February 2005

End Note: Sixteen ways to promote undergraduate research

In a recent issue of New Directions for Teaching and Learning, David F. Lancy described how he promotes undergraduate research among his students. He does so based upon his belief that “a primary responsibility is for a teacher to introduce students to the nature, history, and methods of a discipline” (89–90). He offers a checklist for those seeking ways to stimulate undergraduate research, which includes these questions:

How does the course design lay the groundwork for undergraduate research?
1. In assigned readings, are there original works from research journals, as opposed to textbooks exclusively?
2. Is attention paid to the structure, peer-review process, and semantics of the discipline used in the articles?
3. In addition to “results,” is there discussion of the research process itself?
4. Are students given analytical tools to critique pieces of scholarship? Are ethical issues highlighted?
5. Do course assignments include systematic library research, an annotated bibliography, or literature review?
6. Are class periods structured so that students can “co-construct” their understanding of the readings?
7. Can students participate in an original research project in which data are collected and analyzed?
8. Do students have an opportunity to design a research project? Carry it to completion?
9. Will original student scholarship be “published” (class Web site, e.g.) or presented as part of the course?

How can undergraduates be involved in faculty research?
10. Are undergraduates involved in the faculty member’s research? Is the work treated as an apprenticeship, with tasks graded in level of responsibility?
11. Are graduate and undergraduate students brought together in a collaborative atmosphere where the entire research enterprise is the focus of guided discussion? Is the undergraduate given increasingly complex tasks beyond washing test tubes?
12. In writing grants, are undergraduate research assistants written into the budget?
13. Do students participate in data analysis, write-up, presentation, and publication?

As a university citizen, what can a faculty member do to support undergraduate research?
14. Are there opportunities to participate in campus-wide curricular reform efforts that promote active engagement, interdisciplinary perspectives, freshman seminars, senior theses, or capstone experiences?
15. Are there opportunities to support or participate in the development of undergraduate research programs, as well as recognition and display of student work?
16. Is there scope for the faculty member to lobby to strengthen requirements for the major to include research methods and research experience components?

Lancy, D. F. “What one faculty member does to promote undergraduate research.” New Directions for Teaching and Learning, Spring 2003, 93, 87–92.