Book contents
- The Cambridge Handbook of Undergraduate Research
- The Cambridge Handbook of Undergraduate Research
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Foreword
- 1 Introduction
- Part I Theory and Research on Undergraduate Research
- Part II Implementation, Approaches, Methods
- Part III Disciplines
- Part IV International Perspective
- Part V Avenues for Developing Undergraduate Research
- Index
- References
Part III - Disciplines
Published online by Cambridge University Press: 11 August 2022
Book contents
- The Cambridge Handbook of Undergraduate Research
- The Cambridge Handbook of Undergraduate Research
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Foreword
- 1 Introduction
- Part I Theory and Research on Undergraduate Research
- Part II Implementation, Approaches, Methods
- Part III Disciplines
- Part IV International Perspective
- Part V Avenues for Developing Undergraduate Research
- Index
- References
Summary
A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.

- Type
- Chapter
- Information
- The Cambridge Handbook of Undergraduate Research , pp. 183 - 438Publisher: Cambridge University PressPrint publication year: 2022
References
References
Bougie, J., Gangopadhyaya, A., Moses, S. L., Polak, R. D., Ramsey, G. P., & Walkosz, W. (2020). A first-year research experience: The Freshman Project in Physics at Loyola University Chicago. American Journal of Physics, 88, 734–730.CrossRefGoogle Scholar
Chang, M. J., Sharkness, J., Hurtado, S., & Newman, C. B. (2014). What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups. Journal of Research in Science and Teaching, 41(5), 555–580.CrossRefGoogle Scholar
Dolan, E. L. (2017). Undergraduate research as curriculum. Biochemistry and Molecular Biology Education, 45(4), 287–369.CrossRefGoogle ScholarPubMed
Hensel, N. (Ed.). (2012). Characteristics of excellence in undergraduate research. Council on Undergraduate Research.Google Scholar
Hilborn, R. C., Howes, R. H., & Krane, K. S. (Eds.). (2003). Strategic programs for innovations in undergraduate physics: Project report. American Association of Physics Teachers.Google Scholar
Holmes, N. G., & Wieman, C. E. (2016). Examining and contrasting the cognitive activities engaged in undergraduate research experiences and lab courses. Physical Review Physics Education Research, 12, 020103.CrossRefGoogle Scholar
James, M., & Bertschinger, E. (2020). The time is now: Systematic changes to increase African Americans with bachelor’s degrees in physics and astronomy. American Institute of Physics.Google Scholar
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Association of American Colleges and Universities.Google Scholar
Laursen, S. L. (2015). Challenges and opportunities for measuring student outcomes of undergraduate research. In Churukian, A. D., Jones, D. L., & Ding, L. (Eds.), PERC proceedings (pp. 18–21). American Physical Society.Google Scholar
McKagan, S., Craig, D. A., Jackson, M., & Hodapp, T. (Eds.) (2021). Undergraduate research. In American Physical Society, Effective Practices for Physics Programs (EP3). https://ep3guide.org/guide-overview/undergraduate-research.Google Scholar
NASEM (National Academies of Sciences, Engineering, and Medicine). (2017). Undergraduate research experiences for STEM students: Successes, challenges, and opportunities. The National Academies Press.Google Scholar
NASEM. (2019). The science of effective mentorship in STEM. The National Academies Press.Google Scholar
National Education Association. (2010). Preparing 21st century students for a global society: An educator’s guide to the “four Cs.” National Education Association.Google Scholar
Rector, T. A., Puckett, A. W., Wooten, M. M., Vogt, N. P., Coble, K., & Pilachowski, C. A. (2019). Authentic research experiences in astronomy to teach the process of Science. In Impey, C. & Buxner, S. (Eds.), Astronomy education: Evidence-based instruction for introductory courses (Vol. 1, Chapter 7, pp. 1–10). IOP Publishing.Google Scholar
Thiry, H. (2019). What enables persistence? In Seymour, E. & Hunter, A.-B. (Eds.), Talking about leaving revisited: Persistence, relocation, and loss in Undergraduate STEM education. Springer Nature.Google Scholar
References
American Chemical Society (ACS). (n.d.). Undergraduate Research in Chemistry. www.acs.org/content/acs/en/education/students/college/research.htmlGoogle Scholar
Auchincloss, L. C., Laursen, S. L., Branchaw, J. L., Eagan, K., Graham, M., Hanauer, D. I., Lawrie, G., McLinn, C. M., et al. (2014). Assessment of course-based undergraduate research experiences: A meeting report. CBE–Life Sciences Education, 13(1), 29–40.Google Scholar
Barnett, K. L., Shea, K. M., McGeough, C., Trotta, K., Williams, S., Ly, M., & Aloisio, K. (2020). Semester-long course-based research project in second-semester organic chemistry: Synthesizing potential lead compounds for the treatment of a neglected tropical disease. Journal of Chemical Education, 97, 1008–1016.CrossRefGoogle Scholar
Boyd-Kimball, D., & Miller, K. R. (2018). From cookbook to research: Redesigning an advanced biochemistry laboratory. Journal of Chemical Education, 95(1), 62–67.CrossRefGoogle Scholar
Chaudhary, V. B., & Berhe, A. A. (2020). Ten simple rules for building an antiracist lab. PLOS Computational Biology, 16(10), e1008210.CrossRefGoogle ScholarPubMed
Clark, T. M., Ricciardo, R., & Weaver, T. (2016). Transitioning from expository laboratory experiments to course-based undergraduate research in general chemistry. Journal of Chemical Education, 93(1), 56–63.CrossRefGoogle Scholar
Cruz, C. L., Holmberg-Douglas, N., Onuska, N. P. R., McManus, J. B., MacKenzie, A. A., Hutson, B. L., Eskew, N. A., & Nicewicz, D. A. (2020). Development of a large-enrollment course-based research experience in an undergraduate organic chemistry laboratory: Structure–function relationships in pyrylium photoredox catalysts. Journal of Chemical Education, 97(6), 1572–1578.CrossRefGoogle Scholar
Davis, S. N., & Jones, R. M. (2017). Understanding the role of the mentor in developing research competency among undergraduate researchers. Mentoring & Tutoring: Partnership in Learning, 25, 455–465.CrossRefGoogle Scholar
Eagan, M. K. Jr., Hurtado, S., Chang, M. J., Garcia, G. A., Herrera, F. A., & Garibay, J. C. (2013). Making a difference in science education: The impact of undergraduate research programs. American Educational Research Journal, 50(4), 683–713.CrossRefGoogle ScholarPubMed
Gourley, B. L., & Jones, R. M. (Eds.). (2018). Best practices for supporting and expanding undergraduate research in chemistry. ACS Symposium Series (Vol. 1275). American Chemical Society.CrossRefGoogle Scholar
Graham, M. J., Frederick, J., Byars-Winston, A., Hunter, A. B., & Handelsman, J. (2013). Increasing persistence of college students in STEM. Science, 341, 1455–1456.CrossRefGoogle ScholarPubMed
Heemstra, J. M., Waterman, R., Antos, J. M., Beuning, P. J., Bur, S. K., Columbus, L., Feig, A. L., Fuller, A. A., et al. (2017). Throwing away the cookbook: Implementing course-based undergraduate research experiences (CUREs) in chemistry. In Watermann, R. & Feig, A. L. (Eds.), Educational and outreach projects from the Cottrell Scholars collaborative undergraduate and graduate education, Volume 1 (pp. 33–60). ACS Symposium Series (Vol. 1248). American Chemical Society.CrossRefGoogle Scholar
Heller, S. T., Duncan, A. P., Moy, C. L., & Kirk, S. R. (2020). The value of failure: A student-driven course-based research experience in an undergraduate organic chemistry lab inspired by an unexpected result. Journal of Chemical Education, 97(10), 3609–3616.CrossRefGoogle Scholar
Iimoto, D. S., & Frederick, K. A. (2011). Incorporating student-design research projects in the chemistry curriculum. Journal of Chemical Education, 88, 1069–1073.CrossRefGoogle Scholar
Karukstis, K. K. (2008). Broadening participation in undergraduate research. Journal of Chemical Education, 85, 1474–1477.CrossRefGoogle Scholar
Kean, K. M., van Zee, K., & Mehl, R. A. (2019). Unnatural chemical biology: Research-based laboratory course utilizing genetic code expansion. Journal of Chemical Education, 96(1), 66–74.CrossRefGoogle Scholar
Kerr, M. A., & Yan, F. (2016). Incorporating course-based undergraduate research experiences into analytical chemistry laboratory curricula. Journal of Chemical Education, 93(4), 658–662.CrossRefGoogle Scholar
Kinnel, R. B., Van Wynsberghe, A. W., Rosenstein, I. J., Brewer, K. S., Cotton, M., Shields, G. C., Borton, C. J., Senior, S. Z., et al. (2013). A departmental focus on high impact undergraduate research experiences. In Chapp, T. W. & Benvenuto, M. A. (Eds.), Developing and maintaining a successful undergraduate research program (pp. 5–22). ACS Symposium Series (Vol. 1156). American Chemical Society.CrossRefGoogle Scholar
Linn, M. C., Palmer, E., Baranger, A., Gerard, E., & Stone, E. (2015). Undergraduate research experiences: Impacts and opportunities. Science, 347(6222), 1261757.CrossRefGoogle ScholarPubMed
Lopatto, D. (2007). Undergraduate research experiences support science career decisions and active learning. CBE–Life Sciences Education, 6(4), 297–306.Google Scholar
Multhaup, K. S., Davoli, C. C., Wilson, S. F., Geghman, K. D., Giles, K. G., Martin, J. M. P., & Salter, P. S. (2010). Three models for undergraduate–faculty research: Reflections by a professor and her former students. Council on Undergraduate Research Quarterly, 31(1), 21–26.Google Scholar
Mutambuki, J. M., Fynewever, H., Douglass, K., Cobern, W. W., & Obare, S. O. (2019). Integrating authentic research experiences into the quantitative analysis chemistry laboratory course: STEM majors’ self-reported perceptions and experiences. Journal of Chemical Education, 96(8), 1591–1599.CrossRefGoogle Scholar
Nagda, B. A., Gregerman, S. R., Jonides, J., von Hippel, W., & Lerner, J. S. (1998). Undergraduate student–faculty research partnerships affect student retention. Review of Higher Education, 22(1), 55–72.CrossRefGoogle Scholar
Newton, T. A., Tracy, H. J., & Prudente, C. A. (2006). A research-based laboratory course in organic chemistry. Journal of Chemical Education, 83(12), 1844–1849.CrossRefGoogle Scholar
Pagano, J. K., Jaworski, L., Lopatto, D., & Waterman, R. (2018). An inorganic chemistry laboratory course as research. Journal of Chemical Education, 95(9), 1520–1525.CrossRefGoogle Scholar
Rodenbusch, S. E., Hernandez, P. R., Simmons, S. L., Dolan, E. L., & Knight, J. (2016). Early engagement in course-based research increases graduation rates and completion of science, engineering and mathematics degrees. CBE–Life Sciences Education, 15(2), 1–10.Google Scholar
Shortlidge, E. E., Bangera, G., & Brownell, S. E. (2016). Faculty perspectives on developing and teaching course-based undergraduate research experiences. BioScience, 66(1), 54–62.CrossRefGoogle Scholar
Steele, C. (2010). Stereotype threat: How it affects us and what we can do about it. W. W. Norton & Company.Google Scholar
Stewart, K. K., & Lagowski, J. J. (2003). Cognitive apprenticeship theory and graduate chemistry education. Journal of Chemical Education, 80(12), 1362–1366.CrossRefGoogle Scholar
Ward, A. M., & Wyllie, G. R. A. (2019). Bioplastics in the general chemistry laboratory: Building a semester-long research experience. Journal of Chemical Education, 96(4), 668–676.CrossRefGoogle Scholar
Williams, L. C., & Reddish, M. J. (2018). Integrating primary research into the teaching lab: Benefits and impacts of a one-semester CURE for physical chemistry. Journal of Chemical Education, 95(6), 928–938.CrossRefGoogle Scholar
References
Bell, J. K., Eckdahl, T. T., Hecht, D. A., Killion, P. J., Latzer, J., Mans, T. L., Provost, J. J., Rakus, J. F., et al. (2016). CUREs in biochemistry – Where we are and where we should go. Biochemistry and Molecular Biology Education, 45(1), S7–S12. https://doi.org/10.1002/bmb.20989CrossRefGoogle ScholarPubMed
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. David McKay Company.Google Scholar
Cooper, K. M., Soneral, P. A. G., & Brownell, S. E. (2017). Define your goals before you design a CURE: A call to use backwards design in planning course-based undergraduate research experiences. Journal of Microbiology & Biology Education, 18(2), 1–7. https://doi.org/10.1128/jmbe.v18i2.1287CrossRefGoogle Scholar
Dolan, E. L. (2017). Course-based undergraduate research experiences: Current knowledge and future directions. National Research Council.Google Scholar
Hanauer, D. I., Graham, M. J., Sea, P., Betancur, L., Bobrownicki, A., Cresawn, S. G., Garlena, R. A., Jacobs-Sera, D., et al. (2017). An inclusive Research Education Community (iREC): Impact of the SEA–PHAGES program on research outcomes and student learning. Proceedings of the National Academy of Sciences of the United States of America, 114(51), 13531–13536. https://doi.org/10.1073/pnas.1718188115CrossRefGoogle ScholarPubMed
Huber, L. (1998). Forschendes Lehren und Lernen – Eine aktuelle Notwendigkeit. Das Hochschulwesen, 46, H. 1, 3–10.Google Scholar
Lopatto, D., Alvarez, C., Barnard, D., Chandrasekaran, C., Chung, H. M., Du, C., Eckdahl, T., Goodman, A. L., et al. (2008). Undergraduate research. Genomics Education Partnership. Science, 322(5902), 684–685. https://doi.org/10.1126/science.1165351Google ScholarPubMed
Lopatto, D., Rosenwald, A., DiAngelo, J., Hark, A., Skerritt, M., Wawersik, M., Allen, A. K., Alvarez, C., et al. (2020). Facilitating growth through frustration: Using genomics research in a course-based undergraduate research experience. Journal of Microbiology & Biology Education, 21(1). https://doi.org/10.1128/JMBE.V21I1.2005Google Scholar
Mieg, H. A. (2019). Forms of research with strategies for implementing undergraduate research. Journal for Higher Education Development (ZfHE), 14(1), 79–94.Google Scholar
Murren, C. J., Wolyniak, M. J., Rutter, M. T., Bisner, A. M., Callahan, H. S., Strand, A. E., & Corwin, L. A. (2019). Undergraduates phenotyping Arabidopsis knockouts in a course-based undergraduate research experience: Exploring plant fitness and vigor using quantitative phenotyping methods. Journal of Microbiology & Biology Education, 20(2). https://doi.org/10.1128/jmbe.v20i2.1650CrossRefGoogle Scholar
