Sunday, December 13, 2009
This paper argues that all undergraduate students in all higher education institutions should experience learning through, and about, research and inquiry. In undergraduate research, students learn and are assessed in ways that come as close as possible to the experience of academic staff carrying out their disciplinary research.
The origins of our paper lie, in part, in previous published work worldwide – including our work – on bringing together teaching and disciplinary research. In particular, the paper stems from the United States undergraduate research movement, which started by providing research opportunities for selected students in selected institutions. We argue, as does much recent US experience, that such curricular experience should and can be mainstreamed for all or many students through a research-active curriculum. We argue that this can be achieved through structured interventions at course team, departmental, institutional and national levels. The argument is complemented by a large selection of mini case studies, drawn particularly from the UK, North America and Australasia.
This paper addresses four main audiences:
—— Academic staff (or faculty in North America) who are interested in engaging their students in research, either as part of the curriculum or as co-researchers;
—— Course leaders, department heads and staff with faculty and institutional responsibilities for research and teaching and learning who wish to develop strategies and practices to support undergraduate students undertaking and understanding the nature of research;
—— Staff engaged in educational and research development in universities, including Academy staff in the Subject Centres and in Academy York, who support staff in developing linkages between research and teaching;
—— Institutional and national higher education policy makers, including professional bodies and those giving research grants, who are concerned to develop policies to encourage undergraduates to become involved with research.
Executive summary 3
Argument, origins and scope 5
Nature of undergraduate research and inquiry 15
Issues of inclusiveness 33
Disciplinary practices and strategies 47
Departmental and course team practices and strategies 67
Institutional practices and strategies 79
National policies and strategies 105
The research evidence 113
Conclusion: building connections 121
About the authors 125
List Of Case Studies
Engaging students in research and inquiry at the beginning of their academic studies
Engaging students in research and inquiry later in their academic studies
Undergraduate research and inquiry in science, technology, engineering and mathematics (STEM) disciplines
Undergraduate research and inquiry in humanities, social sciences and interdisciplinary studies
Undergraduate research and inquiry in departments and course teams
Undergraduate research and inquiry in institutions
Source And Open Access Text Available
!!! Thanks To Alan Jenkins / Professor Emeritus / Oxford Brookes University / For The HeadsUp !!!
Wednesday, August 27, 2008
Toufic Maurice Hakim / Washington, DC : Council on Undergraduate Research / ©2000 / vii, 75 pp.
- A step-by-step approach to developing and managing a campus-wide undergraduate research initiative
- Commentaries on undergraduate research issues relating to faculty, students and curricula
- Common practices and surveys
- Useful vignettes
"This manual provides a guide to the crucial questions that must be raised and answered at various stages in the decision-making and implementation process...[It is] a much needed guide for the institutions that wish to begin or expand an undergraduate research program , while at the same time it offers fresh ideas and evaluation tools for more experienced institutions." - Larry Wilson, Past President , Marietta College
Tuesday, August 26, 2008
By Carolyn Ash Merkel California Institute of Technology and Shenda M. Baker Harvey Mudd College / 2002
How to Mentor Undergraduate Researchers is written for faculty members and other researchers who mentor undergraduates. It provides a concise description of the mentoring process, including the opportunities and rewards that a mentoring experience provides to both students and mentors. Expectations of mentors are contrasted with those of students. While written primarily with summer research experiences in mind, the booklet contrasts those intensive experiences with day-to-day mentoring of undergraduate research during the academic year including senior theses. Advice is valid for both on- and off-campus research experiences and most academic disciplines. Practical information includes:
- How to get started
- Mentoring tips
- Coaching and Training
- Helping the student to develop presentation skills
- Letters of recommendation for students
- Resources and references
- How to handle group dynamics
- What if the project fails?
- How much should a mentor demand of a student?
- How to deal with varying levels of student knowledge and abilities
"This is a well-written, informative booklet that is ideal for its intended audience. I believe it will be very valuable for mentors because it gives informative, flexible guidelines rather than rigid rules that may not be appropriate for all cases." ---ReviewerHow to Mentor Undergraduate Researchers may be ordered for $12.00 plus handling and postage ($4.00). It may be ordered by mail, fax, or on the CUR website.
A workshop sponsored by the Buffalo State College / Office of Undergraduate Research (UGR) and the UGR Advisory Committee / March 11, 2005
Slides prepared by J.Singer, Director of the BSC Office of Undergraduate Research
- Name of event (symposium, conference, etc.). Enter the official title of the symposium or conference.
