Skip to main content Accessibility help
×
Hostname: page-component-76fb5796d-r6qrq Total loading time: 0 Render date: 2024-04-28T11:49:24.158Z Has data issue: false hasContentIssue false

Part II.2 - Key Measures for the Implementation of Undergraduate Research

from Part II - Implementation, Approaches, Methods

Published online by Cambridge University Press:  11 August 2022

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
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
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

References

Bradley, E. D., Bata, M., Fitz Gibbon, H. M., Ketcham, C. J., Nicholson, B. A., & Pollack, M. (2017). Structure of mentoring in undergraduate research: Multi-mentor models. Scholarship and Practice of Undergraduate Research, 1(2), 3542. https://doi.org/10.18833/spur/1/2/12Google Scholar
Fung, D. (2017). Connected curriculum for higher education. UCL Press. www.jstor.org/stable/j.ctt1qnw8nfGoogle Scholar
Gentile, J., Brenner, K., Stephens, A., & Committee on Strengthening Research Experiences for Undergraduate STEM Students. (2017). Undergraduate research experiences for STEM students: Successes, challenges, and opportunities. National Academy Press.Google Scholar
Hall, E., Walkington, H., Shanahan, J., Ackley, E., & Stewart, K. (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), 1527.CrossRefGoogle Scholar
Holmwood, C., & Scales, P. (2018). Liminality in higher education – Gaps and moments of uncertainty as legitimate learning spaces. In Taylor, J., & Holmwood, C. (Eds.), Learning as a creative and developmental process in higher education: A therapeutic arts approach and its wider application. Routledge.Google Scholar
Johnson, W. B. (2016). On being a mentor: A guide for higher education faculty. Taylor & Francis.Google Scholar
Johnson, W. B. (2018). Foreword. In Vandermaas-Peeler, M., Miller, P., & Moore, J. (Eds.), Excellence in mentoring undergraduate research (pp. ixxi). Council on Undergraduate Research.Google Scholar
Joshi, M., Aikens, M. L., & Dolan, E. L. (2019). Direct ties to a faculty mentor related to positive outcomes for undergraduate researchers. BioScience, 69(5), 389397. https://doi.org/10.1093/biosci/biz039Google Scholar
Ketcham, C., Hall, E., Fitz Gibbon, H., & Walkington, H. (2018). Co-mentoring in undergraduate research: A faculty development perspective. In Vandermaas-Peeler, M., Miller, P., & Moore, J. (Eds.), Excellence in mentoring undergraduate research (pp. 155180). Council on Undergraduate Research.Google Scholar
Ketcham, C. J., Hall, E. E., & Miller, P. C. (2017). Co-mentoring undergraduate research: Student, faculty and institutional perspectives. PURM: Perspectives on Undergraduate Research Mentoring, 6(1), 113. www.elon.edu/u/academics/undergraduate-research/purm/wp-content/uploads/sites/923/2019/06/final_Ketcham-Hall-Miller_main.pdfGoogle Scholar
Kuh, G. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.Google Scholar
Larson, S., Partridge, L., Walkington, H., Wuetherick, B., & Moore, J. (2018). An international conversation about mentored undergraduate research and inquiry and academic development. International Journal for Academic Development, 23(1), 614.CrossRefGoogle Scholar
Levenson, C. W. (2010). Enhancing undergraduate research in the arts and humanities. AAC&U: Peer Review, 12(2), 13–16.Google Scholar
Mullen, C. A. (2016). Alternative mentoring types. Kappa Delta Pi Record, 52(3), 132136.Google Scholar
Nicholson, B. A., Pollock, M., Ketcham, C. J., Fitz Gibbon, H. M., Bradley, E. D., & Bata, M. (2017). Beyond the mentor–mentee model: A case for multi-mentoring in undergraduate research. PURM, 6(1). https://openworks.wooster.edu/facpub/373Google Scholar
Schantz, M. S. (2008). Undergraduate research in the humanities: Challenges and prospects. Council on Undergraduate Research Quarterly, 29(2), 2630.Google Scholar
Shanahan, J., Ackley-Holbrook, E., Hall, E., Stewart, K., & Walkington, H. (2015). Salient practices of undergraduate research mentors: A review of the literature. Mentoring and Tutoring, 23(5), 359376.CrossRefGoogle Scholar
Spronken-Smith, R. A., Brodeur, J. J., Kajaks, T., Luck, M., Myatt, P., Verburgh, A., Walkington, H., & Wuetherick, B. (2013). Completing the research cycle: A framework for promoting dissemination of undergraduate research and inquiry. Teaching & Learning Inquiry, 1(2), 105118.Google Scholar
Thiry, H., & Laursen, S. L. (2011). The role of student–advisor interactions in apprenticing undergraduate researchers into a scientific community of practice. Journal of Science Education and Technology, 20(6), 771784.Google Scholar
Walkington, H., Hall, E., Shanahan, J., Ackley, E., & Stewart, K. (2018). Striving for excellence in mentoring undergraduate research: The challenges and approaches to ten salient practices. In Vandermaas-Peeler, M., Miller, P., & Moore, J. (Eds.), Excellence in mentoring undergraduate research (pp. 105130). Council on Undergraduate Research.Google Scholar
Walkington, H., Stewart, K. A., Hall, E. E., Ackley, E., & Shanahan, J. O. (2019). Salient practices of award-winning undergraduate research mentors – Balancing freedom and control to achieve excellence. Studies in Higher Education, 45(7), 15191532. https://doi.org/10.1080/03075079.2019.1637838CrossRefGoogle Scholar
Wuetherick, B., Willison, J., & Shanahan, J. O. (2018). Mentored undergraduate research at scale: Undergraduate research in the curriculum as pedagogy. In Vandermaas-Peeler, M., Miller, P., & Moore, J. (Eds.), Excellence in mentoring undergraduate research (pp. 181202). Council on Undergraduate Research.Google Scholar