National Academies of Sciences, Engineering, and Medicine. (2017). Undergraduate research experiences for STEM students: Successes, challenges, and opportunities. The National Academies Press. https://doi.org/10.17226/24622CrossRefGoogle Scholar
Science Education Resource Center. (2017). CUREnet: Course-based undergraduate research experience. Retrieved March, 12, 2020, from https://serc.carleton.edu/curenet/index.htmlGoogle Scholar
Seeling, J. M., & Choudhary, M. (2016). Professional practices in undergraduate research programs. Journal of Microbiology & Biology Education, 17(2), 246–251. https://doi.org/10.1128/jmbe.v17i2.982CrossRefGoogle ScholarPubMed
Shelby, S. J. (2019). A course‐based undergraduate research experience in biochemistry that is suitable for students with various levels of preparedness. Biochemistry and Molecular Biology Education, 47, 220–227. https://doi.org/10.1002/bmb.21227CrossRefGoogle ScholarPubMed
Tennial, R. E., Solomon, E. D., Hammonds-Odie, L., McDowell, G. S., Moore, M., Roca, A. I., & Marcette, J. (2019). Formation of the Inclusive Environments and Metrics in Biology Education and Research (iEMBER) Network: Building a culture of diversity, equity, and inclusion. CBE–Life Science Education, 3(1), 18:mr1. https://doi.org/10.1187/cbe.18-03-004Google Scholar
Wei, C. A., & Woodin, T. (2011). Undergraduate research experiences in biology: Alternatives to the apprenticeship model. CBE–Life Sciences Education, 10(2), 123–131.Google Scholar
References
Diamantopoulos, J. C. D., Dorff, M., & Richardson, S. (2014). How much undergraduate research in mathematics is being done? Notices of the American Mathematical Society, 61(4), 384–386.CrossRefGoogle Scholar
Dorff, M., Henrich, A., & Pudwell, L. (2017). Successfully mentoring undergraduates in research: A how to guide for mathematicians. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 27(3), 320–336.CrossRefGoogle Scholar
Dorff, M., Henrich, A., & Pudwell, L. (2019). A mathematician’s practical guide to mentoring undergraduate research. MAA Press: An Imprint of the American Mathematical Society.CrossRefGoogle Scholar
Dorff, M., & Weekes, S. (2019). A student research course on data analytics problems from industry – PIC Math. Scholarship and Practice of Undergraduate Research (SPUR), 2(4), 37–42.Google Scholar
Gallian, J. A. (2012). Undergraduate research in mathematics has come of age. Notices of the American Mathematical Society, 59(8), 1113–1114.CrossRefGoogle Scholar
Gallian, J. A. (2015). A history of undergraduate research in mathematics. In Kennedy, S. F. (Ed.), A century of advancing mathematics (pp. 263–274). Mathematical Association of America.CrossRefGoogle Scholar
Highlander, H. C. (2017). Keys to successful mentoring of undergraduate research teams with an emphasis in applied mathematics research. Letters in Biomathematics, 4(1), 244–255.CrossRefGoogle Scholar
Leonard, K. (2008). Adventures in academic year undergraduate research. Notices of the American Mathematical Society, 55(11), 1422–1426.Google Scholar
Narayan, D. A. (Ed.). (2014). Trends in undergraduate research in the mathematical sciences (Chicago, 2012), Involve, 7(3, special issue). Available at http://msp.org/involve/2014/7-3/.Google Scholar
Wootton, A., Peterson, V., & Lee, C. (Eds.). (2018). A primer for undergraduate research: From groups and tiles to frames and vaccines. Birkhäuser.Google Scholar
References
Cech, E. A. (2014). Culture of disengagement in engineering education? Science, Technology and Human Values, 39(1), 42–72.CrossRefGoogle Scholar
Dolan, E. L., & Johnson, D. (2010). The undergraduate–postgraduate–faculty triad: Unique functions and tensions associated with undergraduate research experiences at research universities. Cell Biology Education, 9, 543–553.Google ScholarPubMed
Downey, G., & Lucena, J. C. (2003). When students resist: Ethnography of a senior design experience in engineering education. International Journal of Engineering Education, 19(1), 168–176.Google Scholar
Ferreira, F. M. F., Peixoto, Z. M. A., Fernandes, F. O. P., e Silva, L. S., Carneiro, C. A., & da Silva Martins, C. A. P. (2019). University–industry partnership as a teaching–learning strategy. IEEE Potentials, 38(6), 32–37.CrossRefGoogle Scholar
Fletcher, J. K. (2001). Disappearing acts: Gender, power, and relational practice at work. MIT Press.Google Scholar
Godfrey, E. (2014). Understanding disciplinary cultures: The first step to cultural change. In Johri, A. & Olds, B. M. (Eds.), Cambridge handbook of engineering education research (pp. 437–455). Cambridge University Press.CrossRefGoogle Scholar
Jungmann, T. (2019). Inquiry-based learning in the engineering sciences. In Mieg, H. A. (Ed.), Inquiry-based learning – Undergraduate research: The German multidisciplinary experience (pp. 205–216). Springer (open access). https://doi.org/10.1007/978-3-030-14223-0CrossRefGoogle Scholar
Kotys-Schwartz, D., Besterfield-Sacre, M., & Shuman, L. (2011). Informal learning in engineering education. Proceedings – IEEE Frontiers in Education Conference, 1–7.Google Scholar
Linn, M. C., Palmer, E., Baranger, A., Gerard, E., & Stone, E. (2015). Undergraduate research experiences: Impacts and opportunities. Science, 347(6222).CrossRefGoogle ScholarPubMed
Lopatto, D. (2004). Survey of Undergraduate Research Experiences (SURE): First findings. Cell Biology Education, 3(4), 270–277.CrossRefGoogle ScholarPubMed
Mitchell, R., Dori, Y. J., & Kuldell, N. H. (2011). Experiential engineering through iGEM – An undergraduate summer competition in synthetic biology. Journal of Science Education and Technology, 20(2), 156–160.CrossRefGoogle Scholar
National Academy of Engineering. (2016). Infusing ethics into the development of engineers. The National Academies Press.Google Scholar
National Academy of Engineering. (2017). Grand challenges for engineering. The National Academies Press.Google Scholar
National Academies of Sciences, Engineering, and Medicine. (2017). Undergraduate research experiences for STEM students: Successes, challenges, and opportunities. The National Academies Press.Google Scholar
National Science Foundation. (2022). Research experiences for undergraduates (REU). Retrieved January 25, 2022, from https://www.nsf.gov/pubs/2019/nsf19582/nsf19582.htmGoogle Scholar
Powers, K., Chen, H. L., Prasad, K. V., Gilmartin, S. K., & Sheppard, S. (2018). Exploring how engineering internships and undergraduate research experiences inform and influence college students’ career decisions and future plans. Proceedings of the American Society for Engineering Education.CrossRefGoogle Scholar
Riley, D. (2008). Engineering and social justice. Synthesis Lectures on Engineers, Technology and Society, 3(1), 1–152.CrossRefGoogle Scholar
Roy, J. (2018). Engineering by the numbers. American Society for Engineering Education.Google Scholar
Russell, S. H., Hancock, M. P., & McCullough, J. (2007). Benefits of undergraduate research experiences. Science, 316, 548–549.CrossRefGoogle ScholarPubMed
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, 88(4), 493–534.CrossRefGoogle Scholar
Smith, J. M. (2021). Extracting accountability: engineers and corporate social responsibility. MIT Press.CrossRefGoogle Scholar
Wade, H. (2013). National Instruments and the University of Manchester: A strategic partnership for engineering education. International Journal of Electrical Engineering Education, 50(3), 304–315.CrossRefGoogle Scholar
Wyatt, S. (2008). Technological determinism is dead: Long live technological determinism. In Hackett, E. J., Amsterdamska, O., Lynch, M. E., and Wajcman, J. (Eds.), The handbook of science and technology studies, 3rd ed. (pp. 165–80). MIT Press.Google Scholar
Wylie, C. D. (2018). “I just love research”: Beliefs about what makes researchers successful. Social Epistemology, 32(4), 262–271.CrossRefGoogle Scholar
Wylie, C. D. (2019). Socialization through stories of disaster in engineering laboratories. Social Studies of Science, 49(6), 817–838.CrossRefGoogle ScholarPubMed
Wylie, C. D. (2021). The epistemic importance of novices: How undergraduate students contribute to engineering laboratory communities. In Kastenhofer, K. & Molyneux-Hodgson, S. (Eds.), Community and identity in contemporary technosciences, Sociology of the Sciences Yearbook, 31 (pp. 145–162). Springer.CrossRefGoogle Scholar
Wylie, C. D., & Gorman, M. E. (2018). Learning in laboratories: How undergraduates participate in engineering research. Proceedings of the American Society for Engineering Education.Google Scholar
Wylie, C. D., Kim, S. J., Linville, I., & Campo, A. (2019). Graduate/undergraduate partnerships (GradUP): How graduate and undergraduate students learn research skills together. Proceedings of the American Society for Engineering Education.CrossRefGoogle Scholar
References
Ley, C., & Bordas, S. P. A. (2018). What makes data science different? A discussion involving statistics2.0 and computational sciences. International Journal of Data Science and Analytics, 6(3), 167–175.CrossRefGoogle Scholar
National Academies of Sciences, Engineering, and Medicine. (2018). Envisioning the data science discipline: The undergraduate perspective: Interim report. National Academies Press.Google Scholar
Nolan, J., McConville, K., Addona, V., Tintle, N., & Pearl, D. (2020). Mentoring undergraduate research in statistics: Reaping the benefits and overcoming the barriers. Journal of Statistics Education, 28(2), 140–153. doi: 10.1080/10691898.2020.1756542CrossRefGoogle Scholar
Yavuz, F., & Ward, M. (2018). Fostering undergraduate data science. The American Statistician, 74(1), 8–16.CrossRefGoogle Scholar
References
Abu-Zaid, A., & Alkattan, K. (2013). Integration of scientific research training into undergraduate medical education: A reminder call. Medical Education Online, 18(1), 22832.CrossRefGoogle ScholarPubMed
Amorim, F. F., Santana, L. A., Toledo, I. L., da Rocha, Jr., Gomes da Silva, E. F., de Amorim Teixeira Balieiro, C. C., , V., & Quadros de Almeida, K. J. (2017). Undergraduate research in medical education. Revista da Associação Médica Brasileira, 63(12), 1017–1018.CrossRefGoogle ScholarPubMed
ASEAN University Network. (2020). Guide to AUN-QA assessment at programme level, version 4.0. http://qa.ku.ac.th/web2016/pdf/aun2020%20V4.pdfGoogle Scholar
Association of American Medical Colleges. (2014). Medical school graduation questionnaire. www.aamc.org/download/397432/data/Google Scholar
The Boyer Commission on Educating Undergraduates in the Research University. (1998). Reinventing undergraduate education: A blueprint for America’s research universities. The State University of New York at Stony Brook.Google Scholar
Cain, L., Kramer, G., & Ferguson, M. (2019). The medical student summer research program at the University of Texas medical branch at Galveston: Building research foundations. Medical Education Online, 24(1), 1581523.CrossRefGoogle ScholarPubMed
Chakraverty, D., Jeffe, D. B., & Tai, R. H. (2018). Transition experiences in MD–PhD programs. CBE–Life Sciences Education, 17, Article 41, 1–12.CrossRefGoogle ScholarPubMed
Cluver, J., Book, S., Brady, K., Back, S., & Thornley, N. (2014). Engaging medical students in research: Reaching out to the next generation of physician–scientists. Academic Psychiatry, 38(3), 345–349.CrossRefGoogle Scholar
Dankner, R., Gabbay, U., & Leibovici, L. (2018). Implementation of a competency-based medical education approach in public health and epidemiology training of medical students. Israel Journal of Health Policy Research, 7, 13.CrossRefGoogle ScholarPubMed
Dharmasaroja, P. (2020). Integration of the WFME standards and AUN-QA criteria for student assessment in undergraduate medical education. Ramathibodi Medical Journal, 43(4), 52–59.CrossRefGoogle Scholar
DiBiase, R. M., Beach, M. C., Carrese, J. A., Haythornthwaite, J. A., Wheelan, S. J., Atkinson, M. A., Geller, G., Gebo, K. A., et al. (2020). A medical student scholarly concentrations program: Scholarly self-efficacy and impact on future research activities. Medical Education Online, 25(1), 1786210. https://doi.org/10.1080/10872981.2020.1786210CrossRefGoogle ScholarPubMed
Imafuku, R., Saiki, T., Kawakami, C., & Suzuki, Y. (2015). How do students’ perceptions of research and approaches to learning change in undergraduate research? International Journal of Medical Education, 6, 47–55.Google ScholarPubMed
Mahomed, S., Ross, A., & Van Wyk, J. (2021). Training and assessing undergraduate medical students’ research: Learning, engagement and experiences of students and staff. African Journal of Primary Health Care and Family Medicine, 13(1), 1–8.CrossRefGoogle ScholarPubMed
Moller, R., & Shoshan, M. (2019). Does reality meet expectations? An analysis of medical students’ expectations and perceived learning during mandatory research projects. BMC Medical Education, 19, 93.CrossRefGoogle ScholarPubMed
Munabi, I. G., Katabira, E. T., & Konde-Lule, J. (2006). Early undergraduate research experience at Makerere University Faculty of Medicine: A tool for promoting medical research. African Health Sciences, 6(3), 182–186.Google ScholarPubMed
Oliveira, C. C., de Souza, R. C., Abe, E. H., Silva Moz, L. E., de Carvalho, L. R., & Domingues, M. A. (2014). Undergraduate research in medical education: A descriptive study of students’ views. BMC Medical Education, 14, 51. https://doi.org/10.1186/1472-6920-14-51CrossRefGoogle ScholarPubMed
Ommering, B. W., van Blankenstein, F. M., Waaijer, C. J., & Dekker, F. W. (2018). Future physician–scientists: Could we catch them young? Factors influencing intrinsic and extrinsic motivation for research among first-year medical students. Perspectives on Medical Education, 7(4), 248–255.CrossRefGoogle ScholarPubMed
Patel, S., Walsh, C. M., & Udell, J. A. (2019). Exploring medically-related Canadian summer student research programs: A national cross-sectional survey study. BMC Medical Education, 19(1), 140.CrossRefGoogle ScholarPubMed
