Initial Publication Date: August 29, 2023

Introduction to Research Course

This course introduces participants to the foundational concepts of STEM research ranging from finding a research advisor, to collecting and analyzing data, and STEM communication (the full list of topics is found below). The course is presented in a flipped virtual mode where students are expected to work through the material available on the classes' Canvas site before class each week and then use that content during discussions and other activities facilitated within the synchronous class meeting.

Course Activities

Content Modules

Weekly content modules are posted on Canvas at least a week before the class they will be discussed. Participants are expected to complete these modules before class so that they can be actively engaged in the classroom activities. The weekly modules may include videos, and/or readings from the VisionLearning program, or other relevant videos or readings. Weekly module reflections are embedded in the weekly modules to help the participant process the information that has been presented and form connections between the new topic and other knowledge. Reflection questions like these play a valuable role in helping students retain the information that is read in STEM textbooks as well.

  • Week 1: What is research? What does it take to be a STEM researcher?
  • Week 2: Where to start? Research Questions and Mentors
  • Week 3: Now What? Literature Review
  • Week 4: How do/don't I do this? Responsible Conduct of Research
  • Week 5: But what do I actually do? Experimental Design and Data Collection
  • Week 6: What does this mean? Interpreting the Data
  • Week 7: How do I share this? Presentations, Posters, and Papers
  • Week 8: Why should I do this? Pulling it all together

Synchronous Virtual Sessions

During the weekly 1 hour synchronous class sessions, participants review and discuss the topics covered in the Canvas modules with their peers and participate in other activities that reinforce the content. These sessions also provide for dissemination of program announcements and reminders.

Profile of Myself as a STEM Researcher

After each synchronous session, participants have a scaffolded experience of applying what they are learning. The Profile of Myself as a STEM Researcher is a cumulative activity completed as a series of short assignments each week of the program.SAGE2YC: Develop Students'
Science Identity »

  • Week 1: What is research?  What does it take to be a STEM researcher?
    Activity: Create a Linked-In account.  Add information about: You, your interests in STEM research, Skills and Characteristics, Past experiences, projects, & classes that are relevant to STEM Research.
    Writing: White a short essay that addresses these prompts.  What areas/questions interest you?  Why?  What drives you to those fields?  What past experiences stimulated those interests?
  • Week 2: Where to start? Research Questions and Mentors
    Activity: Expand your Linked-In profile.  Add connections to (1) people you may be able to endorse/recommend you, (2) at least 3 researchers in your field of interest.  Join groups (1) IINSPIRE-VSEER (2) at least 2 labs/companies/etc that are relevant to your research interest.
    Writing: Pick one of the 3 researchers you selected and draft an e-mail you might send inquiring about possible summer research positions.
  • Week 3: Now What? Literature Review
    Activity: Find and read a research paper written by the researcher you chose in week 2.  
    Writing: Use the Journal Paper Worksheet (Acrobat (PDF) 186kB Aug18 22) to write a summary of the paper.  What did you understand?  What high level questions do you have?  What subjects would you need to study to make contributions to this field?
  • Week 4: How do/don't I do this? Responsible Conduct of Research
    Activity: Identify and analyze a case study in your field of interest where they found "Irresponsible Conduct of Research" – Writing: Write an analysis of this case study.  Who was involved?  What happened?  What were the initial results?  How did the community find out?  What was the response/outcome?  How could/can this be prevented?
  • Week 5: But what do I actually do? Experimental Design and Data Collection
    Activity: In the paper you read in week 3 identify those sections that deal with Experimental Design and Data Collection. Identify the variables and provide an explanation of why the researcher chose each variable. Determine what the author shares about (1) Equipment, (2) Methods, (3) Test logistics (4) Strategies used to avoid bias and/or errors.
  • Week 6: What does this mean? Interpreting the Data
    Activity: In the paper you read in week 3 identify those sections that deal with Data Interpretation.  List the findings/conclusions identified in the paper – how do the authors provide evidence for those conclusions?   
  • Week 7: How do I share this? Presentations, Posters, and Papers
    Writing: Draft a poster that converts your work in the assignments thus far into a format following the best practices for posters.  Add this information to the provided template (Acrobat (PDF) 86kB Jul28 22).
    Activity: Provide constructive feedback to the 3 peer's posters as assigned 
  • Week 8: Why should I do this? Pulling it all together
    Writing: Use the constructive feedback from your peers and instructors to improve and complete your poster. Clarify parts that were not clear, add missing information, correct spelling, grammar, formatting etc.
    Activity: Present this Poster at the Poster Presentation and review the work of others using the provided rubric (Acrobat (PDF) 158kB Jul28 22).

The poster project and presentation are students' opportunity to display the impact of the participation in the VSEER program and what they have learned about research and themselves. The content of the poster is developed over the course of the 8 week program and students receive guidance on how to display content according to best practices for a STEM research poster. They also had the opportunity to share their experiential poster at IINSPIRE Alliance's Annual meeting.