Wednesday, August 27, 2008

How To Develop and Administer Institutional Undergraduate Research Programs

At the Interface of Scholarship and Teaching: How To Develop and Administer Institutional Undergraduate Research Programs
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

How to Mentor Undergraduate Researchers

How to Mentor Undergraduate Researchers

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
Special challenges are also reviewed, including:
  • 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." ---Reviewer

How 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.


How to Mentor Undergraduates [Slides]

How to Mentor Undergraduates [Slides]

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


See Also



Sigma Xi Undergraduate Research Survey: Conferences

Welcome to the Sigma Xi URS Undergraduate Research Survey conferences data collection form. We aim to collect information from undergraduate research symposia, conferences and similar events throughout the United States and beyond. Please complete as much information as possible. Your contribution is very much appreciated.

  • 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.


Sunday, August 24, 2008

Welcome, Freshmen. Have an iPod.

August 21, 2008 Welcome, Freshmen. Have an iPod


Taking a step that professors may view as a bit counterproductive, some universities are doling out Apple iPhones and Internet-capable iPods to students.

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.
Students already have laptops and cellphones, of course, but the newest devices can take class distractions to a new level. They practically beg a user to ignore the long-suffering professor struggling to pass on accumulated wisdom from the front of the room — a prospect that teachers find galling and students view as, well, inevitable.


Experts see a movement toward the use of mobile technology in education, though they say it is in its infancy as professors try to concoct useful applications. Providing powerful hand-held devices is sure to fuel debates over the role of technology in higher education.

“We think this is the way the future is going to work,” said Kyle Dickson, co-director of research and the mobile learning initiative at Abilene Christian University in Texas, which has bought more than 600 iPhones and 300 iPods for students entering this fall.


At least four institutions — the University of Maryland, Oklahoma Christian University, Abilene Christian and Freed-Hardeman — have announced that they will give the devices to some or all of their students this fall.


The University of Maryland, College Park is proceeding cautiously, giving the iPhone or iPod Touch to 150 students, said Jeffrey C. Huskamp, vice president and chief information officer at the university. “We don’t think we have all the answers,” Mr. Huskamp said. By observing how students use the gadgets, he said, “We’re trying to get answers from students.”

At each college, the students who choose to get an iPhone must pay for mobile phone service. Those service contracts include unlimited data use. Both the iPhones and the iPod Touch devices can connect to the Internet through campus wireless networks. [snip] University officials say they have no plans to track their students ... . They say they are drawn to the prospect of learning applications outside the classroom, though such lesson plans have yet to surface.


The rush to distribute the devices worries some professors, who say that students are less likely to participate in class if they are multitasking. “I’m not someone who’s anti-technology, but I’m always worried that technology becomes an end in and of itself, and it replaces teaching or it replaces analysis,” said Ellen G. Millender, associate professor of classics at Reed College in Portland, Ore. [snip]

The experience at Duke University may ease some concerns. A few years ago, Duke began giving iPods to students with the idea that they might use them to record lectures (these older models could not access the Internet).

“We had assumed that the biggest focus of these devices would be consuming the content,” said Tracy Futhey, vice president for information technology and chief information officer at Duke.

But that is not all that the students did. They began using the iPods to create their own “content,” making audio recordings of themselves and presenting them. The students turned what could have been a passive interaction into an active one, Ms. Futhey said.

Saturday, August 23, 2008

Reinvigorating the Undergraduate Experience

Reinvigorating the Undergraduate Experience: Successful Models Supported by NSF’s AIRE/RAIRE Program

Edited by Linda Kauffman and Janet Stocks, Carnegie Mellon University. [2004]

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.


Table of Contents

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
An Integrating Culture of Undergraduate Research / Donald Cronkite, Department of Biology ; Janet L. Andersen, Department of Mathematics ; James Gentile, Dean of Natural Sciences, Hope College

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


Thursday, August 21, 2008

Reinventing Undergraduate Education: Three Years After the Boyer Report


The Boyer Commission on Educating Undergraduates in the Research University / 2001

The Boyer Commission on Educating Undergraduates in the Research University issued recommendations in 1998 for Reinventing Undergraduate Education: A Blueprint for America’s Research Universities. This follow-up report describes the extent to which research universities are dealing with some specifics recommended in that report, based on a survey of administrators responsible for undergraduate programs.