- How frequently is this event held?
- If yes, please indicate if this event rotates among different institutions.
- Please select the response that best characterizes the geographical scope of this event.
- Enter name of the primary institution hosting the event. If the event is rotating (i.e., from one location to another) indicate the institution at which the event was most recently held.
- Enter where the event was held, including the city and state. If the event is rotating (from one location to another) enter the location at which the event was most recently held.
- Please enter the primary professional association or organization supporting or hosting this event, if any. (If none, please enter "None")
- Please enter the URL for the website associated with this event.
- Please indicate the date on which this event was first held.
- Enter the beginning date that this event was most recently held.
- Enter the duration in number of days of the most recent event, including the first and last days.
- Please select the option that best characterizes the management and organization of this event. This event was organized and managed:
- Please indicate the academic level of presenters at this event. (Select all that apply.)
- Please indicate the total number of registrants presenting in this event. Include only those participants presenting research at the event.
- Please indicate the total number of people attending this event.
- Please indicate the different disciplines expected to be represented at the event.
- Please indicate the value of any sponsorship (US$).
- Did the event receive any external (non-host institution) funding?
- Please list the top five non-host institution sponsoring organizations.
- Please enter your contact information in case of questions regarding this information. (We will not pass on your contact information nor make it publicly available.
Thank you very much for providing this information. Your work on this is helping to improve the knowledge of undergraduate research in the US and beyond.[http://vovici.com/wsb.dll/s/2a87g2f5e1]
Sunday, August 24, 2008
The always-on Internet devices raise some novel possibilities, like tracking where students congregate. With far less controversy, colleges could send messages about canceled classes, delayed buses, campus crises or just the cafeteria menu.
While schools emphasize its usefulness — online research in class and instant polling of students, for example — a big part of the attraction is, undoubtedly, that the iPhone is cool and a hit with students. Basking in the aura of a cutting-edge product could just help a university foster a cutting-edge reputation.
Apple stands to win as well, hooking more young consumers with decades of technology purchases ahead of them. The lone losers, some fear, could be professors.
Saturday, August 23, 2008
Edited by Linda Kauffman and Janet Stocks, Carnegie Mellon University. 
This 40-page booklet summarizes twenty successful models for undergraduate research, both in the classroom and as mentored undergraduate research outside the classroom. Each chapter includes challenges and how they were overcome. Some special topics are:
- Research across the disciplines
- Peer mentors and teaching fellows
- Problem-based learning
- Civic responsibility and undergraduate research
- Research activities in the education of teachers
- Undergraduate research abroad
- Assessment of innovative programs
The authors include faculty and administrators from both undergraduate institutions and research universities. Each chapter represents a school that won a special award from the National Science Foundation for success in integrating research and undergraduate education. There is a forward by Joseph Bordogna, Deputy Director of the National Science Foundation, an Introduction by the Editors, and a Postscript by CUR’s National Executive Officer Elaine Hoagland.
Foreword: Education in the 21st Century / Joseph Bordogna, Deputy Director, National Science Foundation
Editors' Introduction / Linda R. Kauffman and Janet E. Stocks, Carnegie Mellon University
Section I: Strengthening and Broadening Undergraduate Research Efforts on Campus
Research is Another Word for Education / Reed Wilson, Director of the Undergraduate Research Center for Humanities and Social Science ; Audrey Cramer, Director of the Undergraduate Research Center for Life and Physical Science ; Judith L. Smith, Department of Neuroscience and Vice Provost for Undergraduate Education, University of California (UCLA)
Establishing a Social Science Undergraduate Research Program / Joseph P. Joyce, Stanford Calderwood Professor of Economics and Director, Social Science Summer Research Program, Wellesley College
From Engineering to English: Encouraging Undergraduate Research Across the Disciplines / T. C. Werner, Florence B. Sherwood Professor of Physical Sciences, and Chistina E. Sorum, Vice President for Academic Affairs and Dean of the Faculty, Union College
