Reflections on Undergraduate Research Course

As Dr. Davidson's mentee, I have participated undergraduate research course at the University of Kansas, facilitating and observing weekly sessions designed to guide undergraduate students through the research process. At the beginning of the course, each student is assigned an individual project based on secondary data collected in the CALL Lab at KU. Throughout the semester, students provide updates on their progress, engage in discussions on themes related to autism and communication disorders, and analyze assigned readings to deepen their understanding of the field.

One Spring semester, Dr. Davidson and I held the UG meetings in turn biweekly so that I could lead the meetings mostly discussing science topics about Autism. Issues, such as the History of ASD (research), Ethics in ASD Research, the Neurodiversity movement/ Social Model of Disability, Inclusive education, Theories of social communication, AAC were covered in the meetings. My involvement in the undergraduate meetings focusing on science topics about Autism not only enhanced my expertise in the field but also equiped me with valuable skills, strategies, and networks that will benefit my future teaching profession. It underscores my commitment to inclusive education and advocacy for neurodiversity, which are increasingly important in today's diverse classrooms. Further, as a future teacher, this experience enhances my ability to facilitate discussions, explain challenging concepts, and guide students in understanding diverse perspectives on neurodiversity.

Beyond theoretical discussions, students learn fundamental research design principles and data analysis methods using JASP and R software. These skills are directly applied to their projects, which they present during our meetings for peer and mentor feedback. Ultimately, students refine their work and apply for KU undergraduate research awards to disseminate their findings.

This experience has been incredibly insightful, allowing me to reflect on and develop valuable skills in mentoring and instruction. I have learned how to tailor my teaching strategies to an undergraduate level, balancing flexibility with accountability to ensure that students remain engaged and responsible for their tasks. Additionally, I have gained deeper insights into autism and communication disorders through our discussions. One of the most meaningful aspects of this experience has been learning how to interact with American undergraduate students in a small-group setting, which differs significantly from my prior teaching experiences in Iran.

I often remind students of the privilege they have in working closely with an expert mentor to refine their research skills—an opportunity that was not available to me as an undergraduate in Iran. This course provides eager learners with a foundation in research design and implementation, equipping them with essential skills that will benefit them in their future master's or doctoral studies. Personally, this experience has broadened my perspective on research education and solidified my desire to lead my own undergraduate research course in the future.

KU Undergraduate Research Symposium, Spring 2025