Enhancing and Expanding Undergraduate Research E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B HE Single Issue Higher Education
• Sprache: Englisch

Seitenzahl: 218

Veröffentlichungsjahr: 2015

Beschreibung

Undergraduate research is a high-impact practice that sparks students' interest in learning, and it improves retention, student success, graduation rates, and postgraduation achievement. Many individual campuses have offered these programs for several years, and the Council on Undergraduate Research (CUR) has partnered with state systems of higher education and public and private consortia to foster the institutionalization of undergraduate research. This volume illustrates many of the successes that entire systems/consortia and their campuses have achieved, such as: * connecting undergraduate research to the curriculum, student success and completion, especially for underrepresented students * creating cross-campus discussions on curricula and pedagogy, research collaborations among departments and campuses, and enhanced interdisciplinary activities * addressing the challenges of workforce development and faculty issues--especially workload and tenure/promotion. This the 169th volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher education decision makers on all kinds of campuses, it provides timely information and authoritative advice about major issues and administrative problems confronting every institution.

Leseprobe

New Directions for Higher Education

Betsy O. Barefoot Jillian L. Kinzie CO-EDITORS

Enhancing and Expanding Undergraduate Research: A Systems Approach

Mitchell Malachowski

Jeffrey M. Osborn

Kerry K. Karukstis

Elizabeth L. Ambos

EDITORS

Number 169 • Spring 2015

Jossey-Bass

San Francisco

ENHANCING AND EXPANDING UNDERGRADUATE RESEARCH: A SYSTEMS APPROACH Mitchell Malachowski, Jeffrey M. Osborn, Kerry K. Karukstis, Elizabeth L. AmbosNew Directions for Higher Education, no. 169 Betsy O. Barefoot and Jillian L. Kinzie, Co-editors

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Contents

Editors' Notes

1: Realizing Student, Faculty, and Institutional Outcomes at Scale: Institutionalizing Undergraduate Research, Scholarship, and Creative Activity Within Systems and Consortia

The Transformative Role of Undergraduate Research

Overview of CUR and the Promotion of Undergraduate Research

History, Scope, and Goals of CUR's “Institutionalizing Undergraduate Research” Workshop Program

Strategies Used: An Overview of the Volume

References

2: The System Effect: Scaling High-Impact Practices Across Campuses

Introduction

An Overview of the Development of Higher Education Systems

Ongoing Environmental and Systemic Changes

The Implications of a Shifting Landscape for Systems

UR in System/Consortial Settings

Study of the Outcomes of CUR Professional Development for Systems/Consortia

Cross-Cutting Themes for System/Consortial Change in UR

Models for System/Consortium Support of Institutionalizing UR

Conclusions and Implications

References

3: Undergraduate Research and Its Impact on Student Success for Underrepresented Students

The California State University System

Impact of Undergraduate Research on Underrepresented Student Success

Enhancing Undergraduate Research for Underrepresented Minorities Within the CSU

Leveraging the System to Institutionalize Undergraduate Research Across the CSU

Future Directions

References

4: Undergraduate Research and Economic Development: A Systems Approach in Wisconsin

Economic Development as a New Imperative for Higher Education

The Wisconsin Story: State-Level Strategies to Connect Undergraduate Research and Economic Development

Conclusions

References

5: Faculty Workload Issues Connected to Undergraduate Research

Early Steps to Advance COPLAC's Culture of Undergraduate Research

National Trends and COPLAC Practice

Moving Undergraduate Research From the Margins to the Center of Faculty Life

Conclusions

References

6: Making Undergraduate Research a Central Strategy in High-Impact Practice Reform: The PASSHE Journey

The PASSHE Context

Relating PASSHE to the Higher Education System Context for Student Success

Undergraduate Research as a Signature Strategy for Student Success in PASSHE

Moving Forward

References

7: Fostering Resources for Undergraduate Research at the City University of New York

Introduction

Centralized Support for Research

Commitments to Undergraduate Research at CUNY Colleges

Examples of Institutionalization of Undergraduate Research at the CUNY Colleges

Institutional Grants and Programs to Promote Undergraduate Research

Conclusions and Future Steps

References

8: Developing Research Skills Across the Undergraduate Curriculum

A Broad Definition of URSCA

Developing URSCA Skills

Consortial Involvement—GLCA Programming

Case Studies of Undergraduate Research Development Throughout the Curriculum

References

9: Fostering Undergraduate Research Change at the System and Consortium Level: Perspectives From the Council on Undergraduate Research

Bringing Undergraduate Research to Scale: What Works (and What Doesn't) in Institutionalizing Undergraduate Research Within Systems and Consortia?