References

Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103, 118. https://doi.org/:10.1037/a0021017Google Scholar
Bybee, R. W., Taylor, J. A., Gardner, A., van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. BSCS.Google Scholar
De Jong, T. (2006). Technological advances in inquiry learning. Science, 312(5773), 532533.Google Scholar
De Jong, T., & van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179202. https://doi.org/10.3102/00346543068002179Google Scholar
Fischer, F., Kollar, I., Ufer, S., Sodian, B., Hussmann, H., Pekrun, R., Neuhaus, B., Dorner, B., et al. (2014). Scientific reasoning and argumentation: Advancing an interdisciplinary research agenda in education. Frontline Learning Research, 2(3), 2845.Google Scholar
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Prentice-Hall.Google Scholar
Leijen, Ä., Valtna, K., Leijen, D. A. J., & Pedaste, M. (2012). How to determine the quality of students’ reflections? Studies in Higher Education, 37(2), 203217. https://doi.org/10.1080/03075079.2010.504814CrossRefGoogle Scholar
Mäeots, M., & Pedaste, M. (2014). The role of general inquiry knowledge in enhancing students’ transformative inquiry processes in a web-based learning environment. Journal of Baltic Science Education, 13(1), 1932.CrossRefGoogle Scholar
Mäkitalo-Siegl, K., Kohnle, C., & Fischer, F. (2011). Computer-supported collaborative inquiry learning and classroom scripts: Effects on help-seeking processes and learning outcomes. Learning and Instruction, 21(2), 257266. https://doi.org/10.1016/j.learninstruc.2010.07.001Google Scholar
Mieg, H. A. (2019). Introduction. In Mieg, H. A. (Ed.), Inquiry-based learning –Undergraduate research: The German multidisciplinary experience (pp. 116). Springer (open access). https://doi.org/10.1007/978-3-030-14223-0CrossRefGoogle Scholar
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8(422). https://doi.org/10.3389/fpsyg.2017.00422Google Scholar
Pedaste, M., Mäeots, M., Leijen, Ä., & Sarapuu, S. (2012). Improving students’ inquiry skills through reflection and self-regulation scaffolds. Technology, Instruction, Cognition and Learning, 9(1–2), 8195.Google Scholar
Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C. et al. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 4761.Google Scholar
Teig, N., Scherer, R., & Nilsen, T. (2018). More isn’t always better: The curvilinear relationship between inquiry-based teaching and student achievement in science. Learning and Instruction, 56, 2029.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

