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Beschreibung des Verlags
Co-published with the Council for Undergraduate Research
Undergraduate research has long been recognized as a high-impact practice (HIP), but has unfortunately been offered only to juniors and seniors, and to very few of them (often in summer programs). This book shows how to engage students in authentic research experiences, built into the design of courses in the first two years, thus making the experience available to a much greater number of students.
Research that is embedded in a course, especially general education courses, addresses the issue of how to expand undergraduate research to all students. Research has shown that students who have early experiences in undergraduate research are more likely to pursue further research prior to and after graduation. This is also an issue of social justice because it makes the benefits of undergraduate research available to students who must work during the academic year and in the summer. It is widely accepted that the skills developed through undergraduate research help prepare students for their future careers.
The book addresses all aspects of the topic, including:
- What are appropriate expectations for research in the first two years;
- How to design appropriate course-based research for first- and second-year students;
- How to mentor a class rather than individual students;
- How students can disseminate the results of their research;
- Possible citizen-science projects appropriate for the first and second years;
- Providing additional resources available to support course-based research in the first two years.
Designed for faculty at four-year and two-year colleges – and including examples from the sciences, the social sciences, and the humanities – the strategies and methods described can be adapted to disciplines not specifically mentioned in the book.
Many faculty are hesitant to engage first and second year students in undergraduate research because they worry students don’t know enough to conduct authentic research in their discipline, because they worry about the time it will take to develop activities for these students, and because they wonder how they can mentor a whole class of students doing research. The authors have successfully dealt with these issues, and provide examples of how it’s done.
Table of Contents:
Foreword by Cathy N. Davidson
1) Crazy Observations, Audacious Questions—Nancy H. Hensel
2) ComGen: Developing the Pedagogy for Classroom-Based Undergraduate Research Experience Courses—M. Gita Bangera, Kim Harrington, and Jason Fuller
3) Starting the Research Process with Information Literacy in Introductory-Level Earth Science Courses—Laura Guertin and Nina Clements
4) Editing the Public Domain with Undergraduate Students: Studying Literature with Collaborative Annotation and Digital Publication—Mary Isbell
5) A High-Throughput Model for Course-Based Research Experiences for the First Two Years of Chemistry and Biology—Kalyn Shea Owens, Ann J. Murkowski, Heather Price and Anne M. Johansen
6) Research Strategies in Theatre Studies—Nancy Kindelan
7) Learning that Lasts: Action Research in the Classroom—Mary Ann Jacobs
8) Diving into Research at the Ocean Research College Academy—Ardi Kveven
9) Experience is Education—Josh Searle
10) Using Mystery to Encourage Undergraduate Historical Research—Kevin Ostoyich and Professor X
11) Implementing a Course-Based Undergraduate Research Experience in an Introductory Biology Course—Emily Allison Hooser, Teresa M. Bilinksi and Patricia J. Baynham
12) Course-Based Research in Introductory Psychological Science—Andrea J. Sell
13) DNA Barcoding Undergraduate Research Tool can be Scaled from Traditional to Course-Based Research Project with Ease—Nidhi Gadura
14) Student Outcomes and Impacts of Discovery-Based Research in the First Two Years of Undergraduate Education—Daiyuan Zhang, Alexa Raney and J. Robert Hatherill
15) Undergraduate Research and Applied Business Statistics—Julio Rivera and Tom Groleau
16) PRIDE in the College Experience—Kathryn Suk
17) Course-Embedded Research in the Lower Division at Montana State University—Colin A. Shaw and Gregory Young
18) Course-Based Research Mentoring—Nancy H. Hensel
About the Contributors