As the Boyer Report noted, various universities had initiated innovative experiments in undergraduate education before 1998, a number of which were described in the original report. The Report was a call to action, not a survey of current practice; nor was there any other survey of programs in place. Therefore, the current survey is not comparative. Instead, it records the current state of affairs, as reported by those running the programs.

The blueprint for undergraduate education proposed by the Boyer Commission covered many aspects of undergraduate education. Ten were selected for this survey because of their importance and specificity.

Table of Contents

  • Introduction
  • The Situation at Present
  • Survey Methods
  • Research-based Learning
  • The Freshman Experience
  • Building on the Freshman Foundation
  • Communication Skills
  • Capstone Experience
  • Educating Graduate Students as Apprentice Teachers
  • Changing Faculty Reward Systems
  • Recent Developments and Next Steps
  • Observations
  • Appendices
  • Survey Respondents

Wednesday, August 20, 2008

Creating Effective Undergraduate Research Programs In Science

Creating Effective Undergraduate Research Programs In Science: The Transformation from Student to Scientist

Roman Taraban and Richard L. Blanton, Editors

New York, NY : Teachers College Press, c2008 / June 2008 / 272 pages / Paperback: $42.95 / ISBN: 0807748773

"As someone who only decided to become a scientist because of an accidental encounter with undergraduate research, I can heartily recommend this book to all college science faculty. To help science thrive, we need to provide as many young people as possible with the opportunity to experience our wonderful discipline." —Bruce Alberts, University of California, San Francisco, Editor-in-Chief of Science

This is the first comprehensive, data-based study of the benefits to students who actively participate in authentic science research programs. The book features contributors from a variety of institutions who bring together studies of undergraduate research programs. They focus on identifying the successful elements of each program, and then draw valuable conclusions on the effects those programs have on the students. Providing much-needed information about the organization and administration of programs and the challenges to creating and sustaining viable research opportunities, this essential resource:

  • Features a variety of perspectives, including those of external evaluators, longtime program directors, participants, and administrators.

  • Identifies the characteristics of effective programs and the kinds of gains that faculty and administrators can expect from them.

  • Examines the barriers to research opportunities, including lack of departmental and institutional resources and inadequate facultycompensation.

  • Can be used as a primer for creating programs and for determining their effectiveness.

Contributors: Karen Webber Bauer, Joan S. Bennett, Linda Blockus, Craig Bowen, Trevor Brasel, Ashley Campbell, Sarah Elgin, Sandra Gregerman, Robin Henne, William Henne, Anne-Barrie Hunter, CarolAnne M. Kardash, Sandra Laursen, Angela M. Locks, David Lopatto, Wyatt McMahon, Natasha Mehdiabadi, Eric Prensky, Susan H. Russell, Elaine Seymour, Gerald Skoog, Carol Trosset, Mike Wallace, and Susan Harrell Yee.

Roman Taraban is Professor and Associate Chair in the Department of Psychology at Texas Tech University, and Assessment Coordinator for the Texas Tech Howard Hughes Medical Institute Biological Sciences Education Program. Richard L. Blanton is Professor of Plant Biology and Director of the University Honors Program at North Carolina Sate University.


Reinventing Undergraduate Education: Engaging College Students in Research and Creative Activities

Reinventing Undergraduate Education: Engaging College Students in Research and Creative Activities

Shouping Hu, Kathyrine Scheuch, Robert A. Schwartz, Joy Gaston Gayles, Shaoqing Li

San Francisco: Wiley/JosseyBass, 2008 / ISBN: 978-0-470-28358-5 / Paperback/ 144 pages / February 2008 / US $29.00

(ASHE Higher Education Report, Volume 33, Number 4)

Engaging undergraduate students in research and creative activities has been advocated as an innovative strategy to promote student learning in higher education. This monograph systematically synthesizes the literature to provide both conceptual and empirical evidence to demonstrate the effects of such engagement on student learning and development from higher education. Student engagement in research and creative activities during the college years is associated with a variety of outcomes in both the cognitive and affective domains. The evidence also points out that colleges and universities can make a difference in undergraduate engagement in research and creative activities. The authors provided various examples of how different types of institutions integrate inquiry-oriented activities in the curriculum, institutionalize research-supportive programs, and foster a campus culture that values inquiry-based undergraduate education.