Randall, D. C., Wilbur, F. H., & Burkholder, T. J. (2004). Two models for an effective undergraduate research experience in physiology and other natural sciences. Advances in Physiology Education, 28(2), 68–72.CrossRefGoogle ScholarPubMed
Ribgy, P. G., & Gururaja, R. P. (2017). World medical schools: The sum also rises. JRSM Open, 8(6), 2054270417698631. https://doi.org/10.1177/2054270417698631Google Scholar
Riley, S. C., Morton, J., Ray, D. C., Swann, D. G., & Davidson, D. J. (2013). An integrated model for developing research skills in an undergraduate medical curriculum: Appraisal of an approach using student selected components. Perspectives in Medical Education, 2(4), 230–247.CrossRefGoogle Scholar
Russell, S. H., Hancock, M. P., & McCullough, J. (2007). Benefits of undergraduate research experiences. Science, 316(5824), 548–549.CrossRefGoogle ScholarPubMed
Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1, 9–20.CrossRefGoogle Scholar
Schammel, C. M., Schisler, N., Thompson, L. K., Pollard, A. J., Schammel, D. P., McKinley, B., & Trocha, S. D. (2008). Training undergraduates in clinical research: The Furman Oncology Research Team (FORT). Council on Undergraduate Research Quarterly, 4, 31–38.Google Scholar
Taylor, T., & Swanberg, S. M. (2020). A comparison of peer and faculty narrative feedback on medical student oral research presentations. International Journal of Medical Education, 11, 222–229.CrossRefGoogle ScholarPubMed
Vincent-Ruz, P., Grabowski, J., & Schunn, C. D. (2018). The impact of early participation in undergraduate research: Experiences on multiple measures of premed path success. Scholarship and Practice of Undergraduate Research, 1(3), 13–18.Google Scholar
World Federation of Medical Education. (2021). Basic medical education standards. Retrieved January 25, 2022, from http://wfme.org/standards/bmeGoogle Scholar
Zavlin, D., Jubbal, K. T., Noé, J. G., & Gansbacher, B. (2017). A comparison of medical education in Germany and the United States: From applying to medical school to the beginnings of residency. German Medical Science, 15, Doc. 15.Google Scholar
References
AlGhamdi, K. M., Moussa, N. A., Alessa, D. S., Alothimeen, N., & Al-Saud, A. S. (2013). Perceptions, attitudes, and practices toward research among senior medical students. Saudi Pharmaceutical Journal, 22(2), 113–117. https://doi.org/10.1016/j.jsps.2013.02.006CrossRefGoogle ScholarPubMed
Al-Nashmy Al-Shalawy, F., & Haleem, A. (2015). Knowledge, attitudes and perceived barriers towards scientific research among undergraduate health sciences students in the Central Province of Saudi Arabia. Education in Medicine Journal, 7(1), e16–e21. https://doi.org/10.5959/eimj.v7i1.266Google Scholar
AACN. (2008). The essentials of baccalaureate education for professional nursing practice, 2008. American Association of Colleges of Nursing.Google Scholar
AACN. (2017). Common advanced practice registered nurse doctoral-level competencies, 2017. American Association of Colleges of Nursing. Retrieved from www.aacnnursing.org/Teaching-ResourcesGoogle Scholar
Bovijn, J., Kayee, N., Esterhuizen, T. M., & van Schalkwyk, S. C. (2017). Research involvement among undergraduate health sciences students: A cross-sectional study. BMC Medical Education, 17, 186–196. https://doi.org/10.1186/s12909–017-1025-xCrossRefGoogle ScholarPubMed
Bradbury, J. (2019). Undergraduate research in nursing and health sciences: Curriculum design from first principles. Journal of Nursing Education and Practice, 9(4), 29–37. https://doi.org/10.5430/jnep.v9n4p29CrossRefGoogle Scholar
Bridge, P., Carmichael, M., Callender, J., Al-Sammarie, F., Manning-Stanley, A., Warren, M., Gordon, C., Drew, et al. (2018). Internationalising research methods teaching of undergraduate health professionals. Journal of Medical Imaging and Radiation Sciences, 49(1), 97–105. https://doi.org/10.1016/j.jmir.2017.11.003CrossRefGoogle ScholarPubMed
Bureau of Labor Statistics. (n.d.). Employment projections. U.S. Bureau of Labor Statistics, Office of Occupational Statistics and Employment Projections. Retrieved from https://data.bls.gov/projections/occupationProjGoogle Scholar
Chipps, E., Nash, M., Buck, J., & Vermillion, B. (2017). Demystifying nursing research at the bedside. Nursing Management, 48(4), 28–35. https://doi.org/10.1097/01.numa.0000514063.45819.c1CrossRefGoogle ScholarPubMed
Coetzee, T., Hoffmann, W. A., & de Roubaix, M. (2015). An evaluation of research ethics in undergraduate health science research methodology programs at a South African university. Journal of Empirical Research on Human Research Ethics: An International Journal, 10(4), 389–394. www.jstor.org/stable/10.2307/90012092CrossRefGoogle Scholar
Cooley, S. S., & De Gagne, J. C. (2016). Transformative experience: Developing competence in novice nursing faculty. Journal of Nursing Education, 55(2), 96–100. https://doi.org/10.3928/01484834-20160114-07CrossRefGoogle ScholarPubMed
Heckler, K. G., & Violato, C. (2006). The reliability, validity, and student perceptions of an undergraduate research program in health sciences (BHSc) as a premedical program: A preliminary study. Alberta Journal of Educational Research, 52(4), 302–313.Google Scholar
Imafuku, R., Saiki, T., Kawakami, C., & Suzuki, Y. (2015). How do students’ perceptions of research and approaches to learning change in undergraduate research? International Journal of Medical Education, 6, 47–55. https://doi.org/10.5116/ijme.5523.2b9eGoogle ScholarPubMed
Keiler, K. C., Jackson, K. L., Jaworksi, L., Lopatto, D., & Ades, S. E. (2017). Teaching broader impacts of science with undergraduate research. PLOS Biology, 15(3), e2001318, 1–8. https://doi.org/10/1371/journal.pbio.2001318CrossRefGoogle ScholarPubMed
Marais, D. L., Kotlowitz, J., Willems, B., Barsdorf, N. W., & van Schalkwyk, S. (2019). Perceived enablers and constraints of motivation to conduct undergraduate research in a faculty of medicine and health sciences: What role does choice play? PLOS ONE, 14(3), e0212873, 1–23. https://doi.org/10.1371/journal.pone.0212873CrossRefGoogle Scholar
Morales, D. X., Grineski, S. E., & Collins, T. W. (2017). Faculty motivation to mentor students through undergraduate research programs: A study of enabling and constraining factors. Research in Higher Education, 58, 520–544. https://doi.org/10.1007/s11162–016-9435-xCrossRefGoogle ScholarPubMed
Olson-McBride, L., Hassemer, H., & Hoepner, J. (2016). Broadening participation: Engaging academically at-risk freshmen in undergraduate research. Council on Undergraduate Research Quarterly, 37(1), 4–10. https://doi.org/10.18833/curq/37/1/3CrossRefGoogle Scholar
Peachy, A. A., & Baller, S. L. (2015). Ideas and approaches for teaching undergraduate research methods in the health sciences. International Journal of Teaching and Learning in Higher Education, 27(3), 434–442.Google Scholar
Rai, A., Kumar, A., Abraham, L., Chandra, A., Kaur, M., & Hasan, S. (2017). Research and publishing practices, attitudes, and barriers among dental faculty: Results of a survey study of 200 teachers across India. Journal of Education and Ethics in Dentistry, 6(1), 34–40. https://doi.org/10.4103/jeed.jeed_14_17CrossRefGoogle Scholar
Rosenkranz, S. K., Wang, S., & Hu, W. (2015). Motivating medical students to do research: A mixed methods study using self-determination theory. BMC Medical Education, 15, 1–13. https://doi.org/10.1186/s12909–015-0379-1CrossRefGoogle Scholar
Salgueira, A., Costa, P., Goncalves, M., Magalhaes, E., & Costa, M. J. (2012). Individual characteristics and student’s engagement in scientific research: A cross-sectional study. BMC Medical Education, 12(95), 1–9. https://doi.org/10.1186/1472-6920-12-95CrossRefGoogle ScholarPubMed
Starmer, D. J., Duquette, S., & Howard, L. (2015). Participation strategies and student performance: An undergraduate health science retrospective study. Journal of Chiropractic Education, 29(2), 134–138. https://doi.org/10.7899/JCE-14-20CrossRefGoogle ScholarPubMed
Swede, M. J., & Bouklas, T. (2018). Integrating investigative research into the classroom: Foundational experiences for both health science majors and pre-professional healthcare students. Journal of Allied Health, 47(4), 301–307.Google ScholarPubMed
Zimbardi, K., & Myatt, P. (2014). Embedding undergraduate research experiences within the curriculum: A cross-disciplinary study of the key characteristics guiding implementation. Studies in Higher Education, 39(2), 233–250. http://dx.doi.org/10.1080/03075079.2011.651448CrossRefGoogle Scholar
References
Baker, M.-J., Cluett, E., Ireland, L., Reading, S., & Rourke, S. (2014). Supervising undergraduate research: A collective approach utilising groupwork and peer support. Nurse Education Today, 34(4), 637–642. https://doi.org/10.1016/j.nedt.2013.05.006CrossRefGoogle ScholarPubMed
Buckner, E. (2004). Honors research in nursing: Integration of theory and evidence-based practice using multiple modalities of thinking. Journal of the National Collegiate Honors Council. http://digitalcommons.unl.edu/nchcjournal/151Google Scholar
Buckner, E. B., & Holcomb, L. (2013). Nursing honors and study abroad: Building a partnership for collaboration in nursing research in Honduras. In Mulvaney, M. K. and Klein, K. (Eds.), Preparing tomorrow’s global leaders: Honors international education (pp. 275–287). NCHC Monograph Series. National Collegiate Honors Council.Google Scholar
Burkhart, P. V., & Hall, L. A. (2015). Developing the next generation of nurse scientists. Nurse Educator, 40(3), 160–162. https://doi.org/10.1097/NNE.0000000000000121CrossRefGoogle ScholarPubMed
Einarsen, K. A., & Giske, T. (2019). Nursing students’ longitudinal learning outcomes after participation in a research project in a hospital. International Practice Development Journal, 9(1), 1–10. https://doi.org/10.19043/ipdj.91.004CrossRefGoogle Scholar
Guy, M., Knowles, H., Cook, S., & Cooley, Z., & Buckner, E. B. (2020). The honors thesis: A service abroad model. In Mulvaney, M. K. & Klein, K. (Eds.), Internationalizing honors (NCHC monograph series, pp. 269–292). National Collegiate Honors Council.Google Scholar
Hensel, D. (2016). Q-methodology: An alternative design for undergraduate nursing honors research. Journal of Nursing Education, 55(11), 659–662. https://doi.org/10.3928/01484834-20161011-10CrossRefGoogle ScholarPubMed
International Council of Nurses [ICN]. (2002). Nursing definitions. www.icn.ch/nursing-policy/nursing-definitionsGoogle Scholar
IPEC. (2016). Core competencies for interprofessional collaborative practice: 2016 update. Interprofessional Education Collaborative. https://nebula.wsimg.com/2f68a39520b03336b41038c370497473?AccessKeyId=DC06780E69ED19E2B3A5&disposition=0&alloworigin=1Google Scholar
Jamerson, P. A., Fish, A. F., & Frandsen, G. (2011). Nursing Student Research Assistant Program: A strategy to enhance nursing research capacity building in a Magnet® status pediatric hospital. Applied Nursing Research, 24(2), 110–113. https://doi.org/10.1016/j.apnr.2009.08.004CrossRefGoogle Scholar
Kain, V. J., Hepworth, J., Bogossian, F., & McTaggart, L. (2014). Inside the research incubator: A case study of an intensive undergraduate research experience for nursing & midwifery students. Collegian, 21(3), 217–223. https://doi.org/10.1016/j.colegn.2013.04.004CrossRefGoogle ScholarPubMed
Krathwohl, D. R., Masia, B. B., & Bloom, B. S. (1964). Taxonomy of education objectives, the classification of educational goals: Handbook 2, affective domain. D. McKay.Google Scholar
LEAD. (2020). LEAD honors at NYU. NYU Rory Meyers College of Nursing. https://nursing.nyu.edu/academics/baccalaureate/lead-honorsGoogle Scholar
Lim, F., Nelson, N., Witkoski Stimpfel, A., Navarra, A.-M., & Slater, L. Z. (2016). Honors programs. Nurse Educator, 41(2), 98–102. https://doi:10.1097/NNE.0000000000000211CrossRefGoogle ScholarPubMed
Navarra, A.-M., Stimpfel, A. W., Rodriguez, K., Lim, F., Nelson, N., & Slater, L. Z. (2018). Beliefs and perceptions of mentorship among nursing faculty and traditional and accelerated undergraduate nursing students. Nurse Education Today, 61, 20–24. https://doi.org/10.1016/j.nedt.2017.10.009CrossRefGoogle ScholarPubMed
Neuberger, G. B. (2016). Developing PhD nurse scientists: Do bachelor of science in nursing honors programs help? Journal of Nursing Education, 55(10), 579–582. https://doi:10.3928/01484834-20160914-07CrossRefGoogle ScholarPubMed
Silva, S. N. (2016). Use of social media in facilitating health care research among nursing and allied health undergraduates in Sri Lanka. Studies in Health Technology & Informatics, 225, 613–614.Google ScholarPubMed
Slater, L. Z., Wilson, J. E., & Buckner, E. B. (2019, November 17). INCHES: Creating the international nursing consortium of honors educators and scholars. 45th Biennial Convention, Sigma Theta Tau International (Sigma), Washington, DC. https://stti.confex.com/stti/bc19/webprogram/Paper98542.htmlGoogle Scholar
World Health Organization. (2016). Overview of the global strategic directions for strengthening nursing and midwifery 2016–2020. World Health Organization. www.who.int/hrh/nursing_midwifery/global-strategy-midwifery-2016-2020/en/Google Scholar
References
Astin, A. W., Vogelgesang, L. J., Ikeda, E. K., & Yee, J. A. (2000). How service learning affects students. Higher Education, paper 144. http://digitalcommons.unomaha.edu/slcehighered/144Google Scholar
The Boyer Commission on Educating Undergraduates in the Research University. (1998). Reinventing undergraduate education: A blueprint for America’s research universities. The State University of New York at Stony Brook.Google Scholar
Brew, A., & Mantai, L. (2017). Academics’ perceptions of the challenges and barriers to implementing research-based experiences for undergraduates. Teaching in Higher Education, 22(5), 551–568.CrossRefGoogle Scholar
Brown, G. A., Lynott, F., & Heelan, K. A. (2008). A fitness screening model for increasing fitness assessment and research experiences in undergraduate exercise science students. Advances in Physiology Education, 32(2), 212–218.CrossRefGoogle ScholarPubMed
