Although undergraduate research is identified as a high-impact practice, frequently it is an option for only a few students, mainly juniors and seniors, primarily during the summer. Faculty who have had success embedding research into courses, thus reaching more students, including freshmen and sophomores, have shared their experience in a new book, “Course-Based Undergraduate Research: Educational Equity and High-Impact Practice.” (Stylus Publishing, 2018)
Edited by Nancy Hensel, NAC&U president and a noted leader in undergraduate research, the book addresses all aspects of undergraduate research, including the design of course-based research for first- and second-year students, mentoring a class rather than individual students, setting appropriate expectations, and the dissemination of student research. The book is applicable for faculty at both two-year and four-year institutions and includes examples from the sciences, social science, and humanities.
“Often faculty are unsure about how to engage first- and second-year students in undergraduate research, yet research has shown that the skills developed through undergraduate research help prepare students for future careers,” said Hensel. “This book includes contributions from faculty in a variety of disciplines at both large and small, public and private, and two-year and four-year institutions, illustrating the possibilities of course-based research for freshmen and sophomores.”
NAC&U faculty from California Lutheran University, Manhattan College, St. Edward’s University, University of New Haven, and Valparaiso University contributed chapters to the book, and Cathy Davidson, a prominent scholar and recipient of the NAC&U Boyer Award in 2016, wrote the foreword.
The book is available in paperback form for $35.00 or as an eBook for $27.99. Order directly from Stylus Publishing and use code CBUR20 at checkout for a 20% discount (expires 12/31/18).
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