Table of Contents

Learning imperatives in undergraduate education -- Description of undergraduate research and creative activities -- Intellectual foundations of undergraduate research and creative activities -- Understanding student engagement in research and creative activities -- Impacts of student engagement in research and creative activities -- What matters to student engagement in research and creative activities -- Engaging students in research and creative activities -- Impacts of student engagement in research and creative activities -- What matters to student engagement in research and creative activities -- Engaging students in research and creative activities -- Conclusions and implications -- Appendix : Resources for undergraduate research and creative activities.

Tuesday, August 19, 2008

Boyer Report: Reinventing Undergraduate Education

REINVENTING UNDERGRADUATE EDUCATION: A Blueprint for America's Research Universities

The Boyer Commission on Educating Undergraduates in the Research University

Stony Brook, N.Y. : State University of New York at Stony Brook, 1998.


The National Commission on Educating Undergraduates in the Research University was created in 1995 under the auspices of the Carnegie Foundation for the Advancement of Teaching. It met for the first time July 27, 1995, at the headquarters of the Carnegie Foundation in Princeton, New Jersey, with Ernest L. Boyer, President of the Foundation, presiding

Dr. Boyer set the tone for the deliberations by reminding the Commission that conditions in higher education have changed significantly in recent years: the American system of higher education has become less elite; students (and parents) have developed their own, often vigorously asserted, ideas about education and credentialing rather than accepting traditional modes without question; a much greater range of undergraduate professional degrees has become available; the freshman year has too often been reduced to remediation or repetition of high school curriculum, rather than an introduction to a new and broader arena for learning. Recognition of those and other would form a starting point for the Commission’s deliberations.


This report does not enter the continuing discussion of the content of the undergraduate curriculum—whether there should be more science, more mathematics, more foreign language, more anything—and it does not address the issue that has come to be labeled ‘The Canon,’ the body of writings deemed to be the requisite possession of the educated person. Those matters concern every institution involved in baccalaureate education. But research universities share a special set of characteristics and experience a range of common challenges in relation to their undergraduate students. If those challenges are not met, undergraduates can be denied the kind of education they have a right to expect at a research university, an education that, while providing the essential features of general education, also introduces them to inquiry-based learning.

The recommendations urged in this report will be controversial; some administrators and faculty will protest that they are unreachable or impractical, or that the goals entertained can be achieved by minor adjustments of existing practice. We realize that not everything in this report is applicable to all research universities, but we hope these recommendations will stimulate new debate about the nature of undergraduate education in research universities that will produce widespread and sweeping reform.

Table of Contents





An Overview

The University as Ecosystem

An Academic Bill of Rights

Ten Ways to Change Undergraduate Education



A. American Research Universities

B. Membership of the Boyer Commission

Entire Publication






This report is dedicated to the memory of Ernest L. Boyer, President of the Carnegie Foundation for the Advancement of Teaching until his death in December, 1995, and formerly Chancellor of the State University of New York and U.S. Commissioner of Education. During a lifetime of enthusiastic and thoughtful commitment to American higher education, he exhorted, advised, inspired, and invigorated a generation of academic leaders. His career was an extended exploration of what it means to be an educated person and how real education is attained. This report is an effort to continue examining the themes to which he brought so much.

©1998 Shirley Strum Kenny - State University of New York at Stony Brook

Monday, August 18, 2008

Working With Wikis In Writing-Intensive Classes

Working with Wikis in Writing-Intensive Classes


“. . . wikis are an ideally designed, open-source space that takes advantage of the messy, dynamic nature of writing” (Garza, Loudermilk, Hern, 2007, emphasis added).

". . . wiki software presents an ideal platform for generating reading and writing assignments that encourage language awareness in the literary domain" (Farabaugh 41, 2007, emphasis added).

"Perhaps an upcoming generation, finding subjectivity in blogs, developing rational-critical debating skills in online bulletin boards, and building a critical public sphere with the help of wikis will help ‘remediate culture’ and restore true democracy to the public (Bolter, 2001, p. 208)" (Barton, 2005, p. 188, emphasis added).