Easley, E. A., & Sellhorst, S. H. (2018). Increasing potential widening horizons: Promoting undergraduate research at a two-year regional campus. Scholarship and Practice in Undergraduate Research, 1(3), 67–68. https://doi.org/10.18833/spur/1/3/4Google Scholar
Elkins, D. J., Forrestor, S. A., & Noel-Elkins, A. V. (2011). Students’ perceived sense of campus community: The influence of out-of-class experience. College Student Journal, 45(1), 105–121.Google Scholar
Favero, T. G. (2019). Undergraduate research using single-subject research design in exercise physiology. Advances in Physiology Education, 43(3), 392–396.CrossRefGoogle ScholarPubMed
Foubert, J. D., & Grainger, L. U. (2006). Effects of involvement in clubs and organizations on the psychosocial development of first-year and senior college students. National Association of Student Personnel Administrators Journal, 43(1), 1–10.Google Scholar
Gray, M. J., Geschwind, S., Ondaatje, E. H., Robyn, A., Klein, S. P., Sax, L. J., Astin, A. W., Astin, H. S., et al. (1996). Evaluation of Learn and Serve America, Higher Education: First year report, volume I (1996). Evaluation/Reflection. 57. https://digitalcommons.unomaha.edu/slceeval/57Google Scholar
Griffiths, R. (2004). Knowledge production and the research-teaching nexus: The case of the built environment disciplines. Students in Higher Education, 29(6), 709–726.CrossRefGoogle Scholar
Ishiyama, J. (2002). Does early participation in undergraduate research benefit social science and humanities students? College Student Journal, 36(3), 380–386.Google Scholar
Lee, L. A., Hansen, L. E., & Wilson, D. M. (2006). The impact of affective and relational factors on classroom experience and career outlook among first-year engineering undergraduates. Proceedings of the 36th ASEE/IEEE frontiers on education conference. Institute of Electrical and Electronics Engineers (IEEE).CrossRefGoogle Scholar
Lopatto, D. (2004). Survey of undergraduate research experiences (SURE): First findings. Cell Biology Education, 3(4), 270–277.CrossRefGoogle ScholarPubMed
Lopatto, D. (2007). Undergraduate research experiences support science career decisions and active learning. CBE–Life Sciences Education, 6(4), 297–306.CrossRefGoogle ScholarPubMed
Malcolm, S. M., & Feder, M. A. (2010). Barriers and opportunities for 2-year and 4-year STEM degrees: Systemic change to support students’ diverse pathways. National Academies Press.Google Scholar
Markus, G. B., Howard, J. P. F., & King, D. C. (1993). Integrating community service and classroom instruction enhances learning: Results from an experiment. Educational Evaluation and Policy Analysis, 15(4), 410–419.Google Scholar
Nagda, B. A., Gregerman, S. R., Jonides, J., von Hippel, W., & Lerner, J. S. (1998). Undergraduate student–faculty research partnerships affect student retention. The Review of Higher Education, 22(1), 55–72.CrossRefGoogle Scholar
Petrella, J. K., & Jung, A. P. (2008). Undergraduate research: Importance, benefits, challenges. International Journal of Exercise Science, 1(3), 91–95.Google ScholarPubMed
President’s Council of Advisors on Science and Technology. (2012). Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering and mathematics. U.S. Government Office of Science and Technology.Google Scholar
Rowlett, R. S., Blockus, L., & Larson, S. (2012). Characteristics of Excellence in Undergraduate Research (COEUR). In Hensel, N. (Ed.), Characteristics of Excellence in Undergraduate Research (COEUR) (pp. 2–19). The Council on Undergraduate Research.Google Scholar
Russell, S. H., Hancock, M. P., & McCullough, J. (2007). Benefits of undergraduate research experiences. Science, 316(5824), 548–549.CrossRefGoogle ScholarPubMed
Seymour, E., Hunter, A., Lauresen, S. L., & Deantoni, T. (2004). Establishing the benefits of research experiences for undergraduates in sciences: First findings from a three-year study. Science Education, 88(4), 493–534.CrossRefGoogle Scholar
Smith, J. L., Lewis, K. L., Hawthorne, L., & Hodges, S. D. (2012). When trying hard isn’t natural: Women’s belonging with and motivation for male-dominated STEM fields as a function of effort expenditure concerns. Personality and Social Psychology Bulletin, 39(2), 1–13.Google Scholar
References
Anderson, N. J. (2017). Think globally, interviewing locally: Using an intensive interview project to teach globalization and social change. Teaching Sociology, 45(4), 388–398.CrossRefGoogle Scholar
Bartholomay, D. J. (2018). Making room for methods: Incorporating full-scale research projects in non-methods courses. Teaching Sociology, 46(3), 247–261.CrossRefGoogle Scholar
Carpenter, S. (2009). Content analysis project for research novices. Teaching of Psychology, 25(1), 42–44.CrossRefGoogle Scholar
Ciabattari, T., Lowney, K. S., Monson, R. A., Senter, M. S., & Chin, J. (2018). Linking sociology majors to labor market success. Teaching Sociology, 46(3), 191–207.CrossRefGoogle Scholar
Charmaz, K. (1991). Translating graduate qualitative methods into undergraduate teaching: Intensive interviewing as a case example. Teaching Sociology, 19(3), 384–395.CrossRefGoogle Scholar
Cuthbert, D., Arunachalam, D., & Licina, D. (2012). “It feels more important than other classes I have done”: An “authentic” undergraduate research experience in sociology. Studies in Higher Education, 37(2), 129–142.CrossRefGoogle Scholar
Friedman, J., & Graham, L. (2018). A kitchen table pedagogy for interrogating whiteness through a research experience course. Teaching Sociology, 41(1), 142–153.Google Scholar
Fulcomer, D. M. (1947). Some newer methods of teaching sociology. The Journal of Educational Sociology, 21(3), 154–162.CrossRefGoogle Scholar
Greenberg, M., London, R. A., & McKay, S. C. (2020). Community-initiated student-engaged research: Expanding undergraduate teaching and learning through public sociology. Teaching Sociology, 48(1), 13–27.CrossRefGoogle Scholar
Jaiswal, N. (2019). Practice of sociology: Comparative study of public and private universities in India. Contemporary Education Dialogue, 16(2), 229–249.CrossRefGoogle Scholar
Kain, E. L. (1999). Building the sociological imagination through a cumulative curriculum: Professional socialization in sociology. Teaching Sociology, 27(1), 1–16.CrossRefGoogle Scholar
Kain, E. L., Buchanan, E., & Mack, R. (2001). Institutional research as a context for teaching methodological skills. Teaching Sociology, 29(1), 9–22.CrossRefGoogle Scholar
Lovekamp, W. E., Soboroff, S. D., & Gillespie, M. D. (2017). Engaging students in survey research projects across research methods and statistics courses. Teaching Sociology, 45(1), 65–72.CrossRefGoogle Scholar
Mayer, B., Blume, A., Black, C., & Stevens, S. (2019). Improving student learning outcomes through community-based research: The poverty workshop. Teaching Sociology, 47(2), 135–147.CrossRefGoogle Scholar
McKinney, K., & Day, M. D. (2012). A multi-institutional study of students’ perceptions and experiences in the research-based capstone course in sociology. Teaching Sociology, 40(2), 142–157.CrossRefGoogle Scholar
Monson, R. (2017). Groups that work: Student achievement in group research projects and effects on individual learning. Teaching Sociology, 45(3), 240–251.CrossRefGoogle Scholar
Orr, A. J. (2014). Undergraduate research in sociology–anthropology capstone courses at Linfield College. CUR Quarterly, 34(4), 33–34.Google Scholar
Parker, J. (2012). International comparisons of the integration of research into undergraduate degrees in the social sciences. CUR Quarterly, 32(3), 28–33.Google Scholar
Pike, D. L., Ciabattari, T., Messineo, M., Monson, R. A., Salam, R. A., Wagenaar, T. C., Chin, J., Ferguson, S. J., et al. (2017). The sociology major in the changing landscape of higher education: Curriculum, careers, and online learning. American Sociological Association.Google Scholar
Raddon, M., Nault, C., & Scott, A. (2008). Integrating the complete research project into a large qualitative methods course. Teaching Sociology, 35, 141–149.CrossRefGoogle Scholar
Ray, R. (2016). #BlackLivesMatter at UMD: Community-based participatory research to create a more equitable America. Footnotes, 44(6), 12–15.Google Scholar
Rippetoe, J. K. (1977). The undergraduate education in sociology: A case for experiential learning. Teaching Sociology, 4(3), 239–250.CrossRefGoogle Scholar
Scheel, E. D. (2002). Using active learning projects to teach research skills throughout the sociology curriculum. Sociological Practice, 4(2), 145–170.CrossRefGoogle Scholar
Senter, M. S., Spalter-Roth, R., & Van Vooren, N. (2015). Careers & sociological skills: The early employment experiences of 2012 sociology majors. American Sociological Association.Google Scholar
Shostak, J. G., Cunningham, D., & Cadge, W. (2010). Teaching graduate and undergraduate research methods: A multipronged departmental initiative. Teaching Sociology, 38(2), 93–105.CrossRefGoogle Scholar
Smedley-Lopez, A. C., Johnson, H. R., & Amarante, A. (2017). SLICES: Critical theory as praxis and research-based service learning. Humboldt Journal of Social Relations, 39(39), 176–191.CrossRefGoogle Scholar
Strangfeld, J. A. (2013). Promoting active learning: Student-led data gathering in undergraduate statistics, Teaching Sociology, 41(2), 199–206.CrossRefGoogle Scholar
Sweet, S., McElrath, K., & Kain, E. L. (2014). The coordinated curriculum: How institutional theory can be used to catalyze revision of the sociology major. Teaching Sociology, 42(4), 287–297.CrossRefGoogle Scholar
Swigert, V., Singleton, R., & Ainlay, S. (1993). The social science research center at an undergraduate college: Lessons from the Worcester Area Project on Aging. Teaching Sociology, 21(3), 298–305.CrossRefGoogle Scholar
Takata, S. R., & Leiting, W. (1987). Learning by doing: The teaching of sociological research methods. Teaching Sociology, 15(2), 144–150.CrossRefGoogle Scholar
Wickersham, C., Westerberg, C., Jones, K., & Cress, M. (2016). Pivot points: Direct measures of the content and process of community-based learning. Teaching Sociology, 44(1), 17–27.CrossRefGoogle Scholar
Wollschleger, J. (2019). Making it count: Using real-world projects for course assignments. Teaching Sociology, 47(4), 314–324.CrossRefGoogle Scholar
References
American Psychological Association. (2013). APA guidelines for the undergraduate psychology major: Version 2.0. www.apa.org/ed/precollege/undergrad/index.aspxGoogle Scholar
Brew, A. (2013). Understanding the scope of undergraduate research: A framework for curricular and pedagogical decision-making. Higher Education, 66, 603–618.CrossRefGoogle Scholar
Chambers, C. (2017). The seven deadly sins of psychology: A manifesto for reforming the culture of scientific practice. Princeton University Press.Google Scholar
Chopik, W. J., Bremner, R. H., Defever, A. M., & Keller, V. N. (2018). How (and whether) to teach undergraduates about the replication crisis in psychological science. Teaching of Psychology, 45(2), 158–163.CrossRefGoogle Scholar
Cooley, E. L., Garcia, A. L., & Hughes, J. L. (2008). Undergraduate research in psychology at liberal arts colleges: Reflections on mutual benefits for faculty and students. North American Journal of Psychology, 10(3), 463–472.Google Scholar
Feldman, A., Divoll, K. A., & Rogan-Klyve, A. (2013). Becoming researchers: The participation of undergraduate and graduate students in scientific research groups. Science Education, 97, 218–243.CrossRefGoogle Scholar
Gurung, R. A. R., Chick, N. L., & Haynie, A. (Eds.). (2009). Exploring signature pedagogies: Approaches to teaching disciplinary habits of mind. Stylus.Google Scholar
Hart Research Associates. (2013). It takes more than a major: Employer priorities for college learning and student success. Liberal Education, 99(2), 1–8.Google Scholar
Hauhart, R. C., & Grahe, J. E. (2012). A national survey of American higher education capstone practices in sociology and psychology. Teaching Sociology, 40(3), 227–241.CrossRefGoogle Scholar
Johnson, I. R., Pietri, E. S., Fullilove, F., & Mowrer, S. (2019). Exploring identity-safety cues and allyship among Black women students in STEM environments. Psychology of Women Quarterly, 43(2), 131–150.CrossRefGoogle Scholar
Kierniesky, N. C. (1984). Undergraduate research in small psychology departments. Teaching of Psychology, 11(1), 15–18.CrossRefGoogle Scholar
Kierniesky, N. C. (2005). Undergraduate research in small psychology departments: Two decades later. Teaching of Psychology, 32(2), 84–90.CrossRefGoogle Scholar
Kuh, G. D. (2008). High-impact educational practices: What are they, who has access to them, and why they matter. Association of American Colleges and Universities.Google Scholar
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.CrossRefGoogle Scholar
Lutsky, N. (1986). Undergraduate research experience through the analysis of data sets in psychology courses. Teaching of Psychology, 13(3), 119–122.CrossRefGoogle Scholar
Miller, R. L. (2008). Introduction and a brief history of undergraduate research in psychology. In Miller, R. L., Rycek, R. F., Balcetis, E. E., Barney, S. T., Beins, B. C., Burns, S. R., Smith, R., & Ware, M. E. (Eds.), Developing, promoting, and sustaining the undergraduate research experience in psychology (pp. 3–16). Society for the Teaching of Psychology.Google Scholar
Open Science Collaboration. (2015). Estimating the reproducibility of psychological science. Science, 349, aac4176.Google Scholar
Paradise, R., & Rogoff, B. (2009). Side by side: Learning by observing and pitching in. Ethos, 37(1), 102–138.CrossRefGoogle Scholar
Perlman, B., & McCann, L. I. (2005). Undergraduate research experiences in psychology: A national study of courses and curricula. Teaching of Psychology, 32(1), 5–14.CrossRefGoogle Scholar
Pietri, E. S., Drawbaugh, M. L., Lewis, A. N., & Johnson, I. R. (2019). Who encourages Latina women to feel a sense of identity-safety in STEM environments? Journal of Experimental Social Psychology, 84, 103827.CrossRefGoogle Scholar
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford University Press.Google Scholar
Shanahan, J. O. (2018). Mentoring strategies that support underrepresented students in undergraduate research. In Vandermaas-Peeler, M., Miller, P. C., & Moore, J. L. (Eds.), Excellence in mentoring undergraduate research (pp. 43–75). Council on Undergraduate Research.Google Scholar