References

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), 2940. https://doi.org/10.1187/cbe.14-01-0004Google Scholar
Bauer, K. W., & Bennett, J. S. (2003), Alumni perceptions used to assess undergraduate research experience. Journal of Higher Education, 74(2), 210230.CrossRefGoogle Scholar
Billing, D. (2007). Teaching for transfer of core/key skills in higher education: Cognitive skills. Higher Education, 53, 483516.CrossRefGoogle Scholar
Blockus, L. (2012). The challenge of the count. Council on Undergraduate Research Quarterly, 32(3), 48.Google Scholar
Brew, A. (2006). Research and teaching: Beyond the divide. Palgrave Macmillan.Google Scholar
Crawford, I., Orel, S. E., & Shanahan, J. O. (Eds.). (2014). How to get started in arts and humanities research with undergraduates. Council on Undergraduate Research.Google Scholar
Crowe, M., & Brakke, D. (2008). Assessing the impact of undergraduate research experiences on students: An overview of current literature. Council on Undergraduate Research Quarterly, 28(1), 4350.Google Scholar
Crowe, M., & Brakke, D. (2020). Assessing undergraduate research experiences: An annotative bibliography. Scholarship and Practice of Undergraduate Research, 3(2), 2130. https://doi.org/10.18833/spur/3/2/3Google Scholar
Crowe, M., Stanford, D., & Shattell, M. (2010). Student and faculty perceptions of the National Conference on Undergraduate Research (NCUR). Council on Undergraduate Research Quarterly, 31(1), 1417.Google Scholar
Dolan, E. L. (2016). Course-based undergraduate research experiences: Current knowledge and future directions. Committee on Strengthening Research Experiences for Undergraduate STEM Students / National Science Foundation. Retrieved from https://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_177288.pdfGoogle Scholar
Eagan, M. K. Jr., Hurtado, S., Chang, M., 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), 463713.Google Scholar
Estrada, M., Hernandez, P. R., & Schultz, P. W. (2018). A longitudinal study of how quality mentorship and research experience integrate underrepresented minorities into STEM careers. CBE–Life Sciences Education, 17(1), 113. https://doi.org/10.1187/cbe.17-04-0066Google Scholar
Finley, A., & McNair, T. (2013). Assessing underserved students’ engagement in high-impact practices. Association of American Colleges and Universities.Google Scholar
Gilliams, T., Morris, L., Woodward, K., Rice, K., & Osgood, D. (2008). Models and assessment of collaborative research in the arts and humanities. Council on Undergraduate Research Quarterly, 29(3), 3437.Google Scholar
Hathaway, R. S., Nagda, B., & Gregerman, S. (2002). The relationship of undergraduate research participation to graduate and professional education pursuit: An empirical study. Journal of College Student Development, 43(5), 614631.Google Scholar
Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. Higher Education Academy. www.researchgate.net/publication/256208546_Developing_Undergraduate_Research_and_InquiryGoogle Scholar
Hensley, M. K., & Johnson, H. R. (2019). The library as collaborator in student publishing: An index and review of undergraduate research journals. Scholarship and Practice of Undergraduate Research, 2(4), 5867.Google Scholar
Hill, J., & Walkington, H. (2016). Developing graduate attributes through participation in undergraduate research conferences. Journal of Geography in Higher Education, 40(2), 222237. https://doi.org/10.1080/03098265.2016.1140128Google Scholar
Hogan, M., Dwyer, C., Harney, O., Noone, C., & Conway, R. (2015). Metacognitive skill development and applied systems science: A framework of metacognitive skills, self-regulatory functions and real-world applications. In Peña-Ayala, A. (Ed.), Metacognition: Fundaments, applications, and trends (pp. 75106). Springer International Publishing.Google Scholar
Hunter, A. B., Laursen, S. L., & Seymour, E. (2006). Becoming a scientist: The role of undergraduate research in students’ cognitive, personal, and professional development. Science Education, 91(1), 3674.Google Scholar
Hurtado, S., Eagen, K., Figueroa, T., & Hughes, B. (2014). Reversing underrepresentation: The impact of undergraduate research programs on enrollment in STEM graduate programs. Retrieved from www.heri.ucla.edu/nih/downloads/AERA-2014-Undergraduate-Research-And-STEM-Grad-Enrollment.pdfGoogle Scholar
Johnson, D. C., & Gould, C. (2009). Special challenges of assessing undergraduate research in the arts and humanities. Council on Undergraduate Research Quarterly, 29(3), 3338.Google Scholar
Jordan, T. C., Burnett, S. H., Carson, S., Caruso, S. M., Clase, K., DeJong, R. J., Dennehy, J. J., Denver, D. R., et al. (2014). A broadly implementable research course in phage discovery and genomics for first-year undergraduate students. mBio, 5(1), e01051–13. https://doi.org/10.1128/mbio.01051-13Google Scholar
Karukstis, K. K., & Elgren, T. E. (Eds.). (2007). Designing and sustaining a research-supportive curriculum: A compendium of successful practices. Council on Undergraduate Research.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). Assessing undergraduate research in the sciences: The next generation. Council on Undergraduate Research Quarterly, 35(3), 914.Google Scholar
Laursen, S. L., Hunter, A.-B., Seymour, E. Thiry, H., & Melton, G. (2010). Undergraduate research in the sciences: Engaging students in real science. Jossey-Bass.Google Scholar