Most teachers, having too little time and too much experience with the next-new-thing, tend to turn a deaf ear to the fanfare heralding new technologies such as wikis. They are unlikely to try wikis, blogs and other Web 2.0 innovations without concrete evidence of their pedagogic value. Much that has been published to date on wiki use in college classes either explains what wikis are or speculates on what they might accomplish. Few studies, notably those of Farabaugh (2007), Carr, Morrison, Cox and Deacon (2007) and James (2007), analyze how wikis have and have not worked when actually used in college classes. To this end, we report on a study conducted over two quarters, with three classes and two teaching teams in a program that serves nontraditional students. We studied our use of wikis as a learning tool (helping students develop academic writing skills) and as a teaching tool (allowing us to distribute information, promote collaboration and build a sense of class community). We also evaluated one teaching team's ability to develop their use of the wiki and disseminate what they learned to another teaching team.

We found that, although the wikis were a compelling tool for teaching writing and although students improved their confidence in and ability to write, we could not attribute either of these effects directly to our use of wikis. Instead, wikis facilitated the methods of teaching writing we already practiced, such as multiple drafts, self and peer review, and writing for audiences other than the teacher. We did find wikis most useful as a tool for student collaboration and were delighted by the community building effects of this collaboration. Interestingly, our most compelling findings were not about student, but about teacher, learning. Through collaboration and iteration, we were able to significantly increase and improve the effectiveness of our use of wikis.



Sample Student Work:

Our Individual Responses to Working with Wikis:

Comparison of Wiki Use

Annotated Bibliography

Sunday, August 17, 2008

Educause E-Book: Educating The Net Generation

Educating The Net Generation / An EDUCAUSE e-Book

Diana G Oblinger ; James L. Oblinger / Editors
264 pages / Educause (June 23, 2005) / ISBN-10: 0967285321 ; ISBN-13: 978-0967285320

The Net Generation has grown up with information technology. The aptitudes, attitudes, expectations, and learning styles of Net Gen students reflect the environment in which they were raised—one that is decidedly different from that which existed when faculty and administrators were growing up.

This collection explores the Net Gen and the implications for institutions in areas such as teaching, service, learning space design, faculty development, and curriculum.

1. Introduction / Diana G. Oblinger and James L. Oblinger, Editors [HTML PDF]

2. Is It Age or IT: First Steps Toward Understanding the Net Generation / Diana Oblinger, EDUCAUSE, and James Oblinger, North Carolina State University [HTML PDF]

3. Technology and Learning Expectations of the Net Generation / Greg Roberts, University of Pittsburgh–Johnstown [HTML PDF]

4. Using Technology as a Learning Tool, Not Just the Cool New Thing / Ben McNeely, North Carolina State University [HTML PDF]

5. The Student's Perspective / Carie Windham, North Carolina State University [HTML PDF]

6. Preparing the Academy of Today for the Learner of Tomorrow / Joel Hartman, Patsy Moskal, and Chuck Dziuban, University of Central Florida [HTML PDF]

7. Convenience, Communications, and Control: How Students Use Technology / Robert Kvavik, ECAR and University of Minnesota [HTML PDF]

8. The Real Versus the Possible: Closing the Gaps in Engagement and Learning / Judith Ramaley, University of Maine, and Lee Zia, National Science Foundation [HTML PDF]

9. Curricula Designed to Meet 21st-Century Expectations / Alma Clayton-Pedersen and Nancy O'Neill, Association of American Colleges and Universities [HTML PDF]

10. Support Services for the Net Generation / James Wager, The Pennsylvania State University [HTML PDF]

11. Faculty Development for the Net Generation / Anne Moore, John Moore, and Shelli Fowler, Virginia Tech [HTML PDF]

12. Learning Spaces / Malcolm Brown, Dartmouth College [HTML PDF]

13. Net Generation Students and Libraries / Joan Lippincott, Coalition for Networked Information [HTML PDF]

14. The New Academy / Carole Barone, EDUCAUSE [HTML PDF]

15. Planning for Neomillennial Learning Styles: Implications for Investments in Technology and Faculty / Chris Dede, Harvard University [HTML PDF]


T-As-In-Team: Management Through Collaboration

Management Through Collaboration: Teaming in a Networked World

(Routledge publishers, 2010)

Charles Wankel / Author and Organizer / St. John’s University, New York, USA /

The idea is that this book will be produced using an immense network of coauthors. The chapters will present text, examples, and exercises using networking in a globalized world as a prism through which the key management functions are refracted in telling, useful and important ways. This introductory management textbook is using a new authoring structure to create a high quality, cutting-edge, and well-researched book.

