Ten salient practices drawn from a large-scale literature review of mentoring practice over the last two decades are described. Then, the findings from interviews with 32 award-winning mentors from around the world are used to exemplify particular practices and highlight the characteristics and values of award-winning mentors. In so doing a database of award-winning mentors and the nature of the awards processes around the world is used to explore recognition and reward in relation to academic careers. Disciplinary differences in practices are discerned where possible at the broad subject level, e.g., in STEM the limitations for lab-based disciplines on facilitating open-ended inquiry with large classes, countered by excellent use of layered lab models for creating a sense of research community and vertical, peer and near-peer mentoring opportunities. In addition, the practices that mentors find particularly challenging are described. The implications of these findings for mentor training are outlined and a brief review of mentor training schemes provided. The way that mentors view the future of their mentoring practice concludes the chapter.

Over the last fifty years undergraduate research (UR) has transformed from a focus on selected students predominantly engaged in STEM (science, technology, engineering, and mathematics) disciplines at private US universities to one that challenges and transforms undergraduate curricula internationally for all, or many, students. The language used to describe UR varies between institutions, and includes terms such as ‘research-based education’ (Humboldt, Germany), ‘student as producer’ (Lincoln, UK), ‘problem-based and inquiry-based learning’ (McMaster, Canada), and ‘student as scholar’ (Miami, USA).

In this chapter, we discuss three classes of phenomena that are captured by the terms dependency and licensing, in clauses and nominal expressions: (i) the structural relation between a lexical head (e.g., V, N, A) and the functional structure projected by it such as the relation between a verb and an auxiliary or between a noun and a determiner; (ii) the selectional relation between a lexical head and the constituents that are combined with it to satisfy its argument structure, as in the case of the verb and the direct object; and (iii) the structural relation created by two different constituents that share the same referential index. In the third case, we observe two major types: a constituent is displaced, as in the case of the subject of a passive clause or a wh-constituent; or two constituents share the same referent but have different functions in the clause (or in different clauses), as is the case of pronouns and their antecedents. The dependencies dealt with in the first two cases are ‘local’, while the others can be long distance. Most of the analyses of the dependency phenomena relate the relative richness in inflexional morphology to variation in word order, argument marking, agreement, and the realization of pronominal reference.

Undergraduate research experiences have been identified as a high-impact practice in higher education.Within the physics community, research experiences were cited as a critical educational experience for undergraduate students by many thriving physics programs. Furthermore, the discipline has, for many years, supported undergraduate research experiences by advocating for and funding such programs as well as providing opportunities for undergraduate students to present their research at professional conferences and in peer-reviewed professional journals. In this chapter, the authors briefly highlight the benefits of research experiences to undergraduate physics students along with some of the known or community-accepted best practices for engaging undergraduate students in research. The authors also discuss the challenges faced by the community surrounding equity and our ability to engage all students in this meaningful professional and educational experience. While challenges exist, there are opportunities for the physics community to successfully address them through hard work, creativity, and innovation.

Brazil accounts for half of South America’s territory and population. Given this large scale and its federal structure, the country can be described as highly heterogeneous. In this context, universities have a crucial role in social change and mobility. Research is closely linked to university life. This chapter provides an overview of undergraduate research in Brazil and its impact on individuals, universities, and society. First, we present an historical outline of the development of the national education and higher education system. Second, we describe administrative issues and cultural impact. Third, we show examples of best practice, selecting specific disciplines and aspects. Finally, we summarize the main themes and provide an outlook on expected further developments concerning undergraduate research in Brazil.