Shanahan, J. O., Ackley-Holbrook, E., Hall, E., Stewart, K., & Walkington, H. (2015). Ten salient practices of undergraduate research mentors: A review of the literature. Mentoring & Tutoring: Partnership in Learning, 23(5), 359–376. https://doi.org/10.1080/13611267.2015.1126162CrossRefGoogle Scholar
Stephens, N. M., Fryberg, S. A., Markus, H. R., Johnson, C. S., & Covarrubias, R. (2012). Unseen disadvantage: How American universities’ focus on independence undermines the academic performance of first-generation college students. Journal of Personality and Social Psychology, 102(6), 1178.CrossRefGoogle ScholarPubMed
Strand, J. F., & Brown, V. A. (2019). Publishing open, reproducible research with undergraduates. Frontiers in Psychology, 10, 564.CrossRefGoogle ScholarPubMed
Turner, C. S. V., Myers, S. L. Jr., & Creswell, J. W. (1999). Exploring underrepresentation: The case of faculty of color in the Midwest. The Journal of Higher Education, 70(1), 27–59Google Scholar
Vandermaas-Peeler, M. (2016). Mentoring undergraduate research: Student and faculty participation in communities of practice. Transformative Dialogues: Teaching & Learning Journal, 9(1).Google Scholar
Vandermaas-Peeler, M., Miller, P. C., & Moore, J. L. (2018). Introduction: Considering excellence in mentoring undergraduate research in context. In Vandermaas-Peeler, M., Miller, P. C., & Moore, J. L. (Eds.), Excellence in mentoring undergraduate research (pp. 1–18). Council on Undergraduate Research.Google Scholar
Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Harvard University Press.Google Scholar
Walkington, H., Hall, E. E., Shanahan, J. O., Ackley, E., & Stewart, K. (2018). Striving for excellence in mentoring undergraduate research: The challenges and approaches to 10 salient practices. In Vandermaas-Peeler, M., Miller, P. C., & Moore, J. L. (Eds.), Excellence in mentoring undergraduate research (pp. 105–129). Council on Undergraduate Research.Google Scholar
Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92(1), 82.CrossRefGoogle ScholarPubMed
Wenzel, T. J. (1997). What is undergraduate research? Council on Undergraduate Research Quarterly, 17(4), 163.Google Scholar
Wuetherick, B., Willison, J., & Shanahan, J. O. (2018). Mentored undergraduate research at scale: Undergraduate research in the curriculum and as pedagogy. In Vandermaas-Peeler, M., Miller, P. C., & Moore, J. L. (Eds.), Excellence in mentoring undergraduate research (pp. 181–202). Council on Undergraduate Research.Google Scholar
References
Bauer, K. W., & Bennett, J. S. (2003). Alumni perceptions used to assess undergraduate research experience. Journal of Higher Education, 74(2), 210–230.CrossRefGoogle Scholar
Brunnermeier, S. (2017). Learning by doing: The challenge of engaging undergraduates in economics research. Journal of Economic Education, 48(4), 290–294.CrossRefGoogle Scholar
Elliott, D., Meisel, J., & Richards, W. (1998). The senior project: Using the literature of distinguished economists. Journal of Economic Education, 29(4), 312–320.CrossRefGoogle Scholar
Fuming, J., & Roberts, P. J. (2011). An investigation of the impact of research-led education on student learning and understandings of research. Journal of University Teaching & Learning Practice, 8(2). http://ro.uow.edu.au/jutlp/vol8/iss2/4Google Scholar
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(5), 614–631.Google Scholar
Healey, M. (2005). Linking research and teaching exploring disciplinary spaces and the role of inquiry-based learning. In Barnett, R. (Ed.), Reshaping the university: New relationships between research, scholarship and teaching (pp. 30–42). McGraw-Hill/Open University Press.Google Scholar
Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. The Higher Education Academy. www.advance-he.ac.uk/knowledge-hub/developing-undergraduate-research-and-inquiryGoogle Scholar
Hoyt, G. M., & McGoldrick, K. M. (2017). Promoting undergraduate research in economics. American Economic Review, 107(5), 655–659.CrossRefGoogle Scholar
Johnson, B. K., Perry, J. J., & Petkus, M. (2012). The status of econometrics in the economics major: A survey. Journal of Economic Education, 43(3), 315–324.CrossRefGoogle Scholar
Lima, V., & Tsiang, G. (2017). Training young researchers: Successful strategies from University of Chicago college economics. Journal of Economic Education, 48(4), 310–316.CrossRefGoogle Scholar
Leekley, R. M., Davis-Kahl, S., & Seeborg, M. C. (2013). Undergraduate economics journals: Learning by doing. Journal of College Teaching & Learning, 10(2), 105–112. https://doi.org/10.19030/tlc.v10i2.7750CrossRefGoogle Scholar
Lopatto, D. (2007). Undergraduate research experiences support science career decisions and active learning. CBE–Life Sciences Education, 6(4), 297–306.Google Scholar
Marshall, E. C., & Underwood, A. (2019). Writing in the discipline and reproducible methods: A process-oriented approach to teaching empirical undergraduate economics research. Journal of Economic Education, 50(1), 17–32.CrossRefGoogle Scholar
McGoldrick, K. M. (2008). Writing requirements and economic research opportunities in the undergraduate curriculum: Results from a survey of departmental practices. Journal of Economic Education, 39(3), 287–296.CrossRefGoogle Scholar
Nagada, B. A., Gregerman, S. R., Jonides, J., von Hippel, W., & Lerner, J. S. (1998). Undergraduate student–faculty research partnerships affect student retention. Review of Higher Education, 22(1), 55–72.CrossRefGoogle Scholar
Parker, R. P., & Goodkin, V. (1987). The consequences of writing: Enhancing learning in the disciplines. Boynton/Cook.Google Scholar
Schapper, J., & Mayson, S. E. (2010). Research‐led teaching: Moving from a fractured engagement to a marriage of convenience. Higher Education Research & Development, 29(6), 641–651. https://doi.org/10.1080/07294360.2010.489236CrossRefGoogle Scholar
Ward, C., Bennett, J. S., & Bauer, K. (2003). Content analysis of undergraduate research student evaluations. [Unpublished report]. Retrieved from www.udel.edu/RAIRE/Content.pdfGoogle Scholar
Yorke, M., & Thomas, L. (2003). Improving the retention of students from lower socio-economic groups. Journal of Higher Education Policy and Management, 25(1), 63–74. https://doi.org/10.1080/13600800305737CrossRefGoogle Scholar
References
Aristotle. (350 BCE). Politics (Jowett, Benjamin, Trans.). The Internet Classics Archive, Massachusetts Institute of Technology. www.classics.mit.edu/aristotleGoogle Scholar
Babbie, E. (2010). The practice of social research (12th ed.). Wadsworth Cengage. https://libguides.usc.edu/writingguide/quantitativeGoogle Scholar
Carter, J., Brown, M., & Simpson, K. (2017). From the classroom to the workplace: How social science students are learning to do data analysis for real. Statistics Education Research Journal, 16(1), 80–101.CrossRefGoogle Scholar
Denzin, N., & Lincoln, Y. (2005). Introduction: The discipline and practice of qualitative research. In Denzin, N. K. & Lincoln, Y. S. (Eds.), The Sage handbook of qualitative research (3rd ed.). Sage. https://libguides.usc.edu/writingguide/qualitativeGoogle Scholar
European Science Foundation Archives. (2016). Social Sciences (SOC). http://archives.esf.org/hosting-experts/scientific-review-groups/social-sciences-soc.htmlGoogle Scholar
Harvard University Online Course Catalogue. (2021). Introduction to Quantitative Methods for the Social Sciences and Humanities Course Description. https://online-learning.harvard.edu/course/introduction-quantitative-methods-social-sciences-and-humanities-1?delta=0Google Scholar
Mill, J. S. (1974). A system of logic ratiocinative and inductive: Being a connected view of the principles of evidence and the methods of scientific investigation, part I. In Robson, J. (Ed.), The collected works of John Stuart Mill, volume VII: A system of logic, part 1. University of Toronto Press (original work published 1843). https://oll.libertyfund.org/title/mill-the-collected-works-of-john-stuart-mill-volume-vii-a-system-of-logic-part-iGoogle Scholar
National Survey of Student Engagement. (2019). NSSE 2019 overview. Indiana University Center for Postsecondary Research. www.nsse.indiana.eduGoogle Scholar
Rivera, J. (2017). A response to “Some pathologies of undergraduate research – And how to cure them.” Council on Undergraduate Reserach Quarterly, 37(4), 39–40.CrossRefGoogle Scholar
Rowland, N., Knapp, J., & Fargo, H. (2019). Learning “scholarship as conversation” by writing book reviews. Scholarship and Practice of Undergraduate Research, 2(3), 20–27.Google Scholar
Rowlett, R., Blockus, L., & Larson, S. (2012). Characteristics of excellence in undergraduate research (COEUR). In Hensel, N. (Ed.), Characteristics of excellence in undergraduate research (pp. 2–19). Council on Undergraduate Research.Google Scholar
Sandquist, E., Cervato, C., & Ogilvie, C. (2019). Positive affective and behavioral gains of first-year students in course-based research across disciplines. Scholarship and Practice of Undergraduate Research, 2(4), 45–57.Google Scholar
Schneider, C. (2017). Making inquiry learning our top priority: Why we must and how we can. Scholarship and Practice of Undergraduate Research, 1(1), 45–54.Google Scholar
Sims, J., Doré, A., Vo, M., Lai, H.-L., & Lim, O. F. (2018). Diverse student scholars: A five-faceted model of student transformation from embedded research mentorship in marketing courses. Scholarship and Practice of Undergraduate Research, 2(1), 33–42.Google Scholar
Tracy, S. (2010). Qualitative quality: Eight “big-tent” criteria for excellent qualitative research. Qualitative Inquiry, 16(10), 837–351.CrossRefGoogle Scholar
Wilson, T. P. (1986). Qualitative “versus” quantitative methods in social research. Bulletin of Sociological Methodology / Bulletin de Méthodologie Sociologique, 10, 25–51.Google Scholar
References
Bailyn, B. (1994). On the teaching and writing of history: Responses to a series of questions (Lathem, E. C., Ed.). University Press of New England.Google Scholar
Erekson, K. A. (2011). From archive to awards ceremony: An approach for engaging students in historical research. Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 10(4), 388–400.CrossRefGoogle Scholar
Galgano, M. J., Arndt, J. C., & Hyser, R. M. (2008). Doing history: Research and writing in the digital age. Thomson Wadsworth.Google Scholar
Malkmus, D. (2008). Primary source research and the undergraduate: A transforming landscape. Journal of Archival Organization, 6(1–2), 47–70.CrossRefGoogle Scholar
Malkmus, D. (2010). “Old stuff” for new teaching methods: Outreach to history faculty teaching with primary sources. Libraries and the Academy, 10(4), 413–435.CrossRefGoogle Scholar
Morris, S. L., Chute, T., & Swain, E. (2016). Teaching with archives: A guide for archivists, librarians, and educators. In Prom, C. J. & Hinchliffe, L. J. (Eds.), Teaching with primary sources (pp. 73–111). Society of American Archivists.Google Scholar
Prom, C. J., & Hinchliffe, L. J. (Eds.). (2016). Teaching with primary sources. Society of American Archivists.Google Scholar
SAA, ACRL, & RBMS. (2018). Guidelines for primary source literacy. Joint Task Force on the Development of Guidelines for Primary Source Literacy. Society of American Archivists, Association of College and Research Libraries, & Rare Books and Manuscripts Section. www2.archivists.org/sites/all/files/GuidelinesForPrimarySourceLiteracy-June2018.pdfGoogle Scholar
Wilson, N. J. (2014). History in crisis? Recent directions in historiography (3rd ed.). Pearson.Google Scholar
Yakel, E. & Malkmus, D. (2016). Contextualizing archival literacy. In Prom, C. J. & Hinchliffe, L. J. (Eds.), Teaching with primary sources (pp. 5–67). Society of American Archivists.Google Scholar
Yakel, E., & Torres, D. A. (2003). AI: Archival intelligence and user expertise. The American Archivist, 66(1), 51–78.CrossRefGoogle Scholar
References
The Boyer Commission on Educating Undergraduates in the Research University. (1998). Reinventing undergraduate education: A blueprint for America’s research universities. The State University of New York at Stony Brook.Google Scholar
Chesunt, M., Lee, V., & Schulte, J. (2013). The language lessons around us: Undergraduate English pedagogy and linguistic landscape research. English Teaching: Practice and Critique, 12(2), 102–120.Google Scholar
Grobman, L., & Kinkead, J. (2010). Introduction. In Grobman, L. and Kinkead, J. (Eds.), Undergraduate research in English studies (pp. ix–xxxii). National Council of Teachers of English.Google Scholar
Hill, J. L., & Walkington, H. (2016). Developing graduate attributes through participation in undergraduate research conferences. Journal of Geography in Higher Education, 40(2), 222–237.CrossRefGoogle Scholar
Kinkead, J., & Grobman, L. (2011). Expanding opportunities for undergraduate research in English studies. Profession, 2011(1), 218–230.Google Scholar
Pope, R. (1994). Textual intervention: Critical and creative strategies for literary studies. Routledge.Google Scholar
Rowlett, R. S., Blockusand, I., & Larson, S. (2012). Characteristics of excellence in undergraduate research (COEUR). In Hensel, N. (Ed.), Characteristics of excellence in undergraduate research (pp. 2–19). The Council on Undergraduate Research.Google Scholar
Walkington, H. (2014). Quality enhancement of undergraduate research –Further strategies to increase student engagement in research dissemination. Brookes E-journal of Learning and Teaching, 6(1). http://bejlt.brookes.ac.uk/paper/quality-enhancement-of-undergraduate-research-further-strategies-to-increase-student-engagement-in-research-dissemination/Google Scholar
References
BAK (Bundesassistentenkonferenz) (2009). Forschendes Lernen – Wissenschaftliches Prüfen. Universitätsverlag Webler (German original in 1970).Google Scholar
Becher, T. (1989). Academic tribes and territories: Intellectual enquiry and the cultures of disciplines. Society for Research into Higher Education. Open University Press.Google Scholar