The coauthors of this breakthrough endeavor number almost a thousand management educators and researchers in about ninety nations. The twenty-first century global virtual community creating this work is itself an interesting constellation of management phenomena that provides a wide range of exciting management experiences for its members to use as examples in their teaching and writing. More importantly, being part of such a diverse, constantly self-creating, mob of innovators is immense fun! It is our hope that our contributions from Tonga to Peru, from Iceland to Botswana, from Hawaii to Tunisia, from China to Grenada, will reflect our diversity and yet our communality in this increasingly connected world in ways that will engage and excite learners in all the nations of the world.



1: Managing the New Workplace: Collaborating in the organization
2: Historical Context of Contemporary Management: From Individual Stars to Winning Teams

3: Shaping Corporate Culture
4: Managing in a Global Environment
5: Ethics and Corporate Social Responsibility
6: Entrepreneurship and E-commerce

7: Organizational Planning and Goal Setting
8: Strategy Formulation and Implementation
9: Managerial Decision Making
10: Global Management

11: Organizing in a Networked World
12: Structures for Coordinating in a High Tech World
13: Change at All Levels and Speeds
14: Human Resource Management
15: Diversity in Multicultural Organizations

16: Attitudes, Perceptions, Learning and Stress
17: Leadership in Organizations
18: Motivation in Organizations
19: Communicating in Organizations
20: Teamwork in Organizations

21: The Importance of Control
22: Information Technology and E-Business23: Operations and Service Management









Citation Style
Follow The Chicago Manual of Style, newest edition, for citation and other stylistic formats.

Microsoft Word
Textual material for the book should be submitted in Microsoft Word (Windows PC version).


When will I be assigned to a chapter team?

Currently we are registering authors into chapter wikis. As new colleagues join the project, they will be registered within a week's time after completing the authors' survey.

What is the general project timeline?

The draft of the main paper-form textbook is due on December 1st, 2008. However, the digital form and ancillaries can be worked on after that. The book comes out in January 2010.

See Also

"Management Professor Uses 'Crowdsourcing' to Write Textbook"


Thursday, August 14, 2008

Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge

Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge / A 21st Century Agenda for the National Science Foundation

Report of the NSF Task Force on Cyberlearning

Christine L. Borgman (Chair), Hal Abelson, Lee Dirks, Roberta Johnson, Kenneth R. Koedinger, Marcia C. Linn, Clifford A. Lynch, Diana G. Oblinger, Roy D. Pea, Katie Salen, Marshall S. Smith, Alex Szalay

June 24 2008 / Posted August 11 2008

Executive Summary

Imagine a high school student in the year 2015. She has grown up in a world where learning is as accessible through technologies at home as it is in the classroom, and digital content is as real to her as paper, lab equipment, or textbooks. At school, she and her classmates engage in creative problem-solving activities by manipulating simulations in a virtual laboratory or by downloading and analyzing visualizations of realtime data from remote sensors. Away from the classroom, she has seamless access to school materials and homework assignments using inexpensive mobile technologies. She continues to collaborate with her classmates in virtual environments that allow not only social interaction with each other but also rich connections with a wealth of supplementary content. Her teacher can track her progress over the course of a lesson plan and compare her performance across a lifelong “digital portfolio,” making note of areas that need additional attention through personalized assignments and alerting parents to specific concerns. What makes this possible is cyberlearning, the use of networked computing and communications technologies to support learning. Cyberlearning has the potential to transform education throughout a lifetime, enabling customized interaction with diverse learning materials on any topic—from anthropology to biochemistry to civil engineering to zoology. Learning does not stop with K–12 or higher education; cyberlearning supports continuous education at any age.


