Skip to main content Accessibility help
×
Hostname: page-component-586b7cd67f-2brh9 Total loading time: 0 Render date: 2024-11-24T01:13:31.080Z Has data issue: false hasContentIssue false

1 - Introduction

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

This is the general introduction to the Cambridge Handbook of Undergraduate Research. It deals with the history of the university as an institution (which has been a research institution only since the nineteenth century); with the concept of undergraduate research and its dimesions (e.g., student- or staff-initiated research); with possible alternative concepts (e.g., critical thinking or lifelong learning); with research on undergraduate research (e.g., increased retention rate but necessary mentoring); and with implementation challenges (for universities and faculty). We see a new role for students: that in ever more differentiated modern societies, collaborative, cross-segmental knowledge production becomes a new necessity, the educational means to which might be undergraduate research.

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

Adams, S. K. (2019). Empowering and motivating undergraduate students through the process of developing publishable research. Frontiers in Psychology, 10, Article 1007.Google Scholar
Bangera, G., & Brownell, S. E. (2014). Course-based undergraduate research experiences can make scientific research more inclusive. CBE–Life Sciences Education, 13(4), 602606.Google Scholar
BAK Bundesassistentenkonferenz. (1970). Forschendes Lernen – Wissenschaftliches Prüfen. Ergebnisse der Arbeit des Ausschusses für Hochschuldidaktik, Bonn (Reprint 2009). UniversitätsVerlagWebler.Google Scholar
Barnett, R. (2013). Imagining the university. Routledge.Google Scholar
Barr, R. B., & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, 27(6), 1325.Google Scholar
Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning, 1996(68), 312.Google Scholar
Beck, C. W., & Blumer, L. S. (2012). Inquiry-based ecology laboratory courses improve student confidence and scientific reasoning skills. Ecosphere, 3(12), 111.Google Scholar
Becker, G. S. (1984). Human capital. University of Chicago Press.Google Scholar
Beckman, M., & Hensel, N. (2009). Making explicit the implicit: Defining undergraduate research. Council on Undergraduate Research Quarterly, 4, 4044.Google Scholar
Boix Mansilla, V., & Duraising, E. D. (2007). Targeted assessment of students’ interdisciplinary work: An empirically grounded framework proposed. Journal of Higher Education, 78(2), 215237.CrossRefGoogle Scholar
Bourdieu, P. (1986). The forms of capital. In Richardson, J. G. (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). Greenwood.Google Scholar
The Boyer Commission on Educating Undergraduates in the Research University. (1998). Reinventing undergraduate education: A blueprint for America’s research universities. State University of New York at Stony Brook.Google Scholar
Brew, A. (2006). Research and teaching: Beyond the divide (universities into the 21st century). Palgrave Macmillan.Google Scholar
Brew, A. (2010). An Australian perspective on undergraduate research. Council on Undergraduate Research Quarterly, 31(1), 3742.Google Scholar
Brew, A. (2013). Understanding the scope of undergraduate research: A framework for curricular and pedagogical decision-making. Higher Education, 66(5), 603618.CrossRefGoogle Scholar
Brownell, S. E., Kloser, M. J., Fukami, T., & Shavelson, R. (2012). Undergraduate biology lab courses: Comparing the impact of traditionally based “cookbook” and authentic research-based courses on student lab experiences. Journal of College Science Teaching, 41(4), 3645.Google Scholar
Brownell, S. E., Hekmat-Scafe, D. S., Singla, V., Chandler Seawell, P., Conklin Imam, J. F., Eddy, S. L., Stearns, T., & Cyert, M. S. (2015). A high-enrollment course-based undergraduate research experience improves student conceptions of scientific thinking and ability to interpret data. CBE–Life Sciences Education, 14(2), 114.Google Scholar
