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With the growing interest in undergraduate research as a high-impact practice, and the recognition that college education is increasingly moving online, this book – the first to do so – provides a framework, guidance from pioneering practitioners, and a range of examples across disciplines on how to engage remote students in research.
Two foundational chapters set the scene. For those new to incorporating undergraduate research in their courses, the opening chapter provides an introduction to its evolution and practice, and reviews the evidence of its benefits for students, faculty, and institutions. The second addresses the benefit that undergraduate research can bring to online learning and provides an overview of the ways research can be incorporated into online and virtual courses to meet the course and student learning objectives.
The remaining chapters illustrate implementation of undergraduate research in courses across many disciplines. They address thematic issues related to the work and its effects on students, such as transitioning them from users of, to active participants in, research; and consideration of the technological tools needed to support students in a virtual environment. The contributors, some of whom have been implementing these practices for some years, offer important insights and expertise.
While the examples range across the behavioral sciences, business, education, the health professions, the humanities, social sciences, and STEM, readers will find much of value and inspiration from reading the chapters beyond their disciplines.
| Foreword |
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xi | |
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| Introduction |
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1 | (8) |
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1 The Power Of Undergraduate Research |
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9 | (14) |
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2 Online Education And The Need For Undergraduate Research |
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23 | (12) |
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3 Online Undergraduate Research In Science, Technology, Engineering, And Mathematics Courses |
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35 | (14) |
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4 How To Incorporate Undergraduate Online Research In A Cross-Listed, Combined Undergraduate/Graduate Humanities And Social Science Course |
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49 | (14) |
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5 Online Undergraduate Research In Behavioral Sciences |
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63 | (12) |
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6 Undergraduate Research And Online History Courses |
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75 | (12) |
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7 Conducting Undergraduate Research In Business In The Online Environment |
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87 | (14) |
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8 How Action Research Builds Confidence In Online Early Childhood Education Students |
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101 | (12) |
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9 Online Undergraduate Research In Health Professions |
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113 | (14) |
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10 Designing An Asynchronous Online Capstone Research Project Public Policy, Community Evaluation, And The Interplanetary Initiative |
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127 | (12) |
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11 From Observers To Active Participants Transitioning The Identity Of Undergraduate Online Research Students |
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139 | (12) |
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12 "What We Know Must Be" Undergraduate Research In An Online Shakespeare Course |
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151 | (16) |
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13 Fostering Relationships And Communicating Effectively Technological Tools Necessary To Support Undergraduate Research In Virtual Environments |
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167 | (14) |
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14 Virtual Showcases Of Student Research/Creativity |
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181 | (14) |
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Samantha Langley-Turnbaugh |
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15 Turning "Limitations" Into Opportunities Online And Unbound |
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195 | (14) |
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16 Virtualizing Undergraduate Research In The Geosciences Freely Available Geospatial Data Resources And Strategies For Their Use |
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209 | (18) |
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17 Triage, Transition, And Transformation How The Council On Undergraduate Research Adapted And Evolved In A Covid-19 World |
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227 | (12) |
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18 Pandemic Responses And Insights Undergraduate Research In Physics Pre- And Post-Covid-19 |
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239 | (10) |
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Basic Research From a Home Laboratory |
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241 | (3) |
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Crisis Stimulates Creativity: Online Strategies for Undergraduate Research in the Visual Arts |
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244 | (2) |
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Undergraduate Research as a Tool to Address Procrastination Online |
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246 | (3) |
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19 Conclusions, Recommendations, And Next Steps |
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249 | (14) |
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| About the Editors and Contributors |
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| Index |
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273 | |
Jennifer Coleman is a Professor of Psychology at Western New Mexico University. As an early adopter, she developed most of the psychology curriculum online while also teaching on-ground. She won Professor of the Year twice for her teaching, mentoring, and for founding a student-funded program that champions research opportunities for students. She earned a B.A. in Psychology at SUNY Geneseo, and a Ph.D. in Psychology and MST in College Teaching at the University of New Hampshire. She went on to earn masters degrees that span business, counseling, English and art. As an interdisciplinarian, she has conducted research with students for more than 20 years. Her own experience with undergraduate research at Geneseo was invaluable and created her drive to ensure such opportunities are available to all students, regardless of physical location and economic means. She has served as director of Research and Sponsored Programs, Institutional Review Board, Academic Support Center, Graduate Division and Admissions, and as the founding Chair of Interdisciplinary Studies she oversaw fully-online degrees (AA, BIS, MA and graduate certificates). As a leader and advocate for educational equity, she focuses on high impact practices in on-ground and online teaching and advising. She has presented extensively with students, most recently with those she has met online. Nancy Hensel has been a faculty member, Dean, Provost, and University President. She served as Executive Officer of the Council of Undergraduate Research for seven years. In that role she served as Co-PI for several National Science Foundation grants to assist colleges in developing undergraduate research programs. She has written or edited a variety of books about undergraduate research, including Course-Based Undergraduate Research (Stylus, 2018); Transformative Research at Predominately Undergraduate Institutions with Kerry K. Karukstis (CUR, 2007) and Faculty Support and Undergraduate Research: Innovations i
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