Cyberlearning has tremendous potential right now because we have powerful new technologies, increased understanding of learning and instruction, and widespread demand for solutions to educational problems. In the last decade, the design of technologies and our understanding of how people learn have evolved together, while new approaches to research and design make the development and testing of technologies more responsive to real-world requirements and learning environments. [The National Science Foundation (NSF)] ... has played a key role in these advances, funding interdisciplinary programs specifically to support research and activities in the area of cyberlearning. NSF can continue to lead this revolution by leveraging its investments in the productive intersections between technology and the learning sciences.

Several factors have come together to open these opportunities for cyberlearning. Web technologies enable people to share, access, publish—and learn from—online content and software, across the globe. Content is no longer limited to the books, filmstrips, and videos associated with classroom instruction; networked content today provides a rich immersive learning environment incorporating accessible data using colorful visualizations, animated graphics, and interactive applications. Alongside these technology improvements, “open educational resources” offer learning content and software tools that support search, organization, interaction, and distribution of materials. Private companies are investing in projects to make pervasive learning technologies more affordable and accessible. The global scope of networked educational materials, combined with “recommendation engine” software, helps individuals find special, niche content that appeals to their needs and interests. New models of remote data and application storage combined with broadband network access allow wireless, mobile computing, not just with laptop computers but also with cellular phones. Internet-telephony, videoconferencing, screen sharing, remote collaboration technologies, and immersive graphical environments make distributed collaboration and interaction much richer and more realistic. [snip]

The Task Force on Cyberlearning was charged jointly by the Advisory Committees to the Education and Human Resources Directorate and the Office of Cyberinfrastructure to provide guidance to NSF on the opportunities, research questions, partners, strategies, and existing resources for cyberlearning. This report identifies directions for leveraging networked computing and communications technology. It also calls for research to establish successful ways of using these technologies to enhance educational opportunities and strengthen proven methods of learning.

Full Report Available At

[] / 62 pp.

Saturday, August 9, 2008

Undergraduate Research: Pedagogy For The 21st Century

Over the past 20 years there has been a tremendous growth in undergraduate research at all types of institutions from community colleges to research universities. What once was primarily an activity undertaken by faculty at four year schools, has become an important pedagogy for teaching and engaging undergraduate students and revitalizing the curriculum. Government agencies and private foundations have recognized the important role of undergraduate research in helping to diversify the science pipeline, the humanities and creative arts are developing and implementing their own models of undergraduate research, and more and more curricular reform has included incorporating undergraduate research into the curriculum.

As undergraduate research programs have grown exponentially, there have been many national discussions about the definition of undergraduate research, it has been and is the subject of national conferences sponsored by the National Science Foundation, the Howard Hughes Medical Institute, the Council on Undergraduate and an upcoming meeting sponsored by the American Association of Colleges and Universities.

[endorsed by NCUR Board of Governors, April 2005 and CUR governing board, June 2005]

We believe that undergraduate research is the pedagogy for the 21 st century. As an increasing body of evidence makes clear, inquiry-based learning, scholarship, and creative accomplishments can and do foster effective, high levels of student learning at a variety of public and private postsecondary locations, including doctoral and research institutions, comprehensive universities, and liberal arts colleges.

In order to make clear what we mean by this curricular approach, this statement of principles attempts to define briefly but clearly why we advocate a pedagogy and academic outlook that

  • combines teaching and research, two historic poles of a professional dichotomy, into one integrated pedagogy and system of performance. In undergraduate research, scholarship and teaching may not be as separable as conventionally thought or practiced. In undergraduate research, teaching and scholarship become parts of one simultaneous, overlapping, shared process.
  • replaces traditional archetypes of teacher and student with a collaborative investigative model, one using research done with a mentor or done jointly by students and teachers--a new vision portending a major shift in how scholarship in the academy is practiced in a broad range of disciplines.
  • replaces competitive modes of inquiry with ones more focused on collective and collaborative work, offering an enlivening and exciting new heuristic.
  • motivates students to learn by doing. With faculty mentors, students engage directly in practicing the work of their discipline while they avoid passively acquiring knowledge that that discipline has produced.
  • promotes both new research and a student's analytical and communicative skills from the student's first days within the college experience.
  • creates internal networks to support these collaborative learning efforts. Any campus that motivates its students to learn through individual and collaborative research--and can find ways to support these intellectual journeys with the necessary human and material resources--provides its students with a first-rate education.

