Undergraduate Research @ SFSC

Characteristics of Excellence in Undergraduate Research (COEUR) is a summary of best practices that support and
sustain highly effective undergraduate research environments. This document is organized in sections that correspond
to various functions or units of a typical college or university campus. In CUR’s experience, successful programs
exhibit many of the characteristics enumerated in this document. Further, many of the characteristics described in this
document overlap and are important elements in an integrated, synergistic approach to enhancing undergraduate
research.

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.

Creative Inquiry in the Arts & Humanities: Models of Undergraduate Research aims to assist faculty and administrators of any academic discipline who are creating undergraduate research opportunities that move beyond the natural and social sciences, as well as those working to sustain well-established, multidisciplinary programs. It offers examples of successful programs, assignments, curricula, journals, and conferences that support the research, scholarship, and creative activity of students in arts and humanities disciplines. Those examples cover a diversity of students' scholarly and creative work, including individual and collaborative writing, oral presentations, works of visual art, scholarly compilations, exhibits, musical compositions, plays, performances, public scholarship, and publications in many different forms. Those who mentor undergraduate research in the arts and humanities know the challenges of working with student researchers in disciplines in which solitary scholarship and individual creative processes are the norm. This work simply cannot, and should not, replicate a scientific model that utilizes teams of researchers, pooled data, and calibrated methods. Student research in the arts and humanities must reflect the kinds of work that scholars do in those fields. But which skills and bases of knowledge can mentors impart to students who do not have access to archives and special collections, who do not read classical languages, or who are just beginning to learn techniques that scholars in the field have mastered? How can faculty find the time to mentor individual student researchers when they are responsible for teaching hundreds of students every semester? Is it wise for faculty to invest that time in their undergraduate students' research when they need to publish their own work for tenure and promotion? Creative Inquiry in the Arts & Humanities: Models of Undergraduate Research is a collection of replicable examples and expert ad

Undergraduate research is a high-impact practice that sparks students' interest in learning, and it improves retention, student success, graduation rates, and postgraduation achievement. Many individual campuses have offered these programs for several years, and the Council on Undergraduate Research (CUR) has partnered with state systems of higher education and public and private consortia to foster the institutionalization of undergraduate research. This volume illustrates many of the successes that entire systems/consortia and their campuses have achieved, such as: connecting undergraduate research to the curriculum, student success and completion, especially for underrepresented students creating cross-campus discussions on curricula and pedagogy, research collaborations among departments and campuses, and enhanced interdisciplinary activities addressing the challenges of workforce development and faculty issues--especially workload and tenure/promotion. This the 169th volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher education decision makers on all kinds of campuses, it provides timely information and authoritative advice about major issues and administrative problems confronting every institution.

Although consensus exists that one defining characteristic of an undergraduate research experience is working closely with a faculty mentor, the majority of research has focused on student gains due to undergraduate research participation. Very little research has examined the processes related to mentoring undergraduate research within faculty and institutional contexts. This cross-disciplinary volume incorporates diverse perspectives on mentoring undergraduate research, including work from scholars at many different types of academic institutions in Australia, Canada, the United Kingdom, and the United States. It strives to extend the scope of the conversation on mentoring undergraduate research to enable scholars in all disciplines in a variety of institutional contexts around the world to critically examine mentoring practices and the role of mentored undergraduate research in higher education.

Contents: Undergraduate research and creative activity in the arts and humanities: challenges, opportunities, and rewards / Iain Crawford and Jenny Olin Shanahan -- Antiquity for undergraduate researchers / Julie Langford -- The English department as the site of undergraduate research: creating learners, training professionals / John Swift -- A better kind of history scaffolding: teaching research in historical studies / John Thomas Scott and Sara Orel -- Developing undergraduate research in religious studies: thinking across the curriculum / Bernadette McNary Zak and Rebecca Todd Peters -- Undergraduate research, scholarship, and creative activities in the general education curriculum / Sara Orel -- Visual arts departments as sites of undergraduate research / Tulla Lightfoot, Alexa Sand, Wynne Wilbur -- Undergraduate research in music / Steve Roens and Gregory Young -- Infinite variety: undergraduate research in theatre studies / Sheila T. Cavanagh, Kevin A. Quarmby, and Stephen Unwin -- Revisiting the arts and humanities: service learning, undergraduate research, and creative expression / Maria T. Iacullo-Bird -- Undergraduate research in writing studies / Lauren Fitzgerald.

