The implementation of undergraduate research in music is occurring at many institutions as an expansion and renaming of a wide variety of creative activities that heretofore have not been labeled as research. A rapidly increasing number of examples exist around the world, and these can serve as models for future projects and programs. What is needed now is the implementation, adaptation, improvement, and assessment of these models so that all music students have such opportunities. Many other disciplines have a long history of such activity.

Research is increasingly international. There is a rising awareness that sharing knowledge and perspectives contributes to finding solutions to global challenges. It thus seems logical for researchers involved in teaching to share this international experience with students and offer them an international research-based learning opportunity. In this chapter, we look at undergraduate research projects organized in cooperation with partner universities abroad. We ask what form these collaborations take, what challenges they meet in crosscultural teaching and learning settings, and what we can learn from their experience.

Undergraduate research requires students to address key contemporary issues that challenge democratic society: how knowledge develops, how truth is established, and the importance of values and relationships within the scientific endeavor. This chapter argues that undergraduate research rests on, and has grown as a consequence of, changes in how knowledge is produced, including the freeing of disciplinary boundedness and the democratization of knowledge production. The latter is fundamental to undergraduate research because it raises questions about the relationship of research to society. It critically questions who the scholars are in universities and challenges elitist notions regarding the generation of knowledge. The chapter argues that fundamental philosophical challenges that underpin traditional research, and still persist in research practice, have provided opportunities for new forms of research and pedagogy. As such, undergraduate research has the capacity to transform students’ lives and to teach them how to live and work in a complex society characterized by ambiguity and unpredictability.

Undergraduate research and inquiry-based learning in economics are on the rise. In this chapter we discuss the benefits and costs of undergraduate research and provide examples of good practice. Our analysis shows that economics students are actively engaged in the research process through various curriculum-based and extracurricular learning opportunities. We also observe that research content is more emphasized than research process in economics students’ inquiry-based learning. Non-curricular research activities are best described by research-tutored activities according to the Healey model. Using the literature of distinguished economists and similar writing-based activities remains the most popular inquiry-based learning model in economics.

Future biologists require a profound understanding of leading biological concepts, mechanisms, methods, experimental design and data analysis on top of subject-specific expertise. Early and continued exposure to undergraduate research (UR) formats offers a central key to train the next generation of biologists, to drive student motivation and to facilitate early career decisions. UR formats can be classified at different pedagogical levels. At the highest level, students conduct their own independent research and create new knowledge. Course-based research experiences (CUREs) are suitable for larger groups and produce outcomes similar to research internships but require increased creativity on the side of faculty, depending on the respective framework and group size. To implement UR represents a challenge for faculty, as roles change from teaching toward mentoring, increasing the workload. Nevertheless, biology offers a wide variety of anchors for UR formats that are most suitable as an active learning element in biology education to balances pedagogical and research goals and increase student motivation.

Part II describes how undergraduate research is put into practice. The first five chapters present implementation models of undergraduate research programs at the curricular and co-curricular level that are common in European and US institutions. Subsequent chapters outline key characteristics of these models as they relate to student mentoring, phases of research-based learning, assessment of student learning, and dissemination of scholarly work.

This chapter explores the relation between textual attestation and comparative reconstruction in understanding the development of the Romance languages from Latin. It argues that both are required for a full understanding of the changes that have taken place, and that there are no grounds for prioritizing one above the other. The chapter reviews the debate around the Dictionnaire Étymologique Roman project and discussions concerning the periodization of Latin. It examines the relation between changes that emerge as a result of the internally motivated processes of grammaticalization and reanalysis and those induced by contact and borrowing. Attention is given to the special circumstances in which the emergent Romance vernaculars co-exist with and borrow from the standardized model of Classical Latin. Case studies discussed in this chapter include the development of grammatical gender and gender classes, perfect periphrases with the auxiliaries ‘be’ and ‘have’, constructions involving the verb ‘go’, the evolution of control and complementation with ‘want’ verbs, and the iteration of finite complementizers in the patterns which fall under the heading of recomplementation.

Undergraduate research in the chemical sciences is considered essential for understanding the scientific process and building transferable skillsets for a global workforce. Engagement in undergraduate research has been shown to help students gain critical skills while building confidence and fostering a sense of belonging and community that has been shown to be critical for attracting and retaining a diverse student and professional body of scientists. Several different models of undergraduate research in the chemical sciences exist, including the traditional assistantship to collaborator, consultant and course-based undergraduate research models. In recent years, the latter model has provided increased opportunities for undergraduates to participate in high-impact chemistry research as early as their first year of college. The chapter provides a short introduction to these models and includes selected examples highlighting their implementation, concluding with an outline of the importance of inclusive practices in undergraduate research.