Undergraduate research is a comprehensive curricular innovation and major reform in contemporary American undergraduate education and scholarship. Its central premise is the formation of a collaborative enterprise between student and faculty member-most often one mentor and one burgeoning scholar but sometimes (particularly in the social and natural sciences) a team of either or both. This collaboration triggers a four-step learning process critical to the inquiry-based model and, congruently, several of its prime benefits-

  1. the identification of and acquisition of a disciplinary or interdisciplinary methodology
  2. the setting out of a concrete investigative problem the carrying out of the actual project
  3. finally, the dispersing/sharing a new scholar's discoveries with his or her peers-a specific step traditionally missing in most undergraduate educational programs.

The workplace, like the academy, is increasingly interdisciplinary; research often occurs at the boundaries of disciplines. Guided discovery, solution-directed study, and problem-based learning are all advancing rapidly. Undergraduate research occurs in different forms in different disciplines and is at differing stages at different institutions. Undergraduate education, however, is an essential mission of virtually all institutions, as both the Boyer Commission and the Carnegie Commission reports have made clear, calling for the vertical integration of research faculty and teams and those who teach undergraduates. Separation of research and professional faculties represent an increasing clear obstacle to either effective learning or quality research.

We who endorse undergraduate research, scholarship, and creative accomplishments have experienced directly its efficacy in advancing student learning, including the knowledge, skills, and dispositions critical to academic success. Not only do we believe undergraduate research is a critical component of undergraduate education, but a series of recent studies has demonstrated the critical role undergraduate research plays in student learning (Bauer and Bennett, 2003; Kardash, 2004; Lopatto, 2003; Seymour, Hunter, Laursen, and DeAntoni, 2004), in the retention of diverse students in fields in which they are underrepresented (Nagda, Gregerman, Jonides, von Hippel, and Lerner, 1998), and in students' pursuit of graduate education (Hathaway, Nagda, and Gergerman, 2002; Kremer and Bringle, 1990). Key findings of these studies include:

  • Undergraduate researchers experience gains in specific skills such as making use of primary literature, formulating research hypotheses, interpreting data, and communicating the results of research (Kardash, 2000, 2004).
  • They show measurable gains in sophistication of epistemological reflection (Rauckhorst, Czaja, and Baxter Magolda, 2001)
  • They experience personal gains in independence and self-confidence (Seymour, et al., 2004)
  • They show gains in career clarification and career preparation (Lopatto, 2003; Seymour, et al.)
  • They persist in their pursuit of an undergraduate degree at a higher rate than comparison groups (Nagda, et al, 1998)
  • They pursue graduate education at a higher rate than comparison groups (Hathaway, et al., 2002)
  • And as alumni they retrospectively report higher gains than comparison groups in skills such as carrying out research, acquiring information, and speaking effectively (Bauer and Bennett, 2003)

We are proud to associate our names and those of organizations we represent to the advancement of undergraduate research as a significant pedagogical and academic innovation and a prime element in contemporary educational reform.

We advocate the use of undergraduate research, scholarship, and creative activities within all academic disciplines and at all varieties of educational institutions.

We believe that students can become active scholars throughout their undergraduate education, not only in the last stages of their undergraduate careers.

We support faculty development efforts that assist faculty in mentoring student scholarship.

We advocate curricular reform within the fine arts, humanities, social sciences, sciences, and in applied professional programs that incorporates these principles within the best practices for each discipline.

We support state and national funding for undergraduate research in all disciplines and urge inclusion of such programs of support within public and private governmental and non-governmental programs that serve to advance the arts, sciences, and professional programs.


Bauer, K.W., & Bennett, J.S. (2003). Alumni perceptions used to assess undergraduate research experience. The Journal of Higher Education, 74 , 210-230.

Dotterer, R. L. (2002). Student-Faculty Collaborations, Undergraduate Research, and Collaboration as an Administrative Model. Scholarship in the Postmodern Era: New Venues, New Values, and New Visions, No. 92 . Kenneth J. Zahorski, ed. San Francisco: Jossey Bass.