Deicke, W., Gess, C., & Rueß, J. (2014). Increasing students’ research interest through research-based learning at Humboldt University. Council on Undergraduate Research Quarterly, 35(1), 2733.Google Scholar
de Grave, W. S., Boshuizen, H. P. A., & Schmidt, H. G. (1996). Problem based learning: Cognitive and metacognitive processes during problem analysis. Instructional Science, 24(5), 321341.Google Scholar
Donald, W. E., Baruch, Y., & Ashleigh, M. (2019). The undergraduate self-perception of employability: Human capital, careers advice, and career ownership. Studies in Higher Education, 44(4), 599614.CrossRefGoogle Scholar
Eagan, M. K. Jr., Hurtado, S., Chang, M. J., 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), 683713.Google Scholar
Elken, M., & Wollscheid, S. (2016). The relationship between research and education: Typologies and indicators: A literature review. Nordic Institute for Studies in Innovation, Research and Education (NIFU).Google Scholar
Ericsson, K. A., Hoffman, R. R., Kozbelt, A., & Williams, A. M. (Eds.). (2018). The Cambridge handbook of expertise and expert performance (2nd ed.). Cambridge University Press.Google Scholar
Etzkowitz, H. (2004). The evolution of the entrepreneurial university. International Journal of Technology and Globalisation, 1(1), 6477.Google Scholar
Fechheimer, M., Webber, K., & Kleiber, P. B. (2011). How well do undergraduate research programs promote engagement and success of students? CBE–Life Sciences Education, 10, 156163.Google Scholar
Finley, A., & McNair, T. (2013). Assessing underserved students’ engagement in high-impact practices. Association of American Colleges and Universities.Google Scholar
Freeman, R. W. (2000). Undergraduate research as a retention tool. Proceedings of the 30th annual frontiers in education conference. Building on a century of progress in engineering education (IEEE Cat. No. 00CH37135. Vol. 1, pp. F1F–21). IEEE.Google Scholar
Fung, D. (2017). A connected curriculum for higher education. UCL Press (open access).Google Scholar
Fung, D., Besters-Dilger, J., & van der Vaart, R. / LERU (2017). Excellent education in research-rich universities. League of European Research Universities.Google Scholar
Glaser, E. M. (1941). An experiment in the development of critical thinking. Bureau of Publications, Teachers’ College, Columbia University.Google Scholar
Granovetter, M. (1973). The strength of weak ties. American Journal of Sociology, 78, 13601380.Google Scholar
Haeger, H., & Fresquez, C. (2016). Mentoring for inclusion: The impact of mentoring on undergraduate researchers in the sciences. CBE–Life Sciences Education, 15(3).Google Scholar
Hall, E. E., Walkington, H., Shanahan, J. O., Ackley, E., & Stewart, K. A. (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.Google Scholar
Hammond, J. S. (1980). Learning by the case method. Harvard Business School (open access).Google Scholar
Hathaway, R. S., Nagda, B. A., & Gregerman, S. R. (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.Google Scholar
Hensel, N. (Ed.). (2012). Characteristics of excellence in undergraduate research (COEUR). The Council of Undergraduate Research (CUR).Google Scholar
Hensel, N., & Blessinger, P. (2020). International perspectives on undergraduate research: Policy and practice. Palgrave Macmillan.Google Scholar
Hernandez, P. R., Woodcock, A., Estrada, M., & Schultz, P. W. (2018). Undergraduate research experiences broaden diversity in the scientific workforce. BioScience, 68(3), 204211.Google Scholar
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark. Educational Psychologist, 42(2), 99107.CrossRefGoogle Scholar
Huber, L. (Ed.). (1970). = BAK (1970)Google Scholar
Huber, L. (2009). Warum Forschendes Lernen nötig und möglich ist. In Huber, L., Hellmer, J., & Schneider, F. (Eds.), Forschendes Lernen im Studium: Aktuelle Konzepte und Erfahrungen (S. 935). UniversitätsVerlagWebler.Google Scholar
Huber, L., & Reinmann, G. (2019). Vom forschungsnahen zum forschenden Lernen an Hochschulen: Wege der Bildung durch Wissenschaft. Springer VS.Google Scholar
