiences for developing researchers. However, even with improved assessment practices over the past decade, best practices for student learning and long-term impact are limited. To address this limitation, we recommend the use of cultural historical activity theory (CHAT) as a unifying framework to study these diverse programs. CHAT provides guidance for the collection of qualitative information which can help characterize REU programs in an educationally meaningful context. Adoption of CHAT by REU sites would improve dialogue among interdisciplinary programs. Such networks could further incentivize collaboration with discipline based education researchers and result in improved evidence-based practices.Affective domainOne of the three Bloom’s Taxonomy Learning Domains. Unlike the cognitive (knowledge-based) and psychomotor (action-based) domains, the affective domain examines the development of emotional characteristics such as attitudes, feelings, motivation, and values.CHATCultural-historical activity theory is a systems approach to understanding complex human phenomina by understanding conflicts between individual and cultural values. In an educational setting, this can help to frame the social construction of knowledge.ConstructAn abstraction that helps to conceptualize phenomena that cannot be directly observed.Concept InventoryA rigorously designed test (often multiple chioce) that evaluates an individual’s mastery of a particular topic. Incorrect responses often reflect common misconceptions and can be used to further distinguish the level of mastery of a topic.Evidence-based PracticeUse of the current best evidence to imform pedigogical decisions.Instructional interventionAn intentional program aimed at promoting a specific congnitive or affective goal.InstrumentA scientifically validated survey or protocol for obtaing information from participants.HF-SRPEThe Harvard Forest Summer Program in Ecology has received continued NSF REU funding since 1989. All authors have experience running this program and are providing insights and reccomendations based on this experience: Ellison has been the Program Director since 2004, Patel has been the Program Coordinator since 2012, and McDevitt was an on-site proctor and evaluation-researcher in 2015 and 2016.REUNSF’s Research Experiences for Undergraduates program funds sites (such as HF-SRPE) and individual students to participate in STEM research oppertunities.ScaffoldingStructured education activites that allow student to progress towards deeper understanding and independence in the learning process.UREA generic acronym for undergraduate research experiences whereas REUs are NSF’s branded programs.URSSAThe Undergraduate Research Student Self-Assessment is an evaluation tool for REU programs whose use is required by NSF.ZDPThe zone of proximate development is the area between a student can learn with help and without help. ER -