Biglan, A. (1973). The characteristics of subject matter in different academic areas. Journal of Applied Psychology, 57(3), 195–203.CrossRefGoogle Scholar
Colbeck, C. L. (1998). Merging in a seamless blend: How faculty integrate teaching and research. Journal of Higher Education, 69(6), 647–671.Google Scholar
Concepción, D. W. (2004). Reading philosophy with background knowledge and metacognition. Teaching Philosophy, 27(4), 351–368.CrossRefGoogle Scholar
Concepción, D. W., Messineo, M., Wieten, S., & Homan, C. (2016). The state of teacher training in philosophy. Teaching Philosophy, 39(1), 1–24.CrossRefGoogle Scholar
Crawford, I., Orel, S. E., & Shanahan, J. O. (2014). How to get started in arts and humanities research with undergraduates. Council on Undergraduate Research.Google Scholar
de Beauvoir, S. (1945/2004). Existentialism and popular wisdom. In Simons, M. A., Timmerman, M., & Mader, M. B. (Eds.), Philosophical writings (pp. 203–220). University of Illinois Press.Google Scholar
Gauder, H., & Jenkins, F. W. (2016). The research skills of undergraduate philosophy majors: Teaching information literacy. Teaching Philosophy, 39(3), 263–278.CrossRefGoogle Scholar
Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. The Higher Education Academy.Google Scholar
Katkin, W. (2003). The Boyer Commission Report and its impact on undergraduate research. New Directions for Teaching and Learning, 2003, 19–38.CrossRefGoogle Scholar
Marcus, R. (2019). Scaffolding for fine philosophical skills. In From research to learning. AAPT studies in pedagogy (Vol. 5, pp. 34–67). American Association of Philosophy TeachersGoogle Scholar
Mieg, H. A. (2019). Forms of research within strategies for implementing undergraduate research. Zeitschrift für Hochschulentwicklung [Journal for Higher Education Development], 14(1), 79–94.Google Scholar
Morrison, J. A., Berner, N. J., Manske, J. M., Jones, R. M., Davis, S. N., & Garner, P. W. (2018). Surveying faculty perspectives on undergraduate research, scholarship, and creative activity: A three-institution study. Scholarship and Practice of Undergraduate Research, 2(1), 43–54.Google Scholar
Mulnix, M. J., & Wilson Mulnix, J. (2014). Doing philosophy – The sooner the better. In Esch, E., Hermberg, K., & Kraft, R. E. Jr. (Eds.), Philosophy through teaching: A commemorative anthology from the American Association of Philosophy Teachers (pp. 244–249). Philosophy Documentation Center.Google Scholar
Robertson, J., & Blackler, G. (2006). Student’s experiences of learning in a research environment. Higher Education Research & Development, 25(3), 215–229.CrossRefGoogle Scholar
Rudisill, J. (2011). The transition from studying philosophy to doing philosophy. Teaching Philosophy, 34(3), 241–271.CrossRefGoogle Scholar
Rudisill, J. (2014). Reply to Turgeon, Mayer, and Mulnix and Mulnix. In Esch, E., Hermberg, K., & Kraft, R. E. Jr. (Eds.), Philosophy through teaching: A commemorative anthology from the American Association of Philosophy Teachers (pp. 251–257). Philosophy Documentation Center.Google Scholar
Schliemann, O. (2019). Inquiry-based learning in philosophy. In Mieg, H. A. (Ed.), Inquiry-based learning – Undergraduate research: The German multidisciplinary experience (pp. 311–319). Springer (open access). https://doi.org/10.1007/978-3-030-14223-0CrossRefGoogle Scholar
Walvoord, B. E., & Anderson, V. I. (1998). Effective grading: A tool for learning and assessment. Jossey-Bass.Google Scholar
References
Astorga, C. A. (2014). Catholic moral theology and social ethics: A new method. Orbis Books.Google Scholar
Badke, W. (2017). Research strategies: Finding your way through the information fog. iUniverse, Inc.Google Scholar
Coleman, J. A. (2001). Every theology implies a sociology and vice versa. In Barnes, M. H. (Ed.), Theology and the social sciences (pp. 12–33). Orbis Books.Google Scholar
Council on Undergraduate Research (n.d.). Mission and Vision. www.cur.org/who/organization/mission/Google Scholar
Hacker, D. (2010). Research and documentation in the electronic age. Bedford/St. Martin’s.Google Scholar
Matthews, V. H. (2001). Traversing the social landscape – The value of the social scientific approach to the Bible. In Barnes, M. H. (Ed.), Theology and the social sciences (pp. 214–236). Orbis Books.Google Scholar
McNary-Zak, B., & Todd Peters, R. (2011). Teaching undergraduate research in religious studies. Oxford University Press.CrossRefGoogle Scholar
Reventlow, H. G. (2009). History of biblical interpretation, volume 1: From the Old Testament to Origen (Perdue, L. G., Trans.). Society of Biblical Literature.Google Scholar
References
Archer, B. (1995). The nature of research. CoDesign – Interdisciplinary Journal of CoCreation in Design and the Arts, January 1995, pp. 6–13.Google Scholar
Beyrow, M., Godau, M., Heidmann, F., Langer, C., Wettach, R., & Mieg, H. A. (2019). Inquiry-based learning in design. In Mieg, H. A. (Ed.), Inquiry-based learning – Undergraduate research: The German multidisciplinary experience (pp. 239–247). Springer (open access). https://doi.org/10.1007/978-3-030-14223-0Google Scholar
Bieling, T. (2019). Inklusion als Entwurf. Teilhabe orientierte Forschung über, für und durch Design [Inclusion as design. Participation-oriented research on, for and through design]. Board of International Research in Design. Birkhäuser/DeGruyter.CrossRefGoogle Scholar
Findeli, A. (2004). Die projektgeleitete Forschung: Eine Methode der Designforschung [Project-led research: A method of design research]. In Erstes Design Forschungssymposium. Swiss Design Network symposium 2004 (pp. 40–51). Swiss Design Network.Google Scholar
Findeli, A., Brouillet, D., Martin, S., Moineau, C., & Tarrago, R. (2008). Research through design and transdisciplinarity: A tentative contribution to the methodology of design research. In Focused – Current design research projects and methods. Swiss Design Network symposium 2008 (pp. 67–91). Swiss Design Network.Google Scholar
Forlizzi, J., Zimmerman, J., & Evenson, S. (2008). Crafting a place for interaction design research in HCI. Design Issues, 24(3), 19–29.CrossRefGoogle Scholar
Franke, M., & Gloor, A. (2013). Kunst & Wissen. Narrative Strategien als epistemologische Mittel in den ästhetischen Praktiken der Gegenwartskunst [Art & knowledge. Narrative strategies as epistemological tools in the aesthetic practices of contemporary art]. In Caviezel, F., Florenz, B., Franke, M., & Wiesen, J. (Eds.), Forschungsskizzen. Scheidegger & Spiess (pp. 21–29).Google Scholar
Frayling, C. (1993). Research in art and design. Royal College of Art Research Papers, 1.1, pp. 1–55. Royal College of Art.Google Scholar
Heufler, G. (2016). Design basics. Von der Idee zum Produkt [Design basics. From the idea to the product] (pp. 32–61). Niggli.Google Scholar
Jonas, W. (2007). Design research and its meaning to the methodological development of the discipline. In Michel, R. (Ed.), Design research now (pp. 187–206). Birkhäuser.CrossRefGoogle Scholar
Koskinen, I., Zimmermann, J., Binder, T., Redström, J., & Wensveen, S. (2011). Design research through practice: From the lab, field, and showroom. Morgan Kaufmann.Google Scholar
Schön, D. A. (1983). The reflective practitioner – How professionals think in action. Basic Books.Google Scholar
Weidinger, J. (Ed.) (2013). Entwurfsbasiert Forschen. Universitätsverlag der TU Berlin.Google Scholar
Yee, J. (2017). The researcherly designer/The designerly researcher. In: Vaughan, L. (Ed.), Practice-based design research (pp. 155–164). Bloomsbury.Google Scholar
References
Ammon, S., & Froschauer, E. M. (Eds.). (2013). Wissenschaft entwerfen: Vom forschenden Entwerfen zur Entwurfsforschung der Architektur. Wilhelm Fink.CrossRefGoogle Scholar
ASAP (Akkreditierungsverbund für Studiengänge der Architektur und Planung). (2014). Ausbildungsziele in Studiengängen der Architektur. Position ASAP zur Berücksichtigung in Akkreditierungsverfahren. www.asap-akkreditierung.de/de/Google Scholar
Blundell Jones, P., Petrescu, D., & Till, J. (Eds.). (2005). Architecture and participation. Routledge.Google Scholar
Ebert, C. (2021). Von der Architektenausbildung zum Architekturstudium! Forschendes Lernen als architekturwissenschaftliches Integral in der Lehre. In Almarza Anwandter, J., Bovelet, J., Dürfeld, M., Froschauer, E. M., Neubert, C., Schneider, P. I., & Weckherlin, G. (Eds.), Architekturwissenschaft. Vom Suffix zur Agenda (pp. 306–326). Universitätsverlag der Technischen Universität Berlin.Google Scholar
Flach, A., & Kurath, M. (2016). Die Architektur als Forschungsdisziplin. Archithese, 2, 72–80.Google Scholar
Geiser, R. (Ed.). (2008). Explorations in architecture: Teaching, design, research. Birkhäuser.Google Scholar
Kostof, S. (1977). The architect: Chapters in the history of the profession. Oxford University Press.Google Scholar
Kurath, M. (2015). Architecture as a science: Boundary work and the demarcation of design knowledge from research. Science & Technology Studies, 28(3), 81–100.CrossRefGoogle Scholar
Megahed, Y. (2017). On research by design. arq: Architectural Research Quarterly, 21(4), 338–343.CrossRefGoogle Scholar
Netzwerk Architekturwissenschaft. (2011). Präliminarien des Netzwerks. http://architekturwissenschaft.net/netzwerk/Google Scholar
Ockman, J. (Ed.). (2012). Architecture school: Three centuries of educating architects in North America. MIT Press.Google Scholar
Rendell, J., Hill, J., Dorrian, M., & Fraser, M. (Eds.). (2007). Critical architecture. Routledge.CrossRefGoogle Scholar
Roberts, A. (2007). The link between research and teaching in architecture. Journal for Education in the Built Environment, 2(2), 3–20.CrossRefGoogle Scholar
Schneider, T., & Till, J. (2009). Beyond discourse: Notes on spatial agency. Footprint, 4, 97–112.Google Scholar
Stapenhorst, C., & Meerbach, K. (2019). Studie zur forschungsbezogenen Lehre an der Fakultät für Architektur der RWTH Aachen. RWTH Aachen University Publications. https://doi.org/10.18154/RWTH-2019-06163Google Scholar
References
American Music Research Center. (2019). About. Retrieved from www.colorado.edu/amrc/aboutGoogle Scholar
The Boyer Commission on Educating Undergraduates in the Research University. (1998). Reinventing undergraduate education: A blueprint for America’s research universities. The State University of New York at Stony Brook.Google Scholar
CUHK. (n.d.). The four streams. Department of Music, Chinese University of Hong Kong. www.arts.cuhk.edu.hk/~music/undergraduate-studies-the-four-streamsGoogle Scholar
CUR. (n.d.). NCUR abstract archive. The Council on Undergraduate Research. www.cur.org/what/events/students/ncur/past/abstracts/Google Scholar
Duke University. (n.d.). Undergraduate research. Trinity College of Arts and Sciences. https://music.duke.edu/undergraduate/current-students/researchGoogle Scholar
Durham University. (2019). Durham Undergraduate Research in Music & Science (DURMS): Journal Remit. Durham University Music Department. https://musicscience.net/durms/Google Scholar
Florida State University. (n.d.). Center for Music Research. College of Music. https://music.fsu.edu/programs/music-research-centers/center-for-music-researchGoogle Scholar
Harney, K. (2020). Integrating music across the elementary curriculum. Oxford University Press.CrossRefGoogle Scholar
Library of Congress. (n.d.). Felix Mendelssohn: Reviving the works of J. S. Bach. Library of Congress, Music Division. www.loc.gov/item/ihas.200156436/Google Scholar
Michigan State University. (n.d.). Undergraduate research funding. College of Music. www.music.msu.edu/information-for-students/for-undergraduate-students/undergraduate-researchGoogle Scholar
Mieg, H. A. (2019). Introduction. In Mieg, H. A. (Ed.), Inquiry-based learning – Undergraduate research: The German multidisciplinary experience (pp. 1–16). Springer (open access). https://doi.org/10.1007/978-3-030-14223-0CrossRefGoogle Scholar
Montana State University. (2016, August 22). Recent MSU graduate to present at World Congress on Undergraduate Research in Qatar. MSU News Service. www.montana.edu/news/16320/recent-msu-graduate-to-present-at-world-congress-on-undergraduate-research-in-qatarGoogle Scholar
Nota Bene. (n.d.). About the journal. Canadian Undergraduate Journal of Musicology. https://ojs.lib.uwo.ca/index.php/notabeneGoogle Scholar
Undergraduate Research Commons. (n.d.). About. www.undergraduatecommons.com/about.htmlGoogle Scholar
University of Minnesota. (n.d.). Real-world experience. https://cla.umn.edu/music/real-world-experienceGoogle Scholar
University of North Carolina. (n.d.). Undergraduate research in the music department. The University of North Carolina at Chapel Hill. Department of Music. https://music.unc.edu/undergraduate/current/research/Google Scholar
University of Rochester. (n.d.). Undergraduate program. Arthur Satz Department of Music. www.sas.rochester.edu/mur/undergraduate/research.htmlGoogle Scholar
University of Sydney. (n.d.). Student research. Sydney Conservatorium of Music. https://sydney.edu.au/music/our-research/research-areas/music-scholarship/student-research.htmlGoogle Scholar
Yavneh-Klos, N., Shanahan, J. O., & Young, G. (2011). Creative inquiry in the arts & humanities: Models of undergraduate research. The Council on Undergraduate Research, Washington, DC.Google Scholar
Young, G. (2008). Interdisciplinary undergraduate research in the arts & humanities at Montana State University. Council on Undergraduate Research Quarterly, 29(2), 26–29.Google Scholar
Young, G., & Shanahan, J. (2017). Undergraduate research in music: A guide for students. Routledge.CrossRefGoogle Scholar
References
Ansloos, J. P. (2018). “To speak in our own ways about the world, without shame”: Reflections on indigenous resurgence in anti-oppressive research. In Capous-Desyllas, M. & Morgaine, K. (Eds.), Creating social change through creativity: Anti-oppressive arts-based research methodologies (pp. 1–18). Palgrave Macmillan.Google Scholar
Chamberlain, K., McGuigan, K., Anstiss, D., & Marshall, K. (2018). A change of view: Arts-based research and psychology. Qualitative Research in Psychology, 15(2–3), 131–139. https://doi.org/10.1080/14780887.2018.1456590CrossRefGoogle Scholar