Humboldt, W. von (1809/2010). Über die innere und äußere Verfassung der Universität. Humboldt-Universität zu Berlin.Google Scholar
Hunter, A.-B., Laursen, S. L., & Seymour, E. (2007). Becoming a scientist: The role of undergraduate research in students’ cognitive, personal, and professional development. Science Education, 91(1), 3674.CrossRefGoogle Scholar
Jenkins, A., & Healey, M. (2005). Institutional strategies to link teaching and research. Higher Education Academy.Google Scholar
Jungmann, T. (2019). Inquiry-based learning in the engineering sciences. In Mieg, H. A. (Ed.), Inquiry-based learning – Undergraduate research: The German multidisciplinary experience (pp. 205215). Springer (open access). https://doi.org/10.1007/978-3-030-14223-0CrossRefGoogle Scholar
Kardash, C. A. M. (2000). Evaluation of undergraduate research experience: Perceptions of undergraduate interns and their faculty mentors. Journal of Educational Psychology, 92(1), 191201.Google Scholar
Karukstis, K. K. (2019). Analysis of the undergraduate research movement: Origins, developments, and current challenges. Scholarship and Practice of Undergraduate Research, 3(2), 4655.Google Scholar
Kaufmann, M. E., & Schelhowe, H. (2019). Inquiry-based learning as a teaching profile at institutions of higher learning – The example of the University of Bremen. In Mieg, H. A. (Ed.), Inquiry-based learning – Undergraduate research: The German multidisciplinary experience (pp. 355363). Springer (open access). https://doi.org/10.1007/978–3-030–14223-0Google Scholar
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 7586.Google Scholar
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.Google Scholar
Kotter, J. P. (1995). Leading change: Why transformation efforts fail. Harvard Business Review (March–April), 59–67.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
Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28(2), 1626.Google Scholar
Laursen, S., Hunter, A.-B., Seymour, E., Thiry, H., & Melton, G. (2010). Undergraduate research in the sciences: Engaging students in real science. Jossey-Bass.Google Scholar
Lehmann, J., & Mieg, H. A. (Eds.). (2018). Forschendes Lernen: Ein Praxisbuch [Undergraduate research: A practical guide]. Verlag der Fachhochschule Potsdam (open access).Google Scholar
Levy, P., & Petrulis, R. (2012). How do first-year university students experience inquiry and research, and what are the implications for the practice of inquiry-based learning? Studies in Higher Education, 37(1), 85101.Google Scholar
Linn, M. C., Palmer, E., Baranger, A., Gerard, E., & Stone, E. (2015). Undergraduate research experiences: Impacts and opportunities. Science, 347(6222), 1261757.Google Scholar
Lopatto, D. (2007). Undergraduate research experiences support science career decisions and active learning. CBE–Life Sciences Education, 6(4), 297306.Google Scholar
Mieg, H. A. (2019). Forms of research within strategies for implementing undergraduate research. ZfHE, 14(1), 7994.Google Scholar
Mieg, H. A., Endlicher, W., & Köhler, H. (2008). Four types of knowledge integration management in interdisciplinary research on cities and the environment. Cities and the Environment. http://escholarship.bc.edu/cate/vol1/iss1/6/Google Scholar
OECD. (1996). Measuring what people know: Human capital accounting for the knowledge economy. Organisation for Economic Co-operation and Development.Google Scholar
Pace, D., & Middendorf, J. (Eds.). (2004). Decoding the disciplines: Helping students learn disciplinary ways of thinking. Jossey-Bass.Google Scholar
Pawson, E., Poskitt, M., & Weiser, A. (2021). Community-based undergraduate research (Chapter 74, this volume).Google Scholar
Pedaste, M. (2021). Inquiry approach and phases of learning in undergraduate research (Chapter 14, this volume).Google Scholar
Parker, J. (2018). Undergraduate research, learning gain and equity: The impact of final year research projects. Higher Education Pedagogies, 3(1), 145157.Google Scholar