With radical changes in social problems and the need for research to be application-oriented a change has been noticed in undergraduate research (UR) as it tends to become interdisciplinary in nature. Interdisciplinary research is developing intensively, drawing from various fields of research as opposed to the traditional form of research. Although the institutionalization of UR is a relatively recent phenomenon within the higher education community, the roots of research-focused universities can be traced back to the nineteenth century with the Humboldtian model of higher education (i.e., the integration of research and teaching) and the founding of the University of Berlin. Interdisciplinary undergraduate research (IUR) takes UR to a higher cognitive level by conducting research with students across the sciences, humanities, and the arts. This chapter focuses on how IUR is being used to increase student engagement and academic achievement. Within this context, this chapter addresses the following two research questions: (1) How is UR fostered or transformed by interdisciplinarity to produce IUR? and (2) What are the future challenges of UR with respect to interdisciplinarity?

It has long been known that undergraduate research can also be beneficial in legal studies, not least for underrepresented students (cf. Hathaway et al., 2002). However, legal education has a special and – in contrast to most other disciplines – a country-specific relationship to research-based learning at undergraduate as well as at postgraduate level. The modalities and space for designing research-based learning courses depend largely on the respective subjects and methods of research. In jurisprudence, however, these vary considerably depending on the characteristics of the respective jurisdiction and its legal system.

Architecture is a university subject with educational roots in both the technical university and art/specialized architecture schools, yet it lacks a strong research orientation and is focused on professional expertise. This chapter explores the particular role of research within architectural education in general by discussing two different cases for the implementation of undergraduate research in architecture: during the late 1990s and early 2000s at the University of Sheffield, UK, and during the 2010s at RWTH Aachen University, Germany. These examples illustrate the asynchronous beginnings of similar developments, and also contextualize differences in disciplinary habitus and pedagogical approaches between Sheffield, where research impulses stemmed from within the Architectural Humanities, and Aachen with its strong tradition as a technical university.

Indiana University Purdue University–Indianapolis (IUPUI) is an urban public research university. Undergraduate research has been a cornerstone of the campus culture for more than twenty years. Currently, about 15% of undergraduate students engage in credit-bearing, paid, or volunteer research experiences. The campus-wide Center for Research and Learning (CRL) offers a comprehensive set of course-independent programs aimed at promoting innovative, inquiry-based learning across all undergraduate majors and populations during the academic year and summer recess. These programs support both one-on-one mentored research as well as opportunities to participate in team-based multidisciplinary research experiences that are documented in the digital Applied and Experiential Learning Record. Various research programs focus on engaging underrepresented minority, disadvantaged, and underserved students. Writing assignments and student and mentor surveys have confirmed that students engaged in undergraduate research acquire both research-specific and transferable skills.

While there has been much discussion around the role of academics and practitioners, there has been a surprising absence of how undergraduate students play an important role in the nexus of research, teaching, and impact. The chapter describes six vignettes from Australia, Malaysia, the UK, and the US to show how programs and activities can provide research training, transferable skills, and status for undergraduate students, as well as valuable insights for people, organizations, society, and the environment. The chapter explains how students can use research for academic and practical impact. The examples also demonstrate how high-quality undergraduate research within business schools can productively inform thinking, behavior, and decision making outside of universities.

The theoretical contextualization of undergraduate research is undertaken, on the one hand, within the framework of research-based learning (RBL). RBL is experiencing an enormous expansion worldwide in the context of teacher training and is, on the other hand, located within the professionalization discourse, namely that teacher education must focus on the professional activity as a teacher and help to develop it further. For example, the central aspects of teachers’ professional knowledge consist of a combination of “pedagogical content knowledge,” “general pedagogical knowledge,” “curriculum knowledge,” and “subject matter content knowledge” within the disciplines. Accordingly, university education must enable students to acquire deep and flexible knowledge in order to create the necessary basis for successful teaching/learning processes and enable students to find professional solutions to complex pedagogical problems and social challenges, such as reducing educational inequality and establishing educational justice.