In this contribution we acknowledge that morphology interacts with, and is intimately related to, semantics, syntax, and phonology, but we maintain that it has an existence independent to these systems and is not conceptually irreducible to them. This fact underlies the claim of the autonomy of morphology: that morphology possesses its own laws, principles, and methodology which are not simply deducible from or reducible to those of other disciplines. We provide a brief overview of the origins of the concept of autonomous morphology, the main ways that it has been applied to the Romance languages, and how it is related to the concept of the morphome. We then provide a typological overview of the canonical cases of linguistic structures which support the autonomy of morphology and note the magnitude of evidence from the Romance languages. We conclude with some theoretical observations and reflections as to why purely morphological phenomena have so often been reduced to syntactic or phonological explanations. We suggest that the answer lies in ingrained assumptions about the basic units of mental storage, morphology being conceived as a concatenative constructive process and a theoretical reductionist tendency to relate phenomena to a single coherent system and organizing principle.

Part III comprises views on undergraduate research in a broad disciplinary variety of disciplines. The section is structured within five subject clusters and a list of disciplines that do not match with the clustering. In general, we find examples of undergraduate research in any discipline. In some cases, as in psychology, undergraduate research had always been a (potential) component of the undergraduate curriculum. Therefore, undergraduate research doesn’t look new. In contrast, some university teachers, for instance in mathematics or law, are convinced that their discipline is too complicated to allow for undergraduate research. In the context of our handbook, by far the most common approach to undergraduate research is: just do research. When it comes to the implementation of undergraduate research, best practice arises with pioneering initiatives of engaged teachers or students and often results in organizational solutions, as in changed curricula, new research facilities, or a rethinking of research-based student–staff relationships.

Although health science disciplines may implement an element of research in the curriculum, the primary focus has been on learning clinical practice and the creation of safe practitioners. Examples of best practice include early implementation of research in the undergraduate curriculum, scaffolding, and collaboration. In order to improve practices related to undergraduate research in the health sciences, it is important to address the needs and developments required. These needs include changing the perceptions of the value of undergraduate research for both students and faculty, finding ways to add undergraduate research to an already full and potentially overwhelming curriculum, addressing the institutional barriers that prevent undergraduate research from occurring, and reducing barriers related to faculty experience and time constraints.

This chapter considers how the Romance languages can contribute to our understanding of the encoding of discourse-oriented meaning, both structurally, at the level of the sentence, and, interpretatively, at the level of the utterance; more precisely, it focuses on the discourse-oriented meaning that interfaces between the wider extra-sentential discourse context on the one hand, and the propositional core of the utterance and the sentence-internal discourse context on the other. We present an overview of the contribution of Romance languages to a number of the key issues associated with theories of discourse at the level of the sentence/utterance, such as the grammatical expression of clause type, the codification of illocutionary force, and the mapping between form and function in the realization of speech acts, which are the communicative actions effected through the production of an utterance; in particular, we distinguish the morphosyntactic notion of clause type, meant as the formal or grammatical structure of a sentence codified through the lexicalization of dedicated functional slots within the left periphery of the clause, from that of illocutionary force, a pragmatic notion which refers to the communicative function attached to that expression.

Higher education in the United States is characterized by a decentralized organizational structure in both public and private colleges and universities across the fifty states and five major territories. Institutional diversity is distinguished by fundamental, self-identifying features that include but are not limited to mission and history, location, funding and endowment, architecture and facilities, campus culture, and degrees offered. The history of the US educational system is of interest to the development of undergraduate research in view of the early emergence of college student research in American higher education and US leadership in undergraduate research. In the US undergraduate research began through the senior capstone or honors thesis requirement. Beginning in the late 1990s the growing recognition of undergraduate research as a high-impact educational practice for student success resulted in expansion of undergraduate research across disciplines and institutions impacting curriculum design, academic culture, and student outcomes.

The classical definition of theology reflects fides quaerens intellectum (faith seeking understanding). This definition underscores the premier role of faith, reason, and critical thinking in the exercise of theological studies. Religious studies for its part is a social science study of religion, which also applies critical thinking and reason in its research, but does not necessarily require faith. Therefore, both theology and religious studies have thrived by the application of the tools for critical thinking and reason. For undergraduate research in theology or religious studies, the methodological approach of students depends on the focus of the course. The different sub-disciplines of theology or religious studies adopt different approaches to research. Therefore, a course on the history of the Bible would require different research method and approach than a course about social justice or comparative religion. However, regardless of the course, it is important to always bear in mind that a typical piece of research on religious studies or theology will likely adopt diverse research approaches and methods.