The purpose of this paper is to provide practical suggestions of how to design and most importantly, how to limit the scope of proposed projects such that that an architectural engineering student can successfully participate in undergraduate research. Throughout the paper, the pedagogical benefits of such research projects will be emphasized. This paper will provide ideas and encouragement to faculty who may be hesitant to undertake research with undergraduate students. The paper closes with several successful case studies. Several studies have pointed out the benefits of the undergraduate research experience. Gates et al. found that participation in research helps undergraduate students attain a higher level of competence in science and mathematics. They also found that lifelong learning skills such as teamwork and improved communication are strengthened by the undergraduate research experience. The Boyer Commission Report has encouraged educators to re-evaluate traditional practices by specifically urging that faculty "make research-based learning the standard" for the education of their undergraduates. Zydyney et al. summarized findings of surveys eliciting satisfaction of undergraduate researchers. Some surveys found significant improvement in technical skills, problem-solving skills, and professional self-confidence; others did not. But Zydyney did conclude that undergraduate research was hugely influential in pursuit of a graduate degree. Of those respondents who pursued a doctoral degree (57 in total), more than 87% had participated in undergraduate research while at the university. An earlier study by Jemison et al. similarly found that undergraduate researchers were more likely to attend graduate programs. Zydyney et al. conducted a second study regarding faculty perceptions of undergraduate research. The most significant factor motivating faculty to involve undergraduates in their research programs was the desire to influence the careers of talented young students. This desire to work with and help aspiring undergraduate students is noble and altruistic. If junior faculty can mentor such projects with a resulting attainment, (for instance a refereed paper or conference proceeding), such research is truly a "win-win" situation. This paper will suggest methods of reaching this noble goal.
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