Book contents
- The Cambridge Handbook of Undergraduate Research
- The Cambridge Handbook of Undergraduate Research
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Foreword
- 1 Introduction
- Part I Theory and Research on Undergraduate Research
- Part II Implementation, Approaches, Methods
- Part III Disciplines
- 17 Introduction
- Part III.1 STEM
- Part III.2 Health
- 24 Undergraduate Research in Medicine
- 25 Undergraduate Research in Health Sciences
- 26 Undergraduate Research in Nursing
- 27 Undergraduate Research in the Exercise Science Discipline
- Part III.3 Social Sciences
- Part III.4 Humanities
- Part III.5 Arts & Design
- Part III.6 Disciplines A–Z
- Part IV International Perspective
- Part V Avenues for Developing Undergraduate Research
- Index
- References
27 - Undergraduate Research in the Exercise Science Discipline
from Part III.2 - Health
Published online by Cambridge University Press: 11 August 2022
Book contents
- The Cambridge Handbook of Undergraduate Research
- The Cambridge Handbook of Undergraduate Research
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Foreword
- 1 Introduction
- Part I Theory and Research on Undergraduate Research
- Part II Implementation, Approaches, Methods
- Part III Disciplines
- 17 Introduction
- Part III.1 STEM
- Part III.2 Health
- 24 Undergraduate Research in Medicine
- 25 Undergraduate Research in Health Sciences
- 26 Undergraduate Research in Nursing
- 27 Undergraduate Research in the Exercise Science Discipline
- Part III.3 Social Sciences
- Part III.4 Humanities
- Part III.5 Arts & Design
- Part III.6 Disciplines A–Z
- Part IV International Perspective
- Part V Avenues for Developing Undergraduate Research
- Index
- References
Summary
Exercise science is a multifaceted discipline with roots in many different natural science backgrounds.Most concepts associated with it can be made accessible and understandable to the most novice researcher. Students are exposed to knowledge relating to the discipline in the news, at school, during recreational sports, and in general dinner table conversation. This tends to make exercise science research less intimidating and more appealing to students of all backgrounds and majors than traditional sciences such as chemistry and biology. Even though this type of research can include complicated instrumentation that requires extensive training to operate, there are always aspects that benefit from undergraduate participation. In turn, exercise science investigations offer undergraduate researchers a level of accomplishment and responsibility that will directly impact future career aspirations.
Keywords
- Type
- Chapter
- Information
- The Cambridge Handbook of Undergraduate Research , pp. 267 - 274Publisher: Cambridge University PressPrint publication year: 2022
References
Astin, A. W., Vogelgesang, L. J., Ikeda, E. K., & Yee, J. A. (2000). How service learning affects students. Higher Education, paper 144. http://digitalcommons.unomaha.edu/slcehighered/144Google Scholar
The Boyer Commission on Educating Undergraduates in the Research University. (1998). Reinventing undergraduate education: A blueprint for America’s research universities. The State University of New York at Stony Brook.Google Scholar
Brew, A., & Mantai, L. (2017). Academics’ perceptions of the challenges and barriers to implementing research-based experiences for undergraduates. Teaching in Higher Education, 22(5), 551–568.CrossRefGoogle Scholar
Brown, G. A., Lynott, F., & Heelan, K. A. (2008). A fitness screening model for increasing fitness assessment and research experiences in undergraduate exercise science students. Advances in Physiology Education, 32(2), 212–218.Google Scholar
Easley, E. A., & Sellhorst, S. H. (2018). Increasing potential widening horizons: Promoting undergraduate research at a two-year regional campus. Scholarship and Practice in Undergraduate Research, 1(3), 67–68. https://doi.org/10.18833/spur/1/3/4Google Scholar