Hathaway, R.S., Nagda, B.A., & Gregerman, S.R. (2002). The relationship of undergraduate research participation to graduate and professional education pursuit: an empirical study . Journal of College Student Development , 43 , 614-631.

Kardash, C.M. (2000). Evaluation of an undergraduate research experience: perceptions of undergraduate interns and their faculty mentors. Journal of Educational Psychology, 92 , 191-201.

Kauffman, L.R. and Stocks, J. (2003). Reinvigorating the Undergraduate Experience: Successful Models Supported by NSF's AIRE/RAIRE Program . Council on Undergraduate Research.

Kremer, J.F., & Bringle, R.G. (1990). The effects of an intensive research experience on the careers of talented undergraduates. Journal of Research and Development in Education, 24 , 1-5.

Kinkead, J., ed. (2003). Valuing and Supporting Undergraduate Research: New Directions for Teaching and Learning, No. 93. San Francisco: Jossey Bass.

Lopatto, D. (2003). The essential features of undergraduate research. Council on Undergraduate Research Quarterly, 24 , 139-142.

Nagda, B.A., Gregerman, S.R., Jonides, J., von Hippel, W., & Lerner, J.S. (1998). Undergraduate student-faculty partnerships affect student retention. The Review of Higher Education, 22 , 55-72.

Rauckhorst, W.H., Czaja, J.A., & Baxter Magolda, M. (2001, July ). Measuring the impact of the undergraduate research experience on student intellectual development. Paper presented at Project Kaleidoscope Summer Institute, Snowbird, UT.

Seymour, E., Hunter, A-B., Laursen, S.L., & DeAntoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences: first findings from a three-year study. Science Education, in press.


National Conferences on Undergraduate Research

The National Conferences on Undergraduate Research (NCUR), [] established in 1987, is dedicated to promoting undergraduate research, scholarship, and creative activity in all fields of study by sponsoring an annual conference for students.

Unlike meetings of academic professional organizations, this gathering of young scholars welcomes presenters from all institutions of higher learning and from all corners of the academic curriculum. Through this annual conference, NCUR creates a unique environment for the celebration and promotion of undergraduate student achievement, provides models of exemplary research and scholarship, and helps to improve the state of undergraduate education. In addition to providing a forum for student presentations and performances through its annual conference, NCUR also

  • Organizes workshops for faculty and administrators who support undergraduate research and creative activity on campuses across the country
  • Collaborates with other national organizations in support of undergraduate research and the improvement of undergraduate education
  • Administers the NCUR/Lancy initiative which awards grants to support summer interdisciplinary undergraduate research programs
  • Publishes a proceedings of the conference
  • Sponsors, with the Council on Undergraduate Research (CUR) and annual Institue for Undergraduate Research Program Directors
  • Sponsors special projects on issues relating to the goals of the organization


The Conferences

The idea for a national conference open to all undergraduates was conceived and first implemented at the University of North Carolina at Asheville (UNCA) in 1987. The first conference drew more than 400 participants from schools across the country. Now in existence for over twenty years, the conference regularly hosts 2,000 students and their faculty mentors to present their research through posters, oral presentations, visual arts and performances.


  • 1987 University of North Carolina at Asheville
  • 1988 University of North Carolina at Asheville
  • 1989 Trinity University1990 Union College
  • 1991 California Institute of Technology
  • 1992 University of Minnesota
  • 1993 The University of Utah
  • 1994 Western Michigan University
  • 1995 Union College
  • 1996 University of North Carolina at Asheville
  • 1997 University of Texas at Austin
  • 1998 Salisbury State University
  • 1999 University of Rochester
  • 2000 University of Montana, Missoula
  • 2001 University of Kentucky
  • 2002 University of Wisconsin, Whitewater
  • 2003 University of Utah
  • 2004 Indiana Univ. and Purdue Univ. Indianapolis
  • 2005 Washington and Lee Univ. and Virginia Military Institute
  • 2006 University of North Carolina at Asheville
  • 2007 Dominican University of California
  • 2008 Salisbury University
  • 2009 University of Wisconsin, LaCrosse
  • 2010 University of Montana



2008 []

2000-2007 []