Impact of STEM Capstone Undergraduate Research Courses at Saint Augustine’s University

Abstract

This chapter examines the design and impact on student learning in two STEM (Science, Technology, Engineering, and Mathematics) capstone undergraduate research courses at Saint Augustine’s University. It discusses how these courses help student metacognitive capabilities as they synthesize their learning across the program, demonstrate holistic development, and successfully negotiate the transition to their next academic and career pathway. It couples data from these capstone research courses with a review of the literature to elucidate the conditions and impact that undergraduate research STEM capstone courses have benefited students, faculty and the University. These best practices for the capstone courses may be used as a model for other HBCUs capstone courses or undergraduate research experiences. Throughout this chapter, the following questions are addressed: How do the capstone courses prepare students for graduate school and/or the STEM workforce? How are the capstone courses enhancing student undergraduate experiences? How do the capstone courses offer authentic research experiences for each student in spite of limited resources and faculty? How do students and faculty feel they have benefited from the capstone course experience? How have students overall learning been enhanced because of the capstone courses?

Citation

Cunningham, D.F., Wurie, A., Byfield, G.E. and Melton, M.A. (2015), "Impact of STEM Capstone Undergraduate Research Courses at Saint Augustine’s University", Infusing Undergraduate Research into Historically Black Colleges and Universities Curricula (Diversity in Higher Education, Vol. 17), Emerald Group Publishing Limited, Leeds, pp. 179-196. https://doi.org/10.1108/S1479-364420150000017009