Department of Mathematics, University of Nebraska-Lincoln, Lincoln, NE, 68588-0130, USA.
Bull Math Biol. 2022 Jun 24;84(8):77. doi: 10.1007/s11538-022-01040-4.
In writing about undergraduate research in mathematical modeling, I draw on my 31 years as a mathematics professor at the University of Nebraska-Lincoln, where I mentored students in honors' theses, REU groups, and research done in a classroom setting, as well as my prior experience. I share my views on the differences between research at the undergraduate and professional levels, offer advice for undergraduate mentoring, provide suggestions for a variety of ways that students can disseminate their research, offer some thoughts on mathematical modeling and how to explain it to undergraduates, and discuss the challenges involved in broadening research participation to include early career students and mid-tier students and how to deliver a research experience in a classroom setting. While different situations pose different challenges, different problems require different approaches, and different experiences lead to different conclusions, it is my hope that my experiences will be of broad value to a wide audience.
在撰写关于本科数学建模研究的文章时，我借鉴了我在林肯内布拉斯加大学担任数学教授 31 年的经验，包括指导荣誉论文、REU 小组和课堂研究的学生，以及我之前的经验。我分享了我对本科研究和专业研究之间差异的看法，为本科导师提供了建议，为学生提供了多种传播研究成果的建议，对数学建模进行了一些思考以及如何向本科生解释它，并讨论了扩大研究参与范围以包括早期职业学生和中等水平学生所涉及的挑战，以及如何在课堂环境中提供研究经验。虽然不同的情况带来不同的挑战，不同的问题需要不同的方法，不同的经验导致不同的结论，但我希望我的经验对广泛的受众具有广泛的价值。