Pinkelman, R. J., Awolin, M., & Hampe, M. J. (2015). Adaption and evolution of a first year design project week course – From Germany to the United States to Mongolia. 122nd ASEE annual conference. American Society for Engineering Education.Google Scholar
Prytula, M., Schröder, T., & Mieg, H. A. (2019). Inter- and transdisciplinarity. In Mieg, H. A. (Ed.), Inquiry-based learning – Undergraduate research: The German multidisciplinary experience (pp. 115123). Springer (open access). https://doi.org/10.1007/978–3-030–14223-0Google Scholar
Rowlett, R. S., Blockus, L., & Larson, S. (2012). Characteristics of excellence in undergraduate research (COEUR). In Hensel, N. (Ed.), Characteristics of excellence in undergraduate research (pp. 219). Council on Undergraduate Research.Google Scholar
Sadler, T. D., Burgin, S., McKinney, L., & Ponjuan, L. (2010). Learning science through research apprenticeships: A critical review of the literature. Journal of Research in Science Teaching, 47(3), 235256.Google Scholar
Satilmis, A. (2019). Inquiry-based learning and heterogeneity. In Mieg, H. A. (Ed.), Inquiry-based learning – Undergraduate research: The German multidisciplinary experience (pp. 383391). Springer (open access). https://doi.org/10.1007/978–3-030–14223-0Google Scholar
Schaffer, M. A., & Peterson, S. (1998). Service learning as a strategy for teaching undergraduate research. Journal of Experiential Education, 21(3), 154161.Google Scholar
Schmidt, H. G., Rotgans, J. I., & Yew, E. H. J. (2011). The process of problem-based learning: What works and why. Medical Education, 45(8), 792806.Google Scholar
Seymour, E., Hunter, A.-B., Laursen, S. L., & DeAntoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three-year study. Science Education, 88(4), 493534.CrossRefGoogle Scholar
Shanahan, J. O., Ackley-Holbrook, E., Hall, E., Stewart, K., & Walkington, H. (2015). Ten salient practices of undergraduate research mentors: A review of the literature. Mentoring & Tutoring: Partnership in Learning, 23(5), 359376.CrossRefGoogle Scholar
Taraban, R., & Logue, E. (2012). Academic factors that affect undergraduate research experiences. Journal of Educational Psychology, 104(2), 499514.Google Scholar
Tenenbaum, L. S., Anderson, M. K., Jett, M., & Yourick, D. L. (2014). An innovative near-peer mentoring model for undergraduate and secondary students: STEM focus. Innovative Higher Education, 39(5), 375385.Google Scholar
Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., Chambwe, N., Cintrón, D. L., et al. (2020) Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences of the United States of America (PNAS), 117(12), 64766483. https://doi.org/10.1073/pnas.1916903117Google Scholar
Thiem, J., Preetz, R., & Haberstroh, S. (2020). “Warum soll ich forschen?”: Wirkungen Forschenden Lernens bei Lehramtsstudierenden (“Why should I do research?”: Effects of research-based learning on student teachers). ZfHE, 15(2), 187207.Google Scholar
Tight, M. (2016). Examining the research/teaching nexus. European Journal of Higher Education, 6(4), 293311.Google Scholar
Turner, N., Wuetherick, B., & Healey, M. (2008). International perspectives on student awareness, experiences and perceptions of research: Implications for academic developers in implementing research-based teaching and learning. International Journal for Academic Development, 13(3), 199211.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
Walkington, H. (2015). Students as researchers: Supporting undergraduate research in the disciplines in higher education. The Higher Education Academy.Google Scholar
Wessels, I., Rueß, J., Gess, C., Deicke, W., & Ziegler, M. (2021). Is research-based learning effective? Evidence from a pre-post analysis in the social sciences. Studies in Higher Education, 46(12), 2595–2609.Google Scholar
Willison, J., & O’Regan, K. (2007). Commonly known, commonly not known, totally unknown: A framework for students becoming researchers. Higher Education Research & Development, 26(4), 393409.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] 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
×