- Slides: 45
Council on Undergraduate Research Learning Through Research Undergraduate Research in the Arts and Humanities Iain Crawford, University of Delaware University of Louisiana System Academic Summit April 13, 2013
Goals for this hour § Why we do undergraduate research, scholarship, and creative activity (URSC) § The challenges in expanding URSC into the arts and humanities § Ways to move forward
More than this. . . Undergraduate Research, Scholarship, and Creative Activity (URSC) has grown far beyond its origins in the natural sciences.
Arts and Humanities is CUR’s fastest growing division www. cur. org
Why we do URSC § Engaged learning § High-impact practice § Demonstrated outcomes for both students and faculty § Becoming a component of institutional best practice
Engaged Learning Correlates Positively to: § § § § GPA Retention (especially Years 1 to 2) Persistence Leadership and communication skills Satisfaction with undergraduate experience Commitment to “meaningful philosophy of life Pursuit of graduate education (Astin; Brownell and Swaner; Kuh; Tinto)
Benefits most pronounced for: § First-generation students § Low-income students § Students of color or, the groups most under-represented in higher education
Who should be doing URSC? § Students at all levels of ability § Students throughout the curriculum
Challenges for URSC in the Arts and Humanities Models of research do not include standard practices from the sciences: § § Multiple points of data collection Repetition to determine validity Expectation of multiple authors Differentiation of tasks to allow for varied levels of expertise § Lack of external funding
Challenges Arts and humanities faculty typically: § Work alone § Privilege individual insight and inspiration § Do not aim for objective or replicable outcomes § May need foreign language skills or other specialized training § Employ sophisticated theories and techniques most often learned in grad school
“We certainly created some adversity for ourselves to overcome out there. . . ”
Council on Undergraduate Research Learning Through Research Solutions. . .
“It really goes back to the way I've always tried to teach, . . . A lot of people teach. . . what to do. Some people teach. . . how to do it. But not everyone always teaches someone why it's important to do it that way. "
CUR’s definition of URSC An inquiry or investigation conducted by an undergraduate student that makes an original intellectual or creative contribution to the discipline
Definition, continued URSC can include any of the work scholars do in the discipline, scaled to an undergraduate level It is mentored by faculty and shared or disseminated with others
Characteristics of URSC Mentored by faculty § Focus on student learning process § Emphasize student intellectual engagement Originality § Achieve a meaningful contribution by student – more than a report on research
Characteristics Disciplinarity § Use appropriate and recognized disciplinary methods and processes Dissemination § Share and review final product with peers, experts, and/or community (Malachowski)
Types of URSC: Three Models 1. Students conducting research or creative assignments as part of coursework 2. Students collaborating or assisting with faculty members’ scholarship 3. Students pursuing their own, independent projects, mentored by a faculty member
Types of URSC: 1. Course-contained § Research-intensive courses: gen ed or major; throughout the curriculum § Senior capstone and/or thesis
Types of URSC: 2. Collaborative Work among Students and Faculty § Apprenticeship or assistantship opportunities for advanced students § Assisting with part of a project (e. g. data entry; cataloging) § Employment or work study and URSC
Types of URSC: 3. Autonomous Projects Independent student projects mentored by a faculty member, often initially as summer experiences May evolve into academic year experiences, either as continuation of summer project or as stand-alone entity
Summer Research Experience § § Separate from specific course Parallels models in sciences Requires funding support Can feed into senior thesis University of Delaware: http: //www. urp. udel. edu/content/overviewsummer-scholars-program
Types of URSC: The Cadillac, or Scaffolding into the Entire Curriculum Combining all of the above and redesigning an entire program to create a research-rich program results in: greater content knowledge stronger research skills higher assessment scores than when students “learn” research in one or two courses. (Harkness)
Connecting to Other High-Impact Practices Service-Learning § Emphasize learning before service § Focus on faculty interests in teaching and research § Build from where you are § Prioritize relationships with partner organizations
Service-Learning in Art Conservation Dr. Vicki Cassman and her U of Delaware students work on preservation methods for an early twentieth -century dress
Service-Learning § Art Conservation and the New London Road Oral History Project http: //www. artcons. udel. edu/publicoutreach/new-london-road-community www. cur. org
Arts. Bridge University of Delaware students provide creative service to 4 th grade classes in their community while learning the value of social activism and developing long-term commitments to help the disadvantaged. http: //artsbridge. urel. udel. edu/ www. cur. org
Connecting to Other High-Impact Practices Study Abroad § Faculty mentor leads a small group of student researchers for short-term (1 -4 weeks) project abroad (field-work model) § Student preps with faculty mentor at home institution and then conducts research with faculty member at institution abroad § Student has research experience abroad entirely within local institution
Study Abroad, URSC, Service. Learning § UD Foreign Languages and study abroad in Panama with service-learning activities in local schools and orphanages
Dissemination University of Delaware Summer Symposium
University of Delaware Summer Symposium
Campus Presentations § Departmental poster sessions, exhibits, readings, recitals, performances § Campus-wide celebrations of URSC (Involving and building community)
Disciplinary and Multi-Disciplinary Presentation Opportunities English § Sigma Tau Delta (international honor society) regional and national conventions § National Undergraduate Literature Conference at Weber State U (UT) § Undergrad Conference on English Language and Literatures, St. Francis Univ, IL
The International Writing Centers Association § National Conference on Peer Tutoring in Writing § Regional meetings of the IWCA: South Central Writing Centers Association (SCWCA)
History § Phi Alpha Theta sponsors annual regional and state conferences and a biannual national conference for undergraduates § Undergraduate Conference in Medieval and Early Modern Studies at Moravian College (PA) § Herbert Aptheker Undergraduate History Conference, Columbian University (NY)
Religious Studies § St. Louis Undergraduate Theology Conference (MO) § Undergraduate Philosophy and Religion Conference, Truman State U (MO) § American Academy of Religion regional meetings welcome undergraduate presenters
Publication Venues § Intersections (Arts, Humanities, Social Sciences) § Journal of Politics and Society http: //helvidius. org § Reinvention: A Journal of Undergraduate Research § Pittsburgh Undergraduate Review
For a much larger list, see capone. mtsu. edu/hcevents/journals. html
“What you do today can improve all your tomorrows. ” Bridgewater State University and the Growth of an Undergraduate Research Program http: //www. bridgew. edu/OUR/
Bridgewater State University 2000 URSC begins as campuswide initiative § § § 2013 Mid-Year Symposium Undergrad Research Symposium Semester/Summer Research Grants The Undergraduate Review NCUR, POH, etc
And the source for those quotes? ? �
Learn from the best. . .
Works Cited Astin, Alexander W. What Matters in College: Four Critical Years. Hoboken, NJ; Josey-Bass, 1997. Print. Brownell, Jayne E. and Lynn E. Swaner. Five High-Impact Practices: Research on Learning Outcomes, Completion, and Quality. AAC&U, 2010. Web. Harkness, S. Suzan. “Experiential Learning: Undergraduate Research Methodology Instruction through Directed Research and Mentoring. ” American Political Science Association. Chicago, Aug 30, 2007. Kuh, George D. High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter for All Students. AAC&U, 2008. Malachowski, Mitch. “Perspectives on Undergraduate Research Culture and Institutional Change. ” CUR Workshop on Institutionalizing UR for State Systems and Consortia. Sept. 28 -30, 2012 Tinto, Vincent. Leaving College: Rethinking the Causes and Cures of Student Attrition. U of Chicago P, 1994. Print. .
Thank you Good luck, and Roll Tide…. .