A Different Kind of Classroom

David DeMuth on January 4, 2024

Typical to the daily activities of college students are classes, taking notes, completing homework assignments, preparing for exams, and then celebrating hard earned grades.

“Exploring new phenomena, designing experiments, breaking through roadblocks, reporting findings is a different kind of classroom,” suggests VCSU physics instructor and Undergraduate Research Opportunities Program director Dr. David DeMuth.

“While more common to NDSU and UND students, undergraduate research is a high-impact learning practice that creates connections between students and researchers.” DeMuth contends that research work should not be exclusive to the so-called research institutions. His passion is to ensure that students at the smaller campuses in North Dakota also have access to this impactful practice.

Supported by the ND EPSCoR office at NDSU, the UROP seeks to incentivize faculty-mentored undergraduate research at the four 4-year, five 2-year, and five tribal colleges in North Dakota. Interested students solicit the program office with a short proposal which outlines their methods, timeline, and budget. A faculty-mentor of their liking provides guidance. Together they solve complex problems and then report findings at local or regional conferences.

For example, at VCSU, then undergraduate Victoria Christensen had a notion that the whelping of herding dogs used on her father’s Montana ranch were being challenged by an unknown toxic environment. Partnering with toxicologist and VCSU professor Dr. Hilde van Gijssel, over one year’s time the explored the symptoms, designed an experiment that would provide clues to abating the situation in subsequent years; Victoria’s project proposal “Canine Parvovirus-2 Prevention Study“.

The skillset acquired in butting one’s head against a tough problem and tenaciously solving, then explaining the problem is valued in nearly every profession, and the workforce and industry in the region knows that. Victoria’s experiences at VCSU and her dual chemistry and biology degree were just the right mix to now be working as a chemist in western North Dakota.

Undergraduate research opportunities programs are relatively common at teaching-focused campuses such as VCSU in Valley City, North Dakota but the number of participants is often constrained by the institution’s faculty members whose desired focus tends to be teaching. That’s okay, according to DeMuth, faculty who are accomplished teacher deserve applause, as do those steeped in service such as advising, but some of us have a real knack for research, and the UROP seeks to support that interest.

The Role of the Faculty Mentor

David DeMuth on January 2, 2024

Undergraduate research is among several high impact learning practices encouraged by the AAC&U, and project mentorship by faculty is an important attribute.

For some of us, research work is like the back of our hand, we just have to be involved, while others wonder how they might forge time for scholarly works out of  busy teaching and advising schedules. Students may also be reticent, but of importance is the program’s emphases that “research” include artistry, creative work, and scholarship, and ideally is integrative and collaborative.

As an UROP mentor, your fundamental role is to ensure an undergraduate researcher has a tractable idea, work with them to develop a successful proposal, then work alongside the student to manage their regular progress. Mentors report anywhere between an hour to six hours per week (and not every week) as a typical efforts on their part, while the students are putting in significantly more time; UROP projects are considered to be 120 hours of student work.

Some mentors encourage students to develop from scratch their research ideas. Others ask students to take on a project that is related to their own works. Some faculty are selected by students because of positive classroom experiences, and occasionally that mentor is in no way an expert, instead more of an enthusiast who is intrigued to explore in company with the undergraduate researcher. In most cases, the discovery process for both student and faculty is a career highlight.

Responsibilities include proposal development oversight, ensuring timelines are feasible, expenditures and budgets are in order, and that the research is conducted at a regular pace. An important role is wedging the student out if stuck, or at least facilitating a path of success. Signing off three or four times so that they can be paid, and ensuring a presentation of their study is presented fill out the list of a mentor’s responsibilities.

Most enjoy the iteration with their student researchers and regard the experience memorable; in some cases that collaboration translates to a lifelong relationship. Spectacular is when a student who pre-UROP had limited regard for research, then discovers “that wow, I can research, the challenge is exhilarating, and it’s fun.”

When unconsidered career pathways such as a second major or graduate school are pursued by the SOAR recipient, the program is ideally working. An age old realization: nearly all who go on to graduate school has had an authentic undergraduate research experience, however having said experience does not necessarily imply graduate school is in their destiny.

Please consider joining the ranks of the UROP mentor, it is a distinct joy to work with students in their discovery process. Feel free to contact any of the UROP Council to learn more on the merits of being a faculty mentor.