Toward a Robust Theory of Change Model for Systems and Consortia: Insights From the CUR Professional Development Model

Implications for Internal and External Stakeholders Regarding Investments in Undergraduate Research

References

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Index

End User License Agreement

List of Tables

Chapter 2

Table 2.1

Chapter 5

Table 5.1

Table 5.2

Table 5.3

Table 5.4

Chapter 9

Table 9.1

List of Illustrations

Chapter 2

Figure 2.1 Original Support Structure of CUR Workshops

Figure 2.2 Support Structure With System/Consortium Incorporated

Chapter 3

Figure 3.1 Fall 2012 Enrollment by Ethnicity

Figure 3.2 CSU Northridge Six-Year Graduation Rates by Student Ethnicity and Self-Reported Number of Participations in High-Impact Practices

Chapter 6

Figure 6.1 PASSHE E&G Appropriation Versus Tuition and Fees

a

From 1983/1984 to 2011/2012

Guide

Cover

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Editors' Notes

Undergraduate research has been shown to be one of the high-impact practices that lead to substantial impacts on students’ cognitive and affective development in college. It addresses much of what we believe is important in education, as undergraduate research helps develop critical thinking skills and problem-solving abilities; it also improves retention, student success, graduation rates, and postgraduation achievement. Although the positive outcomes of undergraduate research are now well documented, its practice is still far from universal. Why is that the case? Some of the reasons are cultural or pedagogical, including undergraduate research not being part of the traditions of some disciplines or it not fitting into the curriculum in obvious ways. Other reasons are more practical, such as the challenges of gathering resources to support this activity or faculty issues including how undergraduate research counts in workload, and the rank and tenure process. And, of course, there needs to be institutional buy-in at a level that allows for the meaningful engagement of all the participants.

Despite the challenges, there are now many success stories from campuses that have institutionalized undergraduate research. We have been involved with many colleges/universities over the years that have moved to a level of undergraduate research that has led to deep and transformative changes in the campus practices and culture. In this volume, many of those success stories are described by the very practitioners who have made them happen. Six state systems and private/public consortia with whom we have worked over the past five years describe their journeys to harness the power of the collectives to foster the institutionalization of undergraduate research at campuses across the systems/consortia. Their experiences highlight many of the issues that others need to consider as they move toward teacher–scholar and student-as-scholar models. Their institutional commitments to undergraduate research have led to enriched curricula and more creative and dynamic learning environments. At the system/consortium level, these strategic efforts have generated opportunities for meaningful cross-campus discussions on curricula and pedagogy, fostered research collaborations among departments and campuses, and enhanced interdisciplinary activities. We discuss the model of change that systems/consortia have used to move to this new paradigm and consider ways to apply these models to other large-scale initiatives. Enjoy.

This project would not have been possible without the support of the National Science Foundation's Division of Undergraduate Education (NSF-DUE Awards #0920275, #0920286).

Mitchell MalachowskiJeffrey M. OsbornKerry K. KarukstisElizabeth L. AmbosEditors

Mitchell Malachowski

is a professor of chemistry at the University of San Diego and a coordinator of CUR's Institutionalizing Undergraduate Research Program.

Jeffrey M. Osborn

is the dean of the School of Science and professor of biology at The College of New Jersey, and a coordinator of CUR's Institutionalizing Undergraduate Research Program.

Kerry K. Karukstis

is the Ray and Mary Ingwersen Professor and chair of chemistry at Harvey Mudd College, and a coordinator of CUR's Institutionalizing Undergraduate Research Program.

Elizabeth L. Ambos

is the executive officer of the Council on Undergraduate Research.