Curriculum

GEMS101 Syllabus (3 credit)

This three-credit course in the fall semester of the first year, seeks to orient new students to the Gemstone Program as well as to the University of Maryland. GEMS101 serves as an introduction to the basic concepts and tools needed to evaluate and conduct research. It sets the stage for the research lifecycle and teaches students what they need to know and do before embarking on research endeavors. 

Students will engage in the early stages of the research process and navigate the consumption and analysis of primary literature while working on interdisciplinary teams. They will undergo the iterative process of identifying gaps in the literature and think creatively about how a team of undergraduates could contribute to the world’s grand challenges while recognizing constraints such as feasibility, timelines, budgets, novelty, and more. Students will learn skills for collaboration and navigating interdisciplinary teams and together will author and communicate components of a preliminary research proposal.

GEMS102 Syllabus (1 credit)

This is a one-credit course designed to help Gemstone freshmen generate and select research topics. The goal of the course is for students to form teams around topics of mutual interest and prepare to begin team research in their sophomore year. Research topic ideas are explored in small group discussions led by upper-class Gemstone student section leaders. The general process is described below, but each year we make small changes to optimize the process.

Steps:

1. Students spend the first few weeks of class exploring research ideas, examining and critiquing Gemstone projects, and brainstorming research problems and ideas for their projects. The Gemstone Director solicits researchers on campus to suggest general research problems and project ideas to students.

    

2. Students work with classmates to produce “research pitches,” where they submit their team research ideas. Research Pitches are due in February for all proposed topics in order to be considered in the first vote. Research Pitch authors may meet individually with the Gemstone staff and course Teachings Assistants (TAs) for feedback and guidance BEFORE submitting a Research Pitch. After the submission deadline for the Research Pitch, new topics may not be added. The Gemstone staff and TAs review all Research Pitch for academic rigor, worth, and feasibility. Authors of Research Pitches that do not meet the minimum criteria for acceptance are sometimes given the opportunity to revise and resubmit their sheets.

    

3. The Research Pitches that are accepted by the committee are eligible for the first of three votes. Students review the commercials submitted with each Research Pitches and have the opportunity to ask questions of Research Pitch authors before the first vote. Students vote online for their top choices.

    

4. The Gemstone staff and the TAs review the voting results and decide how many ideas will advance to the second vote. All ideas should be vetted by an expert before the second vote. Research Pitch authors once again have an opportunity to answer questions regarding their vetted projects in class. Students vote online a second time for their top preferences.

    

5. The Gemstone staff and the TAs review the voting results and decide how many ideas will advance to the final vote. Students vote in class for their final choices on team formation night.

    

6. The Gemstone staff and TAs assign students to teams.

    

7. Students meet in their new team during the last several weeks of the semester in GEMS102 to start the team development process. A TA facilitates these meetings.

GEMS202 Syllabus (2 Credits)*

*Can count toward general education requirements. Check Testudo for details.
GEMS202 and GEMS296 together satisfy 3 Distributive Studies credits in the Scholarship in Practice category.

This experiential course is designed to foster an understanding of the dynamics of group behavior and basic research methodology. It teaches skills applicable to Gemstone team research and the writing of a team thesis. Upper-class students serve as section leaders, acting as peer mentors to the new teams and serving as an additional resource for them. The objectives of the course are to:

• Learn about the research process including: identifying a research problem and developing a justification for your team's study; writing a research question; gathering data to answer the research question; choosing quantitative or qualitative methodologies and methods; employing data analysis techniques; and understanding the Institutional Review Board's (IRB) and the Institutional Animal Care and Use Committee (IACUC) submission procedures.
• Learn more about your team's research problem by conducting a thorough literature review and identify ways for your team to create new knowledge on your topic.
• Explore possibilities of grant funding, writing for publication, and attending an academic conference related to your team's topic.
• Become familiar with the Graduate School's formatting requirements for research documents, as well as the appropriate research style for your field.
• Gain experience collaborating as a team on written projects and develop a draft of your team's research proposal to be submitted and presented to your committee in the spring semester.
• Develop a set of team norms, which will guide all operations and decisions of your team. Learn methods for team organization and how to be a productive team member.

For students under the new general education requirements GEMS202 and GEMS296 together satisfy 3 Distributive Studies credits in the Scholarship in Practice category.

The format of these courses is the weekly meeting between the team and its mentor in which the team's research topic is focused, the research question is formulated, the literature is reviewed, the progress of the research is discussed, the synthesis of the various elements of the research is implemented and the final draft is completed and defended. 

Team Activities: 

• Attend Team Gemstone.
• Organize your team, develop a specific research question, and begin collecting and reviewing literature.
• Complete initial draft of the Research Proposal.

The format of these courses is the weekly meeting between the team and its mentor in which the team's research topic is focused, the research question is formulated, the literature is reviewed, the progress of the research is discussed, the synthesis of the various elements of the research is implemented and the final draft is completed and defended. 

Team Activities: 

• Finalize a team thesis proposal and present it to your committee.
• Identify/describe the instrument(s) to be used for data collection.
• Submit IRB application by the end of the summer.
• Continue to read and summarize literature. 

The format of these courses is the weekly meeting between the team and its mentor in which the team's research topic is focused, the research question is formulated, the literature is reviewed, the progress of the research is discussed, the synthesis of the various elements of the research is implemented and the final draft is completed and defended. 

Study Abroad: 

The junior year is the best time to study abroad. You must complete a "Learning Contract" with the team. 

Team Activities: 

• Implement original research;
• make the outline for your thesis; 
• identify experts to help guide your project; and
• present your progress at the Fall Colloquia.

The format of these courses is the weekly meeting between the team and its mentor in which the team's research topic is focused, the research question is formulated, the literature is reviewed, the progress of the research is discussed, the synthesis of the various elements of the research is implemented and the final draft is completed and defended. 

Team Activities: 

• Complete data collection and analysis by the end of the semester;
• write a draft of chapters 1-3 of your thesis;
• send draft to experts for comments and recommendations; and
• present your progress with a poster on Undergraduate Research Day

Team Activities: 

• Attend senior orientation in September.
• Complete analysis of data and redraft thesis based on completed research and suggestions from experts/future discussants.
• Prepare presentation for rehearsal.
• Submit names of experts to be discussants.

Satisfies General Education requirements: Distributive Studies - Scholarship in Practice 

Team Activities: 

• Complete team thesis,
• Present thesis at Presentation Rehearsal,
• Present and defend thesis at Team Thesis Conference,
• Submit final thesis including changes suggested by expert discussants, and
• Receive your citation at the  Gemstone Citation Ceremony.

The format of these courses varies by the leadership topic. Students may repeat these courses as they serve in multiple roles, such as serving as a course TA or as a member of GLC committees.