Involving Faculty at Research Universities in Undergraduate Research / Janet Stocks, Assistant Vice Provost for Education; Jessie Ramey, Founding Director, Undergraduate Research Initiative ; Barbara Lazarus, Associate Provost for Academic Affairs, Carnegie Mellon University
The Integration of Research and Education: A Case Study of Reinventing Undergraduate Education at a Research University / Wendy Katkin, Director, The Reinvention Center and Associate Provost for Educational Initiatives, State University of New York (SUNY) at Stony Brook
Peer Mentors in Faculty/Student Research Projects and in the Classroom / Peter J. Russell, Professor of Biology ; Jon W. Rivenburg, Director of Institutional Research ; Carol F. Creedon, Professor Emerita in Psychology ; Gena Anderson '99, Graduate Student, School of Public Health, University of California, Berkeley ; Natalie A. Yager '03, Graduate Student, Master of Arts Program in the Social Sciences (MAPSS), University of Chicago, Reed College
Assessment and Evaluation of Innovative Programs: Measuring their Impact / Russel S. Hathaway, College of Literature, Science and the Arts ; Sandra R. Gregerman, Director, Undergraduate Research Opportunity Program ; Cinda S. Davis, Director, Women in Science and Engineering, University of Michigan
Section II: Developing, Supporting And Assessing Curricular Change
Priming the Pumps: Developing and Assessing Research-Like Experiences in Courses / Janice E. Thornton, Department of Biology and Neuroscience ; Judith Beinstein-Miller, Department of Psychology ; Tysza Gandha, Department of Psychology ; Patricia deWinstanley, Department of Psychology, Oberlin College
Scaling Up Research-Based Education for Undergraduates: Problem-Based Learning / D. E. Allen, Department of Biological Sciences ; B. J. Duch, Department of Mathematics and Science Education Resource Center ; S. E. Groh, Department of Chemistry & Biochemistry ; G. B. Watson, Department of Physics and Astronomy ; H. B. White, III, Department of Chemistry & Biochemistry, University of Delaware
An Agenda for Institutional Change / Robert J. Thompson, Jr., Dean of Trinity College ; Lee W. Willard, Associate Dean of Trinity College, Duke University
The Interdisciplinary Laboratory: An Integration of Chemistry, Biology, and Physics / Gerald R. Van Hecke, Department of Chemistry ; Kerry K. Karukstis, Department of Chemistry ; F. Sheldon Wettack, Department of Chemistry and Vice President / Dean of Faculty ; Catherine S. McFadden, Department of Biology ; Richard C. Haskell, Department of Physics, Harvey Mudd College
The Warm Little Pond and the Warm Little Planet: Research Inquiry for the Second Tier / Jan C. Weaver , Honors College and Environmental Studies Program ; Francis J. Schmidt, Honors College and Department of Biochemistry, University of Missouri-Columbia
Inquiry-Based Biology and Biological Chemistry: An Evolutionary Tale / Bruce A. Voyles ; Patricia Armstrong Johnson, Professor of Biological Chemistry, Grinnell College
Data Driven Inquiry: Reforming the Teaching of Science 101 Through the Use of Instructional Technology / Gregory D. Bothun, Department of Physics, University of Oregon
Teaching Fellows: An Innovative Approach to Facilitate the Integration of Research and Education / Philip J. Nyhus, Deartment. of Earth and Environment, Franklin & Marshall College, formerly NSF-AIRE teaching fellow, Colby College ; F. Russell Cole, Department of Biological Sciences, NSF-AIRE Project Director ; David H. Firmage, Clara C. Piper Professor of Environmental Studies ; Edward H. Yeterian, Vice President for Academic Affairs, NSF-AIRE Principal Investigator, Colby College
Section III: Reaching Beyond The Institution
Undergraduate Institutions as Catalysts for Integrating Research Across Disciplines and Communities of Learners / Susan M. Libes, Department of Marine Science & Chemistry ; Joseph T. Bennett, Director of Environmental Quality Lab, Department of Marine Science ; Sharon L. Gilman, Department of Biology ; Valgene L. Dunham, NSF-AIRE Program Director ; John P. Idoux, NSF-AIRE Principal Investigator, Coastal Carolina University
Connecting Civic Responsibility to the Integration of Research and Education: the High School Student Research Program Aboard the Vessel R/V Vantuna / Robert M. de Groot, Resource Teacher, TOPS Marine Science Experience ; April A. Mazzeo, Program Coordinator, TOPS Science Outreach Programs ; Chris L. Craney, Associate Dean, Professor of Chemistry, Occidental College
Research Activities in the Education of Teachers / Dean Zollman, University Distinguished Professor and Head Department of Physics, Kansas State University
Biomedical Research Abroad: Vistas Open (BRAVO!) A Program to Prepare Science Students for the 21st Century / Carol Bender, Director, Undergraduate Biology Research Program and Biomedical Research Abroad: Vistas Open! Program, University of Arizona