| Description |
1 online resource (xi, 254 pages) |
| Contents |
Crazy observations, audacious questions / Nancy H. Hensel -- ComGen : developing the pedagogy for classroom-based undergraduate research experience courses / M. Gita Bangera, Kim Harrington, and Jason Fuller -- Starting the research process with information literacy in introductory-level earth science courses / Laura Guertin and Nina Clements -- Editing the public domain with undergraduate students : studying literature with collaborative annotation and digital publication / Mary Isbell -- A high-throughput model for course-based research experiences for the first two years of chemistry and biology / Kalyn Shea Owens, Ann J. Murkowski, Heather Price, and Anne M. Johansen -- Research strategies in theatre studies / Nancy Kindelan -- Learning that lasts : action research in the classroom / Mary Ann Jacobs -- Diving into research at the ocean research college academy / Ardi Kveven -- Experience is education / Josh Searle -- Using mystery to encourage undergraduate historical research / Kevin Ostoyich and Professor X -- Implementing a course-based undergraduate research experience in an introductory biology course / Emily Allison Hooser, Teresa M. Bilinski, and Patricia J. Baynham -- Course-based research in introductory psychological science / Andrea J. Sell -- DNA barcoding undergraduate research tool can be scaled from traditional to course-based research project with ease / Nidhi Gadura -- Student outcomes and impacts of discovery-based research in the first two years of undergraduate education / Daiyuan Zhang, Alexa Raney, and J. Robert Hatherill -- Undergraduate research and applied business statistics / Julio Rivera and Tom Groleau -- Pride in the college experience course / Kathryn Suk -- Course-embedded research in the lower division at Montana State University / Colin A. Shaw and Gregory Young -- Course-based research mentoring / Nancy H. Hensel |
| Summary |
Undergraduate research has long been recognized as a high-impact practice (HIP), but has unfortunately been offered only to juniors and seniors, and to very few of them (often in summer programs). This book shows how to engage students in authentic research experiences, built into the design of courses in the first two years, thus making the experience available to a much greater number of students. The book addresses all aspects of the topic, including appropriate expectations for research in the first two years, how to design appropriate course-based research for first- and second-year students, how to mentor a class rather than individual students, how students can disseminate the results of their research, possible citizen-science projects appropriate for the first and second years, and additional resources available to support course-based research in the first two years |
| Notes |
Place of publication from second publisher found on last page |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Online resource; title from digital title page (viewed on October 23, 2018) |
| Subject |
Research -- Study and teaching (Higher)
|
|
Research -- Methodology.
|
|
Project method in teaching.
|
|
College teaching.
|
|
EDUCATION -- Higher.
|
|
College teaching
|
|
Project method in teaching
|
|
Research -- Methodology
|
|
Research -- Study and teaching (Higher)
|
| Form |
Electronic book
|
| Author |
Hensel, Nancy H., editor
|
| LC no. |
2018016287 |
| ISBN |
9781620367810 |
|
1620367815 |
|
9781620367827 |
|
1620367823 |
|
9781003443704 |
|
1003443702 |
|
