Research Experiences for Undergraduates

During the summer of 2008 the South Dakota School of Mines and Technology Research Experiences for Teachers (RET) program conducted two teacher experiences that greatly impacted participants. The two experiences were markedly different with one having an international focus and the other focused on a second consecutive summer of research domestically. The second summer domestic experience placed one teacher in a lab for a second consecutive summer for the purpose of building upon previous summer outcomes and for further immersion into the research environment. The international experience hosted by Dr. Humberto Gomez at Pontifical Catholic University in Valparaiso, Chile presented a dual immersion dynamic in which two teachers were immersed in the research environment and a different culture and language.

The US and Chilean Research Group

Primary Strategic Outcome Goal:
Teacher Education and In-service Professional Development

Secondary Strategic Outcome Goals:
Engineering Research

In terms of intellectual merit, why is this outcome notable and/or important?
The RET Research Assistants worked on materials science and engineering and biologyand environmental science research projects that have successfully competed in the peer review process. They have contributed to the research enterprise and have developed instructional units for classroom instruction. It is through the delivery of the instructional units that students will also benefit from the research experience.


In terms of  broader impacts , why is this outcome notable and/or important?
Merit Review Broader Impacts Criterion: Representative Activities, July 2007
The SDSM&T RET Site impacts the lives and teaching of the RET Research Assistants and their students through sharing of instructional units to educators who were not RET participants. This will propagate the knowledge, concepts and ideas gained to an even broader audience of students.


Does this highlight represent transformative or potentially transformative research?  If so, please explain why. For more information, see  Report to Congress: Transformative Research at the National Science Foundation, April 16, 2008
No


Does this highlight represent Broadening Participation?  If so, please explain why.
For more information, see  Broadening Participation at the National Science Foundation: A Framework for Action
Yes
Both experiences were extremely successful from the standpoint of participating teachers and faculty mentors. For the teacher returning to the Chemical Engineering lab for a second summer, the most evident outcomes were greater understanding of the conduct of research and further grounding in science and engineering processes.


Are there existing or potential societal benefits of this research? It is important for NSF to be able to provide examples of NSF-supported research that have societal benefits, including benefits to the U.S. economy.
For more information, see  Excerpt from Merit Review Broader Impacts Criterion: Representative Activities, July 2007
Yes
For the teachers participating in the international experience the dual immersion into research and culture made for an incredibly powerful experience with lasting ramifications. International teacher participants spoke of the rich dynamic of working with Chilean Post Doc fellows by negotiating language and meaning as it related to the electro-chemistry research environment. Another key outcome was the ability to better understand the heightened sense of frustration and struggle that students who are non-native English speakers often deal with. Teacher participants will now be able to better relate and accommodate ESL learners afterhaving experienced the difficulty in communicating with an unfamiliar language.

ENG/EEC 2009