The development of a research culture in higher education institutions is a significant issue, but with little empirical evidence in the Mexican context, especially at the undergraduate level. The objective of this chapter nonetheless is to analyze the theoretical and practical dimensions of undergraduate research undertaken by different Mexican institutions. The chapter is structured in four parts, beginning with a description of the Mexican educational system and the objectives that higher education has in order to develop professional research, continuing with a description of the role that the National Council of Science and Technology has developed in the development and infrastructure of research in the country. Subsequently, best practice and results are addressed where undergraduate research and development has been enhanced, and the chapter ends with the future developments that are envisioned in higher education institutions in Mexico.

Until relatively recently, knowledge of the history of Romance languages was based on written sources. Writing traditions are usually conservative and rarely reflect more informal and sociolinguistically lower registers. Nonetheless, one must acknowledge the important function of written documentation in the understanding of a complex, multi-faceted, but partly inaccessible linguistic reality: a careful and circumspect use of written sources remains the main path for a critical interpretation of the linguistic facts of the past, together with historical-comparative reconstructions. From the first century BCE, there was an increasing diaphasic differentiation in the Latin-speaking world between a formal register and an informal one, so called ‘vulgar (or Late) Latin’. Deviations from norm often expose the linguistic structures of the emerging Romance languages, the earliest attestations of which date back to the ninth–tenth centuries and show a clear awareness of the difference between Latin and Romance. From the twelfth–thirteenth centuries, some areas began to codify certain scriptae which, despite their importance, present several linguistic problems. In the second half of the nineteenth century, dialectological studies acquired an important role, leading to dialectometry and scriptology, the latter at the crossroad of geolinguistics and corpus-linguistics.

Indonesia is the fourth most populous country in the world after China, India, and the USA, and its population will continue to grow in coming years. With a population of more than 270 million, and bracing for the “demographic bonus” in 2030, in which the number of people at the productive age is predicted to reach its highest ever peak, Indonesia is witnessing a higher growth rate among its student population than its overall population. The number of university graduates in 2019 was 1,756,239 and is predicted to grow each year. In 2019, Indonesia had 4,711 higher education institutions (HEIs) registered by the Ministry of Education and Culture, of which only 122 were public institutions. However, 49 percent of the annual student intake in that year went to public HEIs (876,458), while the rest went to private institutions (1,084,634), clearly demonstrating the highly competitive nature of public HEIs in general (Kementerian Riset, Teknologi, dan Pendidikan Tinggi, 2019).

Higher education in Canada seeks to provide opportunities for students to succeed by advancing scholarly, technical, and practical (employability) skills. Some institutions, especially research-oriented degree-granting universities, engage students with research in order to advance such skills. Increasingly, undergraduate research opportunities align with preparing students for further studies or the workforce through projects that connect with community and industry. Faculty, staff, and administrators provide undergraduate research through curricular and co-curricular initiatives as a proven way to enhance and amplify the student experience while driving research outputs and campus partnerships. Current trends mean an intensification of challenges to sustain funding for the traditional faculty-mentored student project. As a result, diversification of undergraduate research is occurring. While benefits for students are still generated in terms of skill development and career clarification, Canadian campuses are investing in more innovative opportunities.

Language contact is at the base of potential changes in language, whose extent may vary considerably depending on the degree of multilingual interaction. Therefore, the study of language contact is key to the understanding of the evolutionary dynamics of language. The Romance linguistic landscape cuts across multiple possible contact-setting types, and the empirical evidence for contact-induced change involving Romance is abundant. The Romance languages thus qualify as an ideal testbed for language contact studies. This chapter highlights the difference between innovative and conservative effects of language contact and discusses borrowing as the fundamental process and result of contact-induced language change, distinguishing between RL and SL agentivity, and between matter borrowing and pattern borrowing. Several case studies of borrowing are presented in relation to different components of grammar, namely phonology, prosody, morphology, and syntax. The upper limits of borrowing are discussed (in terms of areal formation and mixed language genesis) and a number of predictors of grammatical borrowing are reviewed. Issues concerning the so-called borrowability hierarchies are critically addressed.