Lopatto, D. (2010). Science in solution: The impact of undergraduate research on student learning. Research Corporation for Science Advancement.Google Scholar
Mieg, H. A. (Ed.). (2019). Inquiry-based learning – Undergraduate research: The German multidisciplinary experience. Springer (open access). https://doi.org/10.1007/978-3-030-14223-0CrossRefGoogle Scholar
Nadelson, L., Walters, L., & Waterman, J. (2010). Course-integrated undergraduate research experiences structured at different levels of inquiry. Journal of STEM Education: Innovations and Research, 11(1–2), 2744.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. Review of Higher Education, 22(1), 5572. https://doi.org/10.1353/rhe.1998.0016CrossRefGoogle Scholar
Panadero, E., Jönsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 7498.Google Scholar
Rivera, J., Khelifa, M., Hamdah, B. A., Al-Hamadi, A. M., & Zdgiebloski, E. S. (2018). A global conversation: Reflections from the first World Congress on Undergraduate Research. Scholarship and Practice of Undergraduate Research, 2(1), 5559. https://doi.org/10.18833/spur/2/1/4Google Scholar
Rodenbusch, S., Hernandez, P. R., Simmons, S. L., & Dolan, E. L. (2016). Early engagement in course-based research increases graduation rates and completion of science, engineering and mathematics degrees. CBE–Life Sciences Education, 15(2), article 20. https://doi.org/10.1187/cbe.16-03-0117Google Scholar
Scharff, L., Draeger, J., Verpoorten, D., Devlin, M., Dvorakova, L., Lodge, J., & Smith, S. (2017). Exploring metacognition as support for learning transfer. Teaching & Learning Inquiry, 5(1), 114.Google Scholar
Schinske, J., Balke, V. L., Bangera, G., Bonney, K. M., Brownell, S. E., Carter, R. S., Curran-Everett, D., Dolan, E. L., et al. (2017). Broadening participation in biology education research (BER): Engaging community college students and faculty. CBE–Life Sciences Education, 16(2), 111. www.lifescied.org/doi/10.1187/cbe.16-10-0289Google Scholar
Schmitz, H. J., & Havholm, K. (2015). Undergraduate research and alumni: Perspectives on learning gains and post-graduation benefits. Council on Undergraduate Research Quarterly, 35(3), 1522.Google Scholar
Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111139.Google Scholar
Shaffer, C. D., Alvarez, C., Bailey, C., Barnard, D., Bhalla, S., Chandrasekaran, C., Chandrasekaran, V., Chung, H.-M., et al. (2010). The Genomics Education Partnership: Successful integration of research into laboratory classes at a diverse group of undergraduate institutions. CBE–Life Sciences Education, 9(1), 5569. https://doi.org/10.1187/09-11-0087Google Scholar
Shanahan, J. (2012). Building undergraduate research into the curriculum. In Hensel, N. & Paul, E. (Eds.), Faculty support and undergraduate research: Innovation in faculty role definition, workload, and reward (pp. 6876). Council on Undergraduate Research.Google Scholar
Shortlidge, E. E., & Brownell, S. E. (2016). How to assess your CURE: A practical guide for instructors of course-based undergraduate research experiences. Journal of Microbiology and Biology Education, 17(3), 399408. www.asmscience.org/content/journal/jmbe/10.1128/jmbe.v17i3.1103Google Scholar
Singer, J., & Weiler, D. (2009). A longitudinal student outcomes evaluation of the Buffalo State College summer undergraduate research program. Council on Undergraduate Research Quarterly, 29(3), 2025.Google Scholar
Singer, J., & Zimmerman, B. (2012). Evaluating a summer undergraduate research program: Measuring student outcomes and program impact. Council on Undergraduate Research Quarterly, 32(3), 4047.Google Scholar
Spronken-Smith, R., Brodeur, J., Kajaks, T., Luck, M., Myatt, P., Verburgh, A., Walkington, H., & Wuetherick, B. (2013). Completing the research cycle: A framework for promoting dissemination of undergraduate research and inquiry. Teaching & Learning Inquiry, 1(2), 105118.Google Scholar
Stanford, J. S., Rocheleau, S. E., Smith, K. P. W., & Mohan, J. (2017). Early undergraduate research experiences lead to similar learning gains for STEM and non-STEM undergraduates. Studies in Higher Education, 42(1), 115129. https://doi.org/10.1080/03075079.2015.1035248Google Scholar
Vandermaas-Peeler, M., Miller, P., & Moore, J. (Eds.). (2018). Excellence in mentoring undergraduate research. Council on Undergraduate Research.Google Scholar
Willison, J. W. (2009). Multiple contexts, multiple outcomes, one conceptual framework for research skill development in the undergraduate curriculum. Council on Undergraduate Research Quarterly, 29(3), 1014.Google Scholar
Willison, J., Zhu, X., Xie, B., Yu, X., Chen, J., Zhang, D., Shahshoug, I., & Sabir, F. (2020). Graduates’ affective transfer of research skills and evidence-based practice from university to employment in clinics. BMC Medical Education, 20, article 89. https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909–020-1988-xCrossRefGoogle ScholarPubMed
Wolters, C., & Hussain, M. (2015). Investigating grit and its relations with college students’ self-regulated learning and academic achievement. Metacognition and Learning, 10(3), 293311.Google Scholar
Wuetherick, B., Willison, J. W., & Shanahan, J. (2018). Mentored undergraduate research at scale: Undergraduate research in the curriculum and as pedagogy. In Vandermaas-Peeler, M., Miller, P., & Moore, J. (Eds.), Excellence in mentoring undergraduate research (pp. 181202). Council on Undergraduate Research.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), 233250. www.tandfonline.com/doi/abs/10.1080/03075079.2011.651448Google Scholar