Elkins, D. J., Forrestor, S. A., & Noel-Elkins, A. V. (2011). Students’ perceived sense of campus community: The influence of out-of-class experience. College Student Journal, 45(1), 105–121.Google Scholar
Favero, T. G. (2019). Undergraduate research using single-subject research design in exercise physiology. Advances in Physiology Education, 43(3), 392–396.CrossRefGoogle ScholarPubMed
Foubert, J. D., & Grainger, L. U. (2006). Effects of involvement in clubs and organizations on the psychosocial development of first-year and senior college students. National Association of Student Personnel Administrators Journal, 43(1), 1–10.Google Scholar
Gray, M. J., Geschwind, S., Ondaatje, E. H., Robyn, A., Klein, S. P., Sax, L. J., Astin, A. W., Astin, H. S., et al. (1996). Evaluation of Learn and Serve America, Higher Education: First year report, volume I (1996). Evaluation/Reflection. 57. https://digitalcommons.unomaha.edu/slceeval/57Google Scholar
Griffiths, R. (2004). Knowledge production and the research-teaching nexus: The case of the built environment disciplines. Students in Higher Education, 29(6), 709–726.Google Scholar
Ishiyama, J. (2002). Does early participation in undergraduate research benefit social science and humanities students? College Student Journal, 36(3), 380–386.Google Scholar
Lee, L. A., Hansen, L. E., & Wilson, D. M. (2006). The impact of affective and relational factors on classroom experience and career outlook among first-year engineering undergraduates. Proceedings of the 36th ASEE/IEEE frontiers on education conference. Institute of Electrical and Electronics Engineers (IEEE).CrossRefGoogle Scholar
Lopatto, D. (2004). Survey of undergraduate research experiences (SURE): First findings. Cell Biology Education, 3(4), 270–277.Google Scholar
Lopatto, D. (2007). Undergraduate research experiences support science career decisions and active learning. CBE–Life Sciences Education, 6(4), 297–306.Google Scholar
Malcolm, S. M., & Feder, M. A. (2010). Barriers and opportunities for 2-year and 4-year STEM degrees: Systemic change to support students’ diverse pathways. National Academies Press.Google Scholar
Markus, G. B., Howard, J. P. F., & King, D. C. (1993). Integrating community service and classroom instruction enhances learning: Results from an experiment. Educational Evaluation and Policy Analysis, 15(4), 410–419.Google Scholar
Nagda, B. A., Gregerman, S. R., Jonides, J., von Hippel, W., & Lerner, J. S. (1998). Undergraduate student–faculty research partnerships affect student retention. The Review of Higher Education, 22(1), 55–72.CrossRefGoogle Scholar
Petrella, J. K., & Jung, A. P. (2008). Undergraduate research: Importance, benefits, challenges. International Journal of Exercise Science, 1(3), 91–95.Google ScholarPubMed
President’s Council of Advisors on Science and Technology. (2012). Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering and mathematics. U.S. Government Office of Science and Technology.Google Scholar
Rowlett, R. S., Blockus, L., & Larson, S. (2012). Characteristics of Excellence in Undergraduate Research (COEUR). In Hensel, N. (Ed.), Characteristics of Excellence in Undergraduate Research (COEUR) (pp. 2–19). The Council on Undergraduate Research.Google Scholar
Russell, S. H., Hancock, M. P., & McCullough, J. (2007). Benefits of undergraduate research experiences. Science, 316(5824), 548–549.CrossRefGoogle ScholarPubMed
Seymour, E., Hunter, A., Lauresen, S. L., & Deantoni, T. (2004). Establishing the benefits of research experiences for undergraduates in sciences: First findings from a three-year study. Science Education, 88(4), 493–534.CrossRefGoogle Scholar
Smith, J. L., Lewis, K. L., Hawthorne, L., & Hodges, S. D. (2012). When trying hard isn’t natural: Women’s belonging with and motivation for male-dominated STEM fields as a function of effort expenditure concerns. Personality and Social Psychology Bulletin, 39(2), 1–13.Google Scholar