Contents: Introduction -- Fundamentals of mentoring -- The elements of mentorship -- Key traits of mentoring -- The rewards and challenges of mentoring -- The varying abilities of students -- Understanding and establishing expectations -- Multiple models -- Communicating research -- Mentoring in specific disciplines -- Interdisciplinary research -- Graduate students as mentors -- Letters of recommendation -- Preparation for graduate school applications -- Conclusion.

Despite all of the information that exists to encourage students to attend and do well in college, this is the first research-based guide that directly advises first- and second-year college students. With a focus on the needs and interests of students who are underrepresented in the academy (African American, Latinx, low-income, and first-generation students), this book will help all students take full advantage of the academic resources that the university setting has to offer. The authors introduce students to different types of research across the disciplines, showing them how to work with professors to build a course of study, how to integrate research work into coursework, and how to write and present research. This timely volume will also assist faculty, staff, and parents in providing the needed tools to promote student success. Visit the book website at undergraduateresearchguide.com. Book Features: Prepares students for the transition from high school to college with a focus on writing, time management, and research skills. Addresses the challenges that face high-achieving, underrepresented students. Empowers students to seek out resources and research opportunities to achieve their full academic potential. Includes models, approaches, student voices, and vignettes from the authors' successful undergraduate research program.

Research in Science Education (RISE) Volume 6, Research Based Undergraduate Science Teaching examines research, theory, and practice concerning issues of teaching science with undergraduates. This RISE volume addresses higher education faculty and all who teach entry level science. The focus is on helping undergraduates develop a basic science literacy leading to scientific expertise. RISE Volume 6 focuses on research-based reforms leading to best practices in teaching undergraduates in science and engineering.The goal of this volume is to provide a research foundation for the professional development of faculty teaching undergraduate science. Such science instruction should have short- and longterm impacts on student outcomes. The goal was carried out through a series of events over several years. The website at http://nseus.org documents materials from these events. The international call for manuscripts for this volume requested the inclusion of major priorities and critical research areas, methodological concerns, and results of implementation of faculty professional development programs and reform in teaching in undergraduate science classrooms.In developing research manuscripts to be reviewed for RISE, Volume 6, researchers were asked to consider the status and effectiveness of current and experimental practices for reforming undergraduate science courses involving all undergraduates, including groups of students who are not always well represented in STEM education. To influence practice, it is important to understand how researchbased practice is made and how it is implemented. The volume should be considered as a first step in thinking through what reform in undergraduate science teaching might look like and how we help faculty to implement such reform.

Editors Marta Deyrup and Beth Bloom have brought together well-known educators from the fields of library science, communication, composition, and education to show you how to develop successful strategies for teaching undergraduates how to conduct basic research and write papers. Chapters cover each step of the research process, beginning appropriately with separate pieces from a librarian and from an academic on how to construct good research assignments. Following chapters cover establishing the research question, assessing the research process, information ethics and the protocols of research, and using new modes and media to communicate research findings. The book fully explores current theories on pedagogy and provides practical demonstrations of how library instruction can reinforce critical thinking and set the groundwork in place for life-long learning. Each chapter contains an extensive bibliography for further reading.

The role of community colleges is undergoing a major transformation. These institutions enroll 45 percent of the nation's undergraduates, and, as the cost of higher education continues to rise, more students are beginning their college educations at community colleges before transferring to four-year institutions. The federal and state governments, as well as business and industry, are expecting community colleges to assume an even greater role in workforce development and the knowledge economy in the future. Engaging community college students in undergraduate research prepares them to contribute to the economic and social development of their communities and regions. With support from the National Science Foundation, faculty from more than 100 community colleges learned how to engage their students in undergraduate research, scholarship, and creative activities. The authors of this volume share their experiences in implementing undergraduate research and offer valuable strategies for making it a success in their courses and at their institutions.

There is growing interest in undergraduate research, given its benefits to students, faculty members, and the institution. For higher education scholars, faculty, and administrators, this book logically synthesizes the literature to demonstrate its impact on facilitation of learning and engagement and to chart a course for expanding and improving these opportunities. This book provides a comprehensive overview of undergraduate research as a "high-impact practice" in postsecondary education, from its theoretical underpinnings and research-base, to student participation and faculty incentives. This important resource offers analysis of the current state of undergraduate research, explores challenges and unresolved questions affecting undergraduate research, and provides implications for research and practice.