Undergraduate Research
What is undergraduate research?
Many colleges and universities are now providing research experiences for students in all disciplines. Undergraduate research, however, has been most prominently used in science disciplines. With strong support from the National Science Foundation and the research community, scientists are reshaping their courses to connect key concepts and questions with students’ early and active involvement in systematic investigation and research. The goal is to involve students with actively contested questions, empirical observation, cutting-edge technologies, and the sense of excitement that comes from working to answer important questions. (Definition from AAC&U LEAP, 2008).
For more information, visit the Texas A&M Honors and Undergraduate Research Office.
What are the key characteristics of undergraduate research?
According to the Council on Undergraduate Research, undergraduate research:
enhances student learning through mentoring relationships with faculty
develops students' critical thinking, creativity, problem solving, and intellectual independence
helps students develop an understanding of research methodology
promotes an innovation-oriented culture
The literature on undergraduate research also reveals four unifying characteristics (Kardash, 2000; Marshall, 2009):
Mentorship-- students who participate in undergraduate research should have the support of a faculty mentor and a peer learning community. This mentorship involves a professional collaborative interaction in which the faculty mentor focuses primarily on student learning rather than the product or results of the project.
Originality-- students should make a meaningful contribution to the scholarly or creative project. The project should be at least partially novel, and the student should participate in developing and designing it. Along with the guidance of a mentor, the student should share responsibility for the project outcome. The student should develop a sense of intellectual independence through self-motivated inquiry and discovery.
Acceptability-- The student’s work should employ techniques and methodologies that are both appropriate and recognized by the discipline. The scholarly or creative project should also include a reflective and synthetic component appropriate to the discipline.
Dissemination-- When the project is completed, the student should have an opportunity for professional quality communication and presentation. The project should include a final, tangible product for which both the process and results are peer-reviewed, critiqued, juried, or judged in a manner that is consistent with disciplinary standards.
What are some benefits of undergraduate research?
According to Beckman & Hensel (2009):
Students are more likely to engage actively in their learning when stimulated by a research question.
Through solving research problems, students’ thinking can become more organized and creative.
Undergraduate research allows students to gain confidence in their intellectual abilities and perhaps encourage them to think about furthering their education beyond a baccalaureate degree.
The opportunities for presenting research can help to improve students’ written and oral communication skills.
Research teams also benefit from undergraduate research because these students can bring “fresh perspectives, insights, and energy to investigations” (p. 43).
What are some tips for mentoring an undergraduate researcher?
The following tips from DeCosmo & Harris (2007) provide suggestions for mentoring an undergraduate researcher:
Develop a project that is challenging and allows the student to generate their own findings or data.
Design a selection process:
Post descriptions of the position in class or on a department’s website.
Consider what the application process will be and whether an interview will take place.
Define expectations:
Formulate a work plan
Will academic credit be received?
Encourage student to share ideas as the project progresses
Be flexible and keep in mind undergraduate needs, such as course schedules, when devising a work plan
Introduce the student to the culture of research:
Mentor on topics such as ethics, safety protocols, and issues in human subjects or animal research.
Introduce student to research resources and inform them about the importance of documentation.
Keep communication open:
Schedule regular meetings to discuss progress on the project
Discuss other issues in the student’s life including coursework and stress levels.
Encourage scholarly interaction:
Expose student to visiting scholar lectures
Suggest scholarship opportunities
Give student a chance to present their work at seminars or conferences.
How can reflection be implemented in this high-impact environment?
Select from the questions below based on the integrative and lifelong learning outcomes essential to your course or topic, adjusting the questions as needed to the level of students you are teaching.
Choose appropriate reflection activities.
Use the assessment descriptions below as a guideline for evaluating student reflections.