References

Brew, A. (2013). Understanding the scope of undergraduate research: A framework for curricular and pedagogical decision-making. Higher Education, 66(5), 603618.CrossRefGoogle Scholar
Douglas, C., Yearsley, J., Scott, G. W., & Hubbard, K. E. (2018). The student thesis conference as a model for authentic and inclusive student research dissemination. Higher Education Pedagogies, 3(1), 331353.Google Scholar
Durham University (n.d.). Durham English Review: An undergraduate journal. Welcome. https://community.dur.ac.uk/durham.englishreview/Google Scholar
Gavey, R., Harper, A., Hill, M. F., Phillips, A., & Brown, G. T. L. (2020). The impact of undergraduate research journals on the scholarly world: Present but small. Education Sciences, 10(11), 338.CrossRefGoogle Scholar
Gopalan, C., Halpin, P. A., & Johnson, K. M. S. (2018). Benefits and logistics of nonpresenting undergraduate students attending a professional scientific meeting. Advances in Physiology Education, 42(1), 6874.Google Scholar
Helm, H. W., & Bailey, K. (2013). Perceived benefits of presenting undergraduate research at a professional conference. North American Journal of Psychology, 15(3), 527536.Google Scholar
Hensley, M. K., & Johnson, H. R. (2019). The library as collaborator in student publishing: An index and review of undergraduate research journals. Scholarship and Practice of Undergraduate Research, 2(4), 5867. https://doi.org/10.18833/spur/2/4/11Google Scholar
Hill, J., & Walkington, H. (2016). Developing graduate attributes through participation in undergraduate research conferences. Journal of Geography in Higher Education, 40(2), 222237.Google Scholar
Kneale, P., Edwards-Jones, A., Walkington, H., & Hill, J. (2016). Evaluating undergraduate research conferences as vehicles for novice researcher development. International Journal for Researcher Development, 7(2), 159177.CrossRefGoogle Scholar
Mabrouk, P. A. (2009). Survey study investigating the significance of conference participation to undergraduate research students. Journal of Chemical Education, 86(11), 13351340.CrossRefGoogle Scholar
Rivera, J., Khelifa, M., Hamdah, B. A., Al-Hamadi, A. M., & Zdgiebloski, E. S. (2018). A global conversation: Reflections from the first World Congress on Undergraduate Research. Scholarship and Practice of Undergraduate Research, 2(1), 5559. https://doi.org/10.18833/spur/2/1/4Google Scholar
Spellman, B. (2012). Building regional undergraduate research conferences for a national consortium of public liberal arts colleges. Council on Undergraduate Research Quarterly, 32(4), 3336.Google Scholar
Spronken-Smith, R. A., Brodeur, J. J., Kajaks, T., Luck, M., Myatt, P., Verburgh, A., Walkington, H., & Wuetherick, B. (2013). Completing the research cycle: A framework for promoting dissemination of undergraduate research and inquiry. Teaching & Learning Inquiry, 1(2), 105118.Google Scholar
Walkington, H. (2015). Students as researchers: Supporting undergraduate research in the disciplines in higher education. Higher Education Academy.Google Scholar
Walkington, H., Hill, J., & Kneale, P. E. (2017). Reciprocal elucidation: A student-led pedagogy in multidisciplinary undergraduate research conferences. Higher Education Research and Development, 36(2), 416429.CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×