Knowles, J. G., & Cole, A. L. (Eds.) (2008). Handbook of the arts in qualitative research. Sage.Google Scholar
Leavy, P. (2009). Social research and the creative arts. An introduction. In Leavy, P. (Ed.), Method meets art: Arts‐based research practice. Guilford Press.Google Scholar
Leavy, P. (2015). Method meets art: Arts-based research practice (2nd ed.). Guilford Press.Google Scholar
Moffett, A. (2019). Arts-based research in dance. Overby, In L., Shanahan, J., & Young, Y., Undergraduate research in dance: A guide for students (pp. 54–62). Routledge.Google Scholar
Overby, L. (2012). Sketches in the life of Harriet E. Wilson. Choreographer, Lynnette Overby; composer, Lauren Wells; poet, Glenis Redmond; literary historian, Gabrielle Foreman. First performed March 2012 at Mitchell Hall, University of Delaware.Google Scholar
Overby, L. (2014a). Dave the potter. Visual artist, Jonathan Green; choreographers, Lynnette Overby, Teresa Emmons, & Vincent Thomas; composer, Ralph Russell; poet, Glenis Redmond; literary historian, Gabrielle Foreman. First performed March 2014 at Mitchell Hall, University of Delaware. www.sharingourlegacy.org/dave-the-potterGoogle Scholar
Overby, L. (2014b). Field cotton. Visual artist, Jonathan Green; composer, Ralph Russell; poet, Glenis Redmond. First performed March 2014 at Mitchell Hall, University of Delaware. www.youtube.com/watch?v=4G8pz4cBDGsGoogle Scholar
Overby, L. (2014c). Dream of freedom. Visual artist, Jonathan Green; composer, Lauren Wells. First performed March 2014 at Mitchell Hall, University of Delaware. www.youtube.com/watch?v=PIXMyW0QKCk&feature=youtu.be&t=1203Google Scholar
Overby, L. (2016a). Same story – different countries. Choreographers, Lynnette Overby, A. T. Moffett, Ashley S. K. Sullivan, Lela Aisha Jones, Vincent Thomas, Tumi Nkomo, & Teresa Emmons; composers, Xiang Gao, Kesivan Nado, & Ralph Russell; poet, Glenis Redmond; Visual artist, Garth Erasmus. First performed March 2016 at Baby Grand Theatre, Wilmington, DE. Retrieved from www.sharingourlegacy.org/same-story-different-countriesGoogle Scholar
Overby, L. (2018). Women of consequence – Ambitious, ancillary and anonymous. Choreographers, Lynnette Overby, Lela Aisha Jones, Marion Hamermesh, Rachel Delauder, Teresa Emmons, & Tumi Nkomo; composer, Ralph Russell; poet, Glenis Redmond; literary historian, Gabrielle Foreman. First performed March 2018 at Baby Grand Theatre, Wilmington, DE.Google Scholar
Overby, L. (2019). Mary Ann Shadd Cary – Her life and legacy. Choreographers, Lynnette Overby, Teresa Emmons, Rachel Delauder, Marion Hamermesh, Desiree Cocroft, Amber Rance, & Ikira Peace; composers, Ralph Russell & Christian Wills; poets, Glenis Redmond, Christian Wills, Bebe Coker, & Rachel Delauder; literary historian, Gabrielle Foreman. First performed November 2019 at Mitchell Hall, University of Delaware.Google Scholar
Overby, L., Shanahan, J., & Young, G. (2019). Undergraduate research in dance. Routledge.Google Scholar
Reshetnikov, A., Bogumil, E., Capous-Desyllas, M., & Lara, P. (2018). From visual maps to installation art: Visualizing client pathways to social services in Los Angeles. In Capous-Desyllas, M. & Morgaine, K. (Eds.), Creating social change through creativity (pp. 209–226). Palgrave Macmillan.CrossRefGoogle Scholar
Saldaña, J. (Ed.). (2005). Ethnodrama: An anthology of reality theater. AltaMira Press.Google Scholar
Saldaña, J. (2008). Ethnodrama and ethnotheatre. In Knowles, J. G. & Cole, A. L., (Eds.), Handbook of the arts in qualitative research (pp. 195–207). Sage.Google Scholar
Wilson, L., & Moffett, A. T. (2017). Building bridges for dance through arts-based research. Research in Dance Education, 18(2), 135–149. https://doi.org/10.1080/14647892.2017.1330328Google Scholar
Wright, A. (2014, June). Dave the potter. Presentation at the annual Council for Undergraduate Research Conference, Washington, DC. Council for Undergraduate Research Conference.Google Scholar
References
Bartunek, J. M., & Rynes, S. L. (2014). Academics and practitioners are alike and unlike: The paradoxes of academic–practitioner relationships. Journal of Management, 40(5), 1181–1201.CrossRefGoogle Scholar
Bennis, W. G., & O’Toole, J. (2005). How business schools have lost their way. Harvard Business Review, 83(5), 96–104.Google ScholarPubMed
The Boyer Commission on Educating Undergraduates in the Research University. (1998). Reinventing undergraduate education: A blueprint for America’s research universities. The State University of New York at Stony Brook.Google Scholar
Butler, N., Delaney, H., & Spoelstra, S. (2015). Problematizing ‘relevance’ in the business school: The case of leadership studies. British Journal of Management, 26(4), 731–744.Google Scholar
Chamorro-Premuzic, T., & Frankiewicz, B. (2019, January 14). Does higher education still prepare people for jobs? Harvard Business Review. https://hbr.org/2019/01/does-higher-education-still-prepare-people-for-jobsGoogle Scholar
Charles, M. (2018). Teaching, in spite of excellence: Recovering a practice of teaching-led research. Studies in Philosophy and Education, 37(1), 15–29.CrossRefGoogle Scholar
Clinebell, S. K., & Clinebell, J. M. (2008). The tension in business education between academic rigor and real-world relevance: The role of executive professors. Academy of Management Learning & Education, 7(1), 99–107.CrossRefGoogle Scholar
Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., & Trow, M. (1994). The new production of knowledge: The dynamics of science and research in contemporary societies. Sage.Google Scholar
Harland, T. (2016). Teaching to enhance research. Higher Education Research & Development, 35(3), 461–472.CrossRefGoogle Scholar
Harvard Business School. (2020). The HBS Case Method. www.hbs.edu/mba/academic-experience/Pages/the-hbs-case-method.aspxGoogle Scholar
Healey, M., Jenkins, A., & Zetter, R. (2007). Linking teaching and research in disciplines and departments. The Higher Education Academy.Google Scholar
Lambert, H. (2019, August 21). The great university con: How the British degree lost its value. New Statesman America. www.newstatesman.com/politics/education/2019/08/great-university-con-how-british-degree-lost-its-valueGoogle Scholar
MacLean, D., MacIntosh, R., & Grant, S. (2002). Mode 2 management research. British Journal of Management, 13(3), 189–207.Google Scholar
Mitchell, V. W., & Harvey, W. S. (2018). How preferable and possible is management research-led teaching impact? Management Learning, 49(3), 363–373.Google Scholar
Moules, J. (2019, November 4). Business is most popular degree subject in UK universities. Financial Times. www.ft.com/content/2cc17ae4-fbe4-11e9-a354-36acbbb0d9b6Google Scholar
REF2021 (2019a). Research excellence framework: Index of revisions to the “guidance on submissions” (2019/01). UK Research and Innovation (UKRI). www.ref.ac.uk/media/1092/ref-2019_01-guidance-on-submissions.pdfGoogle Scholar
REF2021 (2019b). Research excellence framework. Panel criteria and working methods. UK Research and Innovation (UKRI). www.ref.ac.uk/media/1084/ref-2019_02-panel-criteria-and-working-methods.pdfGoogle Scholar
Van de Ven, A. H., & Johnson, P. E. (2006). Knowledge for theory and practice. Academy of Management Review, 31(4), 802–821.CrossRefGoogle Scholar
Weybrecht, G. (2013). Ethics and service learning at European Business School in Germany. PRiMEtime. https://primetime.unprme.org/2013/06/17/ethics-and-service-learning-at-european-business-school-in-germany/Google Scholar
References
Arhar, J., Holly, M., & Kasten, W. (2001). Action research for teachers: Traveling the yellow brick road. Prentice Hall.Google Scholar
Association for Childhood Education International. (2011). ACEI global guidelines (GGA) [manual] (3rd ed.). https://ceintl.wpengine.com/wp-content/uploads/2019/02/GGAenglish.pdfGoogle Scholar
Boone, V., Bell, S., Buster, T., Hart, F., & Delacruz, S. (2019). Coding in early childhood education. Paper presented at the National Conference on Undergraduate Research.Google Scholar
Brew, A., & Mantai, L. (2017). Academics’ perceptions of the challenges and barriers to implementing research-based experiences for undergraduates. Teaching in Higher Education, 22(5), 551–568. https://doi.org/10.1080/13562517.2016.1273216CrossRefGoogle Scholar
Britto, P. R., Engle, P. L., & Super, C. M. (2012). Handbook of early childhood development research and its impact on global policy. Oxford University Press.Google Scholar
Cerbin, B. (2011). Lesson study: Using classroom inquiry to improve teaching and learning in higher education. Stylus Publishing.Google Scholar
Dahlberg, G., Moss, P., & Pence, A. (2007). Beyond quality in early childhood education and care (2nd ed.). Routledge.CrossRefGoogle Scholar
Denton, K., Fiedler, C., Flesher, B., Oates, E., DeVore, S., & Miolo, G. (2015). Older adults’ participation in an intergenerational reading program: Benefits and challenges. Paper presented at the University of Wisconsin System Undergraduate Research Symposium.Google Scholar
DeVore, S., & Munk, D. (2015). Undergraduate research in teacher education: A rationale for broader program engagement. Council on Undergraduate Research Quarterly, 35(4), 12–17. www.cur.org/publications/curq_on_the_web/Google Scholar
Heimer, L., Caya, L., Lancaster, P., Saxon, L., & Wildman, C. G. E. R. (2019). Nations within a nation: Cross-cultural field insights in an Anishinaabe context. Global Education Review, 6(3), 65–83.Google Scholar
Ivankova, N. V. (2015). Mixed methods applications in action research: From methods to community action. Sage.Google Scholar
Kağıtçıbaşı, Ç. (2017). Family, self, and human development across cultures: Theory and application (Classic edition). Routledge.CrossRefGoogle Scholar
Kamerman, S. (2006). A global history of early childhood education and care. Paper commissioned for the EFA Global Monitoring Report 2007, Strong foundations: Early childhood care and education. UNESCO.Google Scholar
Khales, B. M. (2015). Reflection through story: Strengthening Palestinian early childhood education. In Kroll, L. R. & Meier, D. R. (Eds.), Educational change in international early childhood contexts: Crossing borders of reflection (pp. 174–187). Routledge.Google Scholar
Macy, M., & Bricker, D. (2006). Practical applications for using curriculum-based assessment to create embedded learning opportunities for young children. Young Exceptional Children, 9(4), 12–21.CrossRefGoogle Scholar
Madrid Akpovo, S., Moran, M. J., & Brookshire, R. (Eds.). (2018). Collaborative cross-cultural research methodologies in early care and education contexts. Routledge.Google Scholar
Manak, J. M., & Young, G. (2014, winter). Incorporating undergraduate research into teacher education: Preparing thoughtful teachers through inquiry-based learning. Council on Undergraduate Research Quarterly, 35, 35–38.Google Scholar
Moon, B. (Ed.). (2012). Teacher education and the challenge of development: A global analysis. Routledge.CrossRefGoogle Scholar
Norton, L. S. (2009). Action research in teaching and learning: A practical guide to conducting pedagogical research in universities. Routledge.CrossRefGoogle Scholar
Pelton, R. P. (2010). Action research for teacher candidates: Using classroom data to enhance instruction. Rowman & Littlefield Education.Google Scholar
Pence, A. R. (1998). Reconceptualizing ECCD in the majority world: One minority world perspective. International Journal of Early Childhood, 30(2), 19–30. https://doi.org/10.1007/BF03185631CrossRefGoogle Scholar
Råde, A. (2014). Final thesis models in European teacher education and their orientation towards the academy and the teaching profession. European Journal of Teacher Education, 37(2), 144–155. https://doi.org/10.1080/02619768.2013.858692CrossRefGoogle Scholar
Rhoades, M. (2016). “Little pig, little pig, let me come in!” Animating the Three Little Pigs with preschoolers. Early Childhood Education Journal, 44(6), 595. https://doi.org/10.1007/s10643–015-0743-0CrossRefGoogle Scholar
Sánchez-Blanco, C. (2015). Learning about democracy at school: An action research project in early childhood education. Educational Action Research, 23(4), 514–528. https://doi.org/10.1080/09650792.2015.1025801CrossRefGoogle Scholar
Serrano, R. M., Alfaya, E. G., & Garcia, M. A. O. (2015). RIECU: The early childhood education-centre for teachers–university network. Analysis of children’s learning achievements through the project approach/RIECU: Red de Infantil escuela-centro de profesorado-universidad. Analisis del aprendizaje de los ninos a traves del metodo de proyectos. Inicio, 7(1), 9–22. https://doi.org/10.25115/psye.v7i1.553Google Scholar
Shallwani, S. (2015). Why I use the term “Majority world” instead of “developing countries” or “Third world”. Early childhood development: Research perspectives on research and practice in early childhood development and education – in Canada, Pakistan, and other global contexts. https://sadafshallwani.net/2015/08/04/majority-world/Google Scholar
Shonkoff, J. P. E., & Meisels, S. J. E. (2000). Handbook of early childhood intervention (2nd ed.). Cambridge University Press.CrossRefGoogle Scholar
Stone-MacDonald, A., Wendell, K., Douglass, A., & Lovel, M. L. (2015). Engaging young engineers: Teaching problem-solving skills through STEM. Paul H. Brookes.Google Scholar
Taylor, L., & Pillets, S. (2010). Action research and the early childhood educator In Pelton, R. P. (Ed.), Action research for teacher candidates (pp. 93–110). Rowman & Littlefield Education.Google Scholar
United Nations Division for Sustainable Development Goals. (2015). Sustainable Development Goals, Knowledge Platform. https://sustainabledevelopment.un.org/sdgsGoogle Scholar
Vidal, A., Gomes, V., & Berbat, M. (2015). The encounter of knowledge among children, childhoods and ways of seeing and living the geographic space. Revista Brasileira de Educação em Geografia, 5(9), 87–102.Google Scholar
Zeichner, K. (2002). Educational action research. In Reason, P. & Bradbury, H. (Eds.), Handbook of action research (pp. 273–283). Sage.Google Scholar
Zimbardi, K., & Myatt, P. (2014). Embedding undergraduate research experiences within the curriculum: A cross-disciplinary study of the key characteristics guiding implementation. Studies in Higher Education, 39(2), 233–250. https://doi.org/10.1080/03075079.2011.651448CrossRefGoogle Scholar
References
Arrowsmith, C., Bagoly-Simó, P., Finchum, A., Oda, K., & Pawson, E. (2011). The implications of student employability for the design of geography curricula. Journal of Geography in Higher Education, 35(3), 365–377.CrossRefGoogle Scholar
Bagoly-Simó, P., & Uhlenwinkel, A. (2017). Germany: The need for rigorous conceptualization of progression. In Muñiz Solari, O., Solem, M., & Boehm, R. (Eds.), Learning progressions in geography education. An international perspective (pp. 19–33). Springer.CrossRefGoogle Scholar
Cuthbert, D., Arunachalam, D., & Licina, D. (2012). “It feels more important than other classes I have done”: An “authentic” undergraduate research experience in sociology. Studies in Higher Education, 37, 129–142.CrossRefGoogle Scholar
Daniels, J., & Brooker, J. (2014). Student identity development in higher education: Implications for graduate attributes and work-readiness. Educational Research, 56, 65–76.CrossRefGoogle Scholar
Garde-Hansen, J., & Calvert, B. (2007). Developing a research culture in the undergraduate curriculum. Active Learning in Higher Education, 8, 105–116.CrossRefGoogle Scholar
Guo, X., Loy, K., & Banow, R. (2018). Can first-year undergraduate geography students do individual research? Journal of Geography in Higher Education, 42(3), 412–426.CrossRefGoogle Scholar
Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. Higher Education Academy.Google Scholar
Hill, J., & Walkington, H. (2016). Developing graduate attributes through participation in undergraduate research conferences. Journal of Geography in Higher Education, 40(2), 222–237.CrossRefGoogle Scholar
Hill, J., West, H., & Kneale, P. (2018a). Preparing for multi-disciplinary undergraduate research conferences. Journal of Geography in Higher Education, 42(1), 148–156.CrossRefGoogle Scholar
Hill, J., West, H., & Kneale, P. (2018b). Making the most of multi-disciplinary undergraduate research conferences. Journal of Geography in Higher Education, 42(2), 311–316.CrossRefGoogle Scholar
Houser, C., Cahill, A., & Lemmons, K. (2014). Assessment of student and faculty mentor perceptions of an international undergraduate research program in physical geography. Journal of Geography in Higher Education, 38(4), 582–594.CrossRefGoogle Scholar
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. American Association of Colleges and Universities.Google Scholar
Macfarlane, R. (2015, August 13). The Guardian view on geography: It’s the must-have A-level. The Guardian. www.theguardian.com/commentisfree/2015/aug/13/the-guardian-view-on-geography-its-the-must-have-a-levelGoogle Scholar
Rifkin, W., Longnecker, N., Leach, J., Davis, L., & Orthia, L. (2010). Students publishing in new media: Eight hypotheses – a house of cards? International Journal of Innovation Science and Mathematics, 18(1), 43–54.Google Scholar
Shanahan, J. O., Walkington, H., Ackley, E., Hall, E., & Stewart, K. (2017). Award winning mentors see democratization as the future of undergraduate research. Council on Undergraduate Research Quarterly, 37(4), 4–11.Google Scholar
Shobe, H., & Banis, D. (2010). Music regions and mental maps: Teaching cultural geography. Journal of Geography, 109(2), 87–96.CrossRefGoogle Scholar
Solís, P., Hunyh, N. T., Carpenter, D., Adames de Newbill, M., & Ojeda, L. (2017). Using an authentic project based learning framework to support integrated geography education linked to standards and geospatial competencies. Research in Geographic Education, 19(2), 36–65.Google Scholar
Tian, J., Ren, C., Lei, Y., & Wang, Y. (2020). Designing MATLAB course for undergraduates in cartography and geographic information science: Linking research and teaching. Journal of Geography in Higher Education, 44(1), 25–44.CrossRefGoogle Scholar
Walkington, H. (2008). Geoverse: Piloting a national journal of undergraduate research in geography. Planet, 20, 41–46.CrossRefGoogle Scholar
Walkington, H. (2012). Developing dialogic learning space: The case of online undergraduate research journals. Journal of Geography in Higher Education, 36(4), 547–562.CrossRefGoogle Scholar
Walkington, H. (2019). Developing and integrating a student–researcher pedagogy within the geography curriculum. In Walkington, H., Hill, J., & Dyer, S. (Eds.), Handbook for teaching and learning in geography (pp. 183–197). Edward Elgar.CrossRefGoogle Scholar
Walkington, H., & Jenkins, A. (2008). Embedding undergraduate research publication in the student learning experience: Ten suggested strategies. Brookes E-journal of Learning and Teaching, 2(3).Google Scholar
Walkington, H., Griffin, A., Keys-Amthews, L., Metoyer, S., Miller, W., Baker, R., & France, D. (2011). Embedding research-based learning early in the undergraduate geography curriculum. Journal of Geography in Higher Education, 35(3), 315–330.CrossRefGoogle Scholar
Walkington, H., Hall, E., Shanahan, J. O., Ackley, E., & Stewart, K. (2018). Striving for excellence in undergraduate research mentoring: The challenges and approaches to the salient practices. In Vandermaas-Peeler, M., Miller, P. C.. & Moore, J. (Eds.), Excellence in mentoring undergraduate research (pp. 105–129). Washington, DC: Council on Undergraduate Research.Google Scholar
Willison, J., & O’Regan, K. (2007). Commonly known, commonly not known, totally unknown: A framework for students becoming researchers. Higher Education Research and Development, 26(4), 393–409.CrossRefGoogle Scholar
References
Ambrosio, T. (2006). Trying Saddam Hussein: Teaching international law through an undergraduate mock trial. International Studies Perspectives, 7, 159–171.CrossRefGoogle Scholar
Broemel, R., & Muthorst, O. (2019). Inquiry-based learning in legal studies. In Mieg, H. A. (Ed.), Inquiry-based learning – Undergraduate research. The German multidisciplinary experience (pp. 301–309). Springer (open access). https://doi.org/10.1007/978-3-030-14223-0CrossRefGoogle Scholar
Cappa, C. (2004). A model for the integration of legal research into Australian undergraduate law curricula. Legal Education Review, 14(2), 43–62.CrossRefGoogle Scholar
Cooper, J. (2016). Smarter law learning: Using cognitive science to maximize law learning. Capital University Law Review, 44, 551–590.Google Scholar
Craven, R. (2020). Socio-legal studies and economics. In Creutzfeldt, N., Mason, M., & McConnachie, K. (Eds.), Routledge handbook of socio-legal theory and methods (pp. 179–192). Routledge.Google Scholar
Creutzfeldt, N., Mason, M., & McConnachie, K. (Eds.). (2020). Routledge handbook of socio-legal theory and methods. Routledge.Google Scholar
Dauner-Lieb, B. (2012). Teaching research and research-based learning in law studies. In Hof, H. & Götz von Olenhusen, P. (Eds.), Rechtsgestaltung, Rechtskritik, Konkurrenzen (pp. 138–152). Nomos.CrossRefGoogle Scholar
Funke, A. (2018). Rezeption durch Gerichte. Die „normative” Dimension rechtswissenschaftlicher Theoriebildung [Reception by courts. The “normative” dimension of legal theory formation]. In Marsch, N., Münkler, L., & Wischmeyer, T. (Eds.), Apokryphe Schriften. (pp. 31–46). Mohr Siebeck.Google Scholar
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(5), 614–631.Google Scholar
Hervey, T., & Wood, J. (2016). “Now I understand what you were trying to do, I see this was the best module I had at University”: Student learning expectations reviewed eight years later. European Journal of Current Legal Issues, 22(3). http://webjcli.org/index.php/webjcli/article/view/505/686Google Scholar
Hunter, R. (2020). Feminist approaches to socio-legal studies. In Creutzfeldt, N., Mason, M., & McConnachie, K. (Eds.), Routledge handbook of socio-legal theory and methods (pp. 260–272). Routledge.Google Scholar
Hutchinson, T. (2008). Developing legal research skills: Expanding the paradigm. Melbourne University Law Review, 32, 1065–1095.Google Scholar
Hutchinson, T. (2017). Doctrinal research: Researching the jury. In Watkins, D. & Burton, M. (Eds.), Research methods in law (2nd ed.). Routledge.Google Scholar
Listokin, Y. (2019). Law and microeconomics: Legal remedies to recessions. Harvard University Press.CrossRefGoogle Scholar
McConnachie, K. (2020). Law and anthropology. In Creutzfeldt, N., Mason, M., & McConnachie, K. (Eds.), Routledge handbook of socio-legal theory and methods (pp. 193–205). Routledge.Google Scholar
Nicholson, A. (2017). Research-informed teaching: A clinical approach. The Law Teacher, 51(1), 40–55.CrossRefGoogle Scholar
Oelkers, J., & Kraus, P. A. (2014). Problembasiertes Lernen (PBL) in der rechtswissenschaftlichen Lehre [Problem-based learning (PBL) in law teaching]. ZDRW, 1(2), 142–149.CrossRefGoogle Scholar
Poiares Pessoa Maduro, L. M. (2007). Interpreting European law: Judicial adjudication in a context of constitutional pluralism. European Journal of Legal Studies, 1(2). https://cadmus.eui.eu/handle/1814/7707Google Scholar
Riley, S. (2015). Developing an animal law case book: Knowledge transfer and service learning from student-generated materials. Legal Education Review, 25(1), 251–270.CrossRefGoogle Scholar
Ringel, L. S. (2004). Designing a moot court: What to do, what not to do, and suggestions for how to do it. Political Science and Politics, 37, 459–465.Google Scholar
Roach Anleu, S., & Mack, K. (2020). Law and sociology. In Creutzfeldt, N., Mason, M., & McConnachie, K. (Eds.), Routledge handbook of socio-legal theory and methods (pp. 149–161). Routledge.Google Scholar
Smits, Jan (2015). What is legal doctrine? On the aims and methods of legal-dogmatic research. Maastricht European Private Law Institute Working Paper No 2015/06.CrossRefGoogle Scholar
Sørensen, M. J. (2017). Teaching consumer law based on PBL principles within a workshop frame. Journal of Problem Based Learning in Higher Education, 5(2), 39–47.Google Scholar
Sylvester, C. (2015). More questions than answers? A review of the effectiveness of inquiry based learning in higher education. Journal of Commonwealth Law and Legal Education, 10(1), 21–29.Google Scholar
Teitelbaum, J., & Zeiler, K. (2018). Research handbook on behavioral law and economics. Edward Elgar Publishing.CrossRefGoogle Scholar
Waters, B. (2016). “A part to play”: The value of role-play simulation in undergraduate legal education. The Law Teacher, 50(2), 172–194.CrossRefGoogle Scholar
Wijnen, M., Loyens, S. M. M., Smeets, G., Kroeze, M., & van der Molen, H. (2016). Comparing problem-based learning students to students in a lecture-based curriculum: Learning strategies and the relation with self-study time. European Journal of Psychology of Education, 32, 431–447.CrossRefGoogle Scholar
Wren, C. G., & Wren, J. R. (1988). The teaching of legal research. Law Library Journal, 80, 7–61.Google Scholar
Zamir, E., & Teichman, D. (2018). Behavioral law and economics. Oxford University Press.CrossRefGoogle Scholar
References
Adam, N., Zosky, D. L., & Unrau, Y. A. (2004). Improving the research climate in social work curricula: Clarifying learning expectations across BSW and MSW research courses. Journal of Teaching in Social Work, 24(3–4), 1–18. https://doi.org/10.1300/J067v24n03_01CrossRefGoogle Scholar
Austin, M. J., & Isokuortti, N. (2016). A framework for teaching practice-based research with a focus on service users. Journal of Teaching in Social Work, 36(1), 11–32. https://doi.org/10.1080/08841233.2016.1129931CrossRefGoogle Scholar
Austin, M. J., Dal Santo, T. S., & Lee, C. (2012). Building organizational supports for research-minded practitioners. Journal of Evidence-Based Social Work, 9(1–2), 174–211. https://doi.org/10.1080/15433714.2012.636327CrossRefGoogle ScholarPubMed
Berger, R. (2002). Teaching research in practice courses. Social Work Education, 21(3), 347–358. https://doi.org/10.1080/02615470220136911CrossRefGoogle Scholar
Cameron, P. J., & Este, D. C. (2008). Engaging students in social work research education. Social Work Education, 27(4), 390–406. https://doi.org/10.1080/02615470701380006CrossRefGoogle Scholar
Canadian Association of Social Workers (CASW). (2005). Code of ethics. Ottawa, ON: Canadian Association of Social Workers. www.casw-acts.ca/sites/default/files/attachements/casw_code_of_ethics.pdfGoogle Scholar
Canadian Association for Social Work Education (CASWE). (2014). Standards for Accreditation. https://caswe-acfts.ca/wp-content/uploads/2013/03/CASWE-ACFTS.Standards-11-\2014-1.pdfGoogle Scholar
Curtis, K., Fry, M., Shaban, R. Z., & Considine, J. (2017). Translating research findings to clinical nursing practice. Journal of Clinical Nursing, 26(5–6), 862–872. https://doi.org/10.1111/jocn.13586CrossRefGoogle ScholarPubMed
Earley, M. A. (2014). A synthesis of the literature on research methods education. Teaching in Higher Education, 19(3), 242–253. https://doi.org/10.1080/13562517.2013.860105CrossRefGoogle Scholar
Epstein, I. (1996). In quest of a research-based model for clinical practice: Or, why can’t a social worker be more like a researcher? Social Work Research, 20(2), 97–100. https://doi.org/10.1093/swr/20.2.97Google Scholar
Frampton, N. M. A., Jenney, A., & Shaw, J. (2020). Implementation of practice-based research in social work education. Papers on Postsecondary Learning and Teaching, 4, 96–100.Google Scholar
Fraser, M. W., Lewis, R. E., & Norman, J. L. (1991). Research education in MSW programs: An exploratory analysis. Journal of Teaching in Social Work, 4(2), 83–103. https://doi.org/10.1300/J067v04n02_07CrossRefGoogle Scholar
Freymond, N., Morgenshtern, M., Duffie, M., Hong, L., Bugeja-Freitas, S., & Eulenberg, J. (2014). Mapping MSW research training. Journal of Teaching in Social Work, 34(3), 248–268. https://doi.org/10.1080/08841233.2014.912998CrossRefGoogle Scholar
Gambrill, E. (2007). Views of evidence-based practice: Social workers’ code of ethics and accreditation standards as guides for choice. Journal of Social Work Education, 43(3), 447–462. https://doi.org/10.5175/JSWE.2007.200600639CrossRef