Mechanics of undergraduate research at liberal arts colleges

Abstract

The benefits of engaging undergraduate students in research are numerous and well-known. Therefore, many schools are encouraging undergraduate research. However, carrying out undergraduate research in a liberal arts school can be challenging -liberal arts schools usually lack the resources typically available in larger research universities; the research programs of faculty at such schools are often insular; undergraduates may not always be adequately prepared or motivated for research; and research is only one of the many activities competing for the time and energy of undergraduate students. The objective of this panel is to discuss how undergraduate research can be successfully carried out in liberal arts schools in spite of all these constraints. We want to examine the mechanics of undergraduate research in such an environment -which practices work and which do not.The mechanics of undergraduate research include: How do we attract students to participate? How do we select students? What level of students? Do we train students in the research process? If so, what works? How do we select a topic appropriate for undergraduate research? Who does so? How do we circumscribe its scope? What kinds of activities are suitable as undergraduate research? When should students engage in research? Should we impose a research regimen on the students? If so, what works? How do we monitor the progress of research? What reporting mechanisms work? How do we keep students motivated? How do we encourage critical and independent thinking? How do we evaluate student research, and reward it? What are some avenues for disseminating student research? How do we train students to document their work, write up the results and present their research? What official mechanisms (courses/credits/internships, etc.) can we use to institutionalize research? How do we fund the research with or without external support? How can we ensure that the work done by the students can be reused and built upon once they leave? What can we do to build a research community among undergraduate students, complete with community spirit and structures for mutual support?The panelists represent a diversity of viewpoints: externally funded versus unfunded research, formal versus informal research regimen, independent versus course-based research, and modular versus ongoing research, to name a few. However, all the panelists are from small-to-medium-sized liberal arts colleges and have considerable experience supervising undergraduate research. In their statements, the panelists have listed six or more lessons that they have learned from experience. During the panel, the panelists will elaborate on these lessons and illustrate them with anecdotes. The panel will include time for the audience to share their experiences, and raise additional issues and concerns. We expect the panel to result in a well-rounded discussion of the mechanics of undergraduate research, and include multiple viewpoints and contrