{"id":18141,"date":"2016-01-05T15:59:20","date_gmt":"2016-01-05T20:59:20","guid":{"rendered":"http:\/\/carleton.ca\/edc\/?p=18141"},"modified":"2021-08-13T10:14:34","modified_gmt":"2021-08-13T14:14:34","slug":"experimentation-in-the-classroom-the-importance-of-undergraduate-research","status":"publish","type":"post","link":"https:\/\/carleton.ca\/tls\/2016\/experimentation-in-the-classroom-the-importance-of-undergraduate-research\/","title":{"rendered":"Experimentation in the classroom: The importance of undergraduate research"},"content":{"rendered":"

By Cassandra Hendry, TLS staff writer<\/em><\/p>\n

In one classroom, a group of undergraduate engineering students design a sustainable architecture plan for an aging heritage building in Gatineau, preparing a report to present to the building\u2019s owner next week. In another room, a third-year student creates a computerized model to improve the way doctors see and treat concussion head trauma.<\/p>\n

These scenes aren\u2019t out of the ordinary on Carleton\u2019s campus. In many programs, undergraduate students embrace both their logical and creative sides and experiment, conducting revolutionary research. Inside Carleton\u2019s Interactive Multimedia and Design program for example, students are doing just that.<\/p>\n

Ali Arya, an associate professor with Carleton\u2019s School of Information Technology, has his students create multimedia projects, such as websites, computer games and animated film, throughout the year.<\/p>\n

\u201cMost of the skills we\u2019re covering in our courses require creating something. The essay-type coursework just doesn\u2019t work in our program. They have to make things,\u201d Arya says.<\/p>\n

This approach to learning also happens in associate professor Chris Joslin\u2019s classes. One of his undergraduate courses covers backend server development to create dynamic web applications and experiences for users. His other two courses tackle 3D graphics and creating images from algorithms, in addition to more creative animation.<\/p>\n

Unlike courses that are purely theoretical, where students don\u2019t have the ability to research and develop new things, IMD courses thrive on experimentation. Arya notes that students learn and grow through their studies while producing products of value, such as when students collaborate with companies or community groups for projects or if faculty invite students to take part in extra-curricular advanced research.<\/p>\n

Through NSERC\u2019s Undergraduate Student Research Awards<\/a> that Joslin facilitates through Carleton, he has been able to supervise a number of students in their research pursuits, many with outstanding results.<\/p>\n

\u201cMost of the students come out and publish a paper on their work. It\u2019s fairly rare for an undergraduate student to publish before they graduate. It\u2019s a great opportunity for them to do something fun and interesting at the same time,\u201d Joslin says.<\/p>\n

One student researched the measurement of how we capture light for endoscopic surgeries, to create better medical simulations for doctors. Another simulated how cartilage in the hip region compresses, providing doctors with more information during surgeries. These research projects have been presented at some of the top computer graphic conferences in the field Joslin says, an impressive feat for young students.<\/p>\n

Some students have even commercialized their projects, including apps and computer games, once the learning objectives of the course are met, Arya says.<\/p>\n

With all of these opportunities both in the classroom and out, Arya and Joslin agree that their students are exceptionally engaged in the course content.<\/p>\n

\u201cThe practice shows them what they\u2019re learning is of practical use,\u201d Arya says. \u201cThey can see they\u2019re gaining skills they can actually use, which gives students more encouragement and motivation and makes them more prepared for what they\u2019re expected to do afterwards.\u201d<\/p>\n

Joslin sees this unique style of learning as a positive.<\/p>\n

\u201cThey\u2019re able to sit down and can make mistakes. They go in, try it out, see what works or doesn\u2019t . . . our students go through that whole process. It doesn\u2019t work for every program, but for us it\u2019s so important.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"

By Cassandra Hendry, TLS staff writer In one classroom, a group of undergraduate engineering students design a sustainable architecture plan for an aging heritage building in Gatineau, preparing a report to present to the building\u2019s owner next week. In another room, a third-year student creates a computerized model to improve the way doctors see and […]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":"","_mi_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":"","_links_to":"","_links_to_target":""},"categories":[1],"tags":[572],"yoast_head":"\nExperimentation in the classroom: The importance of undergraduate research - 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