Introduction

Harald A. Mieg; Susanne Haberstroh

doi:10.1017/9781108869508.003

1 - Introduction

Published online by Cambridge University Press: 11 August 2022

Harald A. Mieg and

Edited by

Dominique Galli and

Harald A. Mieg: Affiliation:
Humboldt-Universität zu Berlin
Elizabeth Ambos: Affiliation:
Council on Undergraduate Research, Washington DC
Angela Brew: Affiliation:
Macquarie University, Sydney
Dominique Galli: Affiliation:
Indiana University–Purdue University, Indianapolis
Judith Lehmann: Affiliation:
Universidad de Buenos Aires, Argentina

Book contents

Get access

Summary

This is the general introduction to the Cambridge Handbook of Undergraduate Research. It deals with the history of the university as an institution (which has been a research institution only since the nineteenth century); with the concept of undergraduate research and its dimesions (e.g., student- or staff-initiated research); with possible alternative concepts (e.g., critical thinking or lifelong learning); with research on undergraduate research (e.g., increased retention rate but necessary mentoring); and with implementation challenges (for universities and faculty). We see a new role for students: that in ever more differentiated modern societies, collaborative, cross-segmental knowledge production becomes a new necessity, the educational means to which might be undergraduate research.

Keywords

undergraduate research research university research-teaching nexus mentoring diversity sense-making democratization of research theory disciplines countries

Type: Chapter
Information: The Cambridge Handbook of Undergraduate Research , pp. 1 - 20

DOI: https://doi.org/10.1017/9781108869508.003 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adams, S. K. (2019). Empowering and motivating undergraduate students through the process of developing publishable research. Frontiers in Psychology, 10, Article 1007.Google Scholar

Bangera, G., & Brownell, S. E. (2014). Course-based undergraduate research experiences can make scientific research more inclusive. CBE–Life Sciences Education, 13(4), 602–606.Google Scholar

BAK Bundesassistentenkonferenz. (1970). Forschendes Lernen – Wissenschaftliches Prüfen. Ergebnisse der Arbeit des Ausschusses für Hochschuldidaktik, Bonn (Reprint 2009). UniversitätsVerlagWebler.Google Scholar

Barnett, R. (2013). Imagining the university. Routledge.Google Scholar

Barr, R. B., & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, 27(6), 13–25.Google Scholar

Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning, 1996(68), 3–12.Google Scholar

Beck, C. W., & Blumer, L. S. (2012). Inquiry-based ecology laboratory courses improve student confidence and scientific reasoning skills. Ecosphere, 3(12), 1–11.Google Scholar

Becker, G. S. (1984). Human capital. University of Chicago Press.Google Scholar

Beckman, M., & Hensel, N. (2009). Making explicit the implicit: Defining undergraduate research. Council on Undergraduate Research Quarterly, 4, 40–44.Google Scholar

Boix Mansilla, V., & Duraising, E. D. (2007). Targeted assessment of students’ interdisciplinary work: An empirically grounded framework proposed. Journal of Higher Education, 78(2), 215–237.CrossRef Google Scholar

Bourdieu, P. (1986). The forms of capital. In Richardson, J. G. (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). Greenwood.Google Scholar

The Boyer Commission on Educating Undergraduates in the Research University. (1998). Reinventing undergraduate education: A blueprint for America’s research universities. State University of New York at Stony Brook.Google Scholar

Brew, A. (2006). Research and teaching: Beyond the divide (universities into the 21st century). Palgrave Macmillan.Google Scholar

Brew, A. (2010). An Australian perspective on undergraduate research. Council on Undergraduate Research Quarterly, 31(1), 37–42.Google Scholar

Brew, A. (2013). Understanding the scope of undergraduate research: A framework for curricular and pedagogical decision-making. Higher Education, 66(5), 603–618.CrossRef Google Scholar

Brownell, S. E., Kloser, M. J., Fukami, T., & Shavelson, R. (2012). Undergraduate biology lab courses: Comparing the impact of traditionally based “cookbook” and authentic research-based courses on student lab experiences. Journal of College Science Teaching, 41(4), 36–45.Google Scholar

Brownell, S. E., Hekmat-Scafe, D. S., Singla, V., Chandler Seawell, P., Conklin Imam, J. F., Eddy, S. L., Stearns, T., & Cyert, M. S. (2015). A high-enrollment course-based undergraduate research experience improves student conceptions of scientific thinking and ability to interpret data. CBE–Life Sciences Education, 14(2), 1–14.Google Scholar

Deicke, W., Gess, C., & Rueß, J. (2014). Increasing students’ research interest through research-based learning at Humboldt University. Council on Undergraduate Research Quarterly, 35(1), 27–33.Google Scholar

de Grave, W. S., Boshuizen, H. P. A., & Schmidt, H. G. (1996). Problem based learning: Cognitive and metacognitive processes during problem analysis. Instructional Science, 24(5), 321–341.Google Scholar

Donald, W. E., Baruch, Y., & Ashleigh, M. (2019). The undergraduate self-perception of employability: Human capital, careers advice, and career ownership. Studies in Higher Education, 44(4), 599–614.CrossRef Google 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.Google Scholar

Elken, M., & Wollscheid, S. (2016). The relationship between research and education: Typologies and indicators: A literature review. Nordic Institute for Studies in Innovation, Research and Education (NIFU).Google Scholar

Ericsson, K. A., Hoffman, R. R., Kozbelt, A., & Williams, A. M. (Eds.). (2018). The Cambridge handbook of expertise and expert performance (2nd ed.). Cambridge University Press.Google Scholar

Etzkowitz, H. (2004). The evolution of the entrepreneurial university. International Journal of Technology and Globalisation, 1(1), 64–77.Google Scholar

Fechheimer, M., Webber, K., & Kleiber, P. B. (2011). How well do undergraduate research programs promote engagement and success of students? CBE–Life Sciences Education, 10, 156–163.Google Scholar

Finley, A., & McNair, T. (2013). Assessing underserved students’ engagement in high-impact practices. Association of American Colleges and Universities.Google Scholar

Freeman, R. W. (2000). Undergraduate research as a retention tool. Proceedings of the 30th annual frontiers in education conference. Building on a century of progress in engineering education (IEEE Cat. No. 00CH37135. Vol. 1, pp. F1F–21). IEEE.Google Scholar

Fung, D. (2017). A connected curriculum for higher education. UCL Press (open access).Google Scholar

Fung, D., Besters-Dilger, J., & van der Vaart, R. / LERU (2017). Excellent education in research-rich universities. League of European Research Universities.Google Scholar

Glaser, E. M. (1941). An experiment in the development of critical thinking. Bureau of Publications, Teachers’ College, Columbia University.Google Scholar

Granovetter, M. (1973). The strength of weak ties. American Journal of Sociology, 78, 1360–1380.Google Scholar

Haeger, H., & Fresquez, C. (2016). Mentoring for inclusion: The impact of mentoring on undergraduate researchers in the sciences. CBE–Life Sciences Education, 15(3).Google Scholar

Hall, E. E., Walkington, H., Shanahan, J. O., Ackley, E., & Stewart, K. A. (2018). Mentor perspectives on the place of undergraduate research mentoring in academic identity and career development: An analysis of award winning mentors. International Journal for Academic Development, 23(1), 15–27.Google Scholar

Hammond, J. S. (1980). Learning by the case method. Harvard Business School (open access).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

Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. Higher Education Academy.Google Scholar

Hensel, N. (Ed.). (2012). Characteristics of excellence in undergraduate research (COEUR). The Council of Undergraduate Research (CUR).Google Scholar

Hensel, N., & Blessinger, P. (2020). International perspectives on undergraduate research: Policy and practice. Palgrave Macmillan.Google Scholar

Hernandez, P. R., Woodcock, A., Estrada, M., & Schultz, P. W. (2018). Undergraduate research experiences broaden diversity in the scientific workforce. BioScience, 68(3), 204–211.Google Scholar

Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark. Educational Psychologist, 42(2), 99–107.CrossRef Google Scholar

Huber, L. (Ed.). (1970). = BAK (1970)Google Scholar

Huber, L. (2009). Warum Forschendes Lernen nötig und möglich ist. In Huber, L., Hellmer, J., & Schneider, F. (Eds.), Forschendes Lernen im Studium: Aktuelle Konzepte und Erfahrungen (S. 9–35). UniversitätsVerlagWebler.Google Scholar

Huber, L., & Reinmann, G. (2019). Vom forschungsnahen zum forschenden Lernen an Hochschulen: Wege der Bildung durch Wissenschaft. Springer VS.Google Scholar

Humboldt, W. von (1809/2010). Über die innere und äußere Verfassung der Universität. Humboldt-Universität zu Berlin.Google Scholar

Hunter, A.-B., Laursen, S. L., & Seymour, E. (2007). Becoming a scientist: The role of undergraduate research in students’ cognitive, personal, and professional development. Science Education, 91(1), 36–74.CrossRef Google Scholar

Jenkins, A., & Healey, M. (2005). Institutional strategies to link teaching and research. Higher Education Academy.Google 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. 205–215). Springer (open access). https://doi.org/10.1007/978-3-030-14223-0 CrossRef Google Scholar

Kardash, C. A. M. (2000). Evaluation of undergraduate research experience: Perceptions of undergraduate interns and their faculty mentors. Journal of Educational Psychology, 92(1), 191–201.Google Scholar

Karukstis, K. K. (2019). Analysis of the undergraduate research movement: Origins, developments, and current challenges. Scholarship and Practice of Undergraduate Research, 3(2), 46–55.Google Scholar

Kaufmann, M. E., & Schelhowe, H. (2019). Inquiry-based learning as a teaching profile at institutions of higher learning – The example of the University of Bremen. In Mieg, H. A. (Ed.), Inquiry-based learning – Undergraduate research: The German multidisciplinary experience (pp. 355–363). Springer (open access). https://doi.org/10.1007/978–3-030–14223-0 Google Scholar

Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86.Google Scholar

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.Google Scholar

Kotter, J. P. (1995). Leading change: Why transformation efforts fail. Harvard Business Review (March–April), 59–67.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

Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28(2), 16–26.Google Scholar

Laursen, S., Hunter, A.-B., Seymour, E., Thiry, H., & Melton, G. (2010). Undergraduate research in the sciences: Engaging students in real science. Jossey-Bass.Google Scholar

Lehmann, J., & Mieg, H. A. (Eds.). (2018). Forschendes Lernen: Ein Praxisbuch [Undergraduate research: A practical guide]. Verlag der Fachhochschule Potsdam (open access).Google Scholar

Levy, P., & Petrulis, R. (2012). How do first-year university students experience inquiry and research, and what are the implications for the practice of inquiry-based learning? Studies in Higher Education, 37(1), 85–101.Google Scholar

Linn, M. C., Palmer, E., Baranger, A., Gerard, E., & Stone, E. (2015). Undergraduate research experiences: Impacts and opportunities. Science, 347(6222), 1261757.Google Scholar

Lopatto, D. (2007). Undergraduate research experiences support science career decisions and active learning. CBE–Life Sciences Education, 6(4), 297–306.Google Scholar

Mieg, H. A. (2019). Forms of research within strategies for implementing undergraduate research. ZfHE, 14(1), 79–94.Google Scholar

Mieg, H. A., Endlicher, W., & Köhler, H. (2008). Four types of knowledge integration management in interdisciplinary research on cities and the environment. Cities and the Environment. http://escholarship.bc.edu/cate/vol1/iss1/6/Google Scholar

OECD. (1996). Measuring what people know: Human capital accounting for the knowledge economy. Organisation for Economic Co-operation and Development.Google Scholar

Pace, D., & Middendorf, J. (Eds.). (2004). Decoding the disciplines: Helping students learn disciplinary ways of thinking. Jossey-Bass.Google Scholar

Pawson, E., Poskitt, M., & Weiser, A. (2021). Community-based undergraduate research (Chapter 74, this volume).Google Scholar

Pedaste, M. (2021). Inquiry approach and phases of learning in undergraduate research (Chapter 14, this volume).Google Scholar

Parker, J. (2018). Undergraduate research, learning gain and equity: The impact of final year research projects. Higher Education Pedagogies, 3(1), 145–157.Google Scholar

Pinkelman, R. J., Awolin, M., & Hampe, M. J. (2015). Adaption and evolution of a first year design project week course – From Germany to the United States to Mongolia. 122nd ASEE annual conference. American Society for Engineering Education.Google Scholar

Prytula, M., Schröder, T., & Mieg, H. A. (2019). Inter- and transdisciplinarity. In Mieg, H. A. (Ed.), Inquiry-based learning – Undergraduate research: The German multidisciplinary experience (pp. 115–123). Springer (open access). https://doi.org/10.1007/978–3-030–14223-0 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 (pp. 2–19). Council on Undergraduate Research.Google Scholar

Sadler, T. D., Burgin, S., McKinney, L., & Ponjuan, L. (2010). Learning science through research apprenticeships: A critical review of the literature. Journal of Research in Science Teaching, 47(3), 235–256.Google Scholar

Satilmis, A. (2019). Inquiry-based learning and heterogeneity. In Mieg, H. A. (Ed.), Inquiry-based learning – Undergraduate research: The German multidisciplinary experience (pp. 383–391). Springer (open access). https://doi.org/10.1007/978–3-030–14223-0 Google Scholar

Schaffer, M. A., & Peterson, S. (1998). Service learning as a strategy for teaching undergraduate research. Journal of Experiential Education, 21(3), 154–161.Google Scholar

Schmidt, H. G., Rotgans, J. I., & Yew, E. H. J. (2011). The process of problem-based learning: What works and why. Medical Education, 45(8), 792–806.Google Scholar

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.CrossRef 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.CrossRef Google Scholar

Taraban, R., & Logue, E. (2012). Academic factors that affect undergraduate research experiences. Journal of Educational Psychology, 104(2), 499–514.Google Scholar

Tenenbaum, L. S., Anderson, M. K., Jett, M., & Yourick, D. L. (2014). An innovative near-peer mentoring model for undergraduate and secondary students: STEM focus. Innovative Higher Education, 39(5), 375–385.Google Scholar

Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., Chambwe, N., Cintrón, D. L., et al. (2020) Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences of the United States of America (PNAS), 117(12), 6476–6483. https://doi.org/10.1073/pnas.1916903117 Google Scholar

Thiem, J., Preetz, R., & Haberstroh, S. (2020). “Warum soll ich forschen?”: Wirkungen Forschenden Lernens bei Lehramtsstudierenden (“Why should I do research?”: Effects of research-based learning on student teachers). ZfHE, 15(2), 187–207.Google Scholar

Tight, M. (2016). Examining the research/teaching nexus. European Journal of Higher Education, 6(4), 293–311.Google Scholar

Turner, N., Wuetherick, B., & Healey, M. (2008). International perspectives on student awareness, experiences and perceptions of research: Implications for academic developers in implementing research-based teaching and learning. International Journal for Academic Development, 13(3), 199–211.Google Scholar

UNESCO. (1996). Learning: The treasure within. Report to UNESCO of the International Commission on Education for the Twenty-first-Century. UNESCO.Google Scholar

Walkington, H. (2015). Students as researchers: Supporting undergraduate research in the disciplines in higher education. The Higher Education Academy.Google Scholar

Wessels, I., Rueß, J., Gess, C., Deicke, W., & Ziegler, M. (2021). Is research-based learning effective? Evidence from a pre-post analysis in the social sciences. Studies in Higher Education, 46(12), 2595–2609.Google Scholar

Willison, J., & O’Regan, K. (2007). Commonly known, commonly not known, totally unknown: A framework for students becoming researchers. Higher Education Research & Development, 26(4), 393–409.Google Scholar

Book contents

1 - Introduction

Summary

Keywords

Access options

References

Save book to Kindle

Save book to Dropbox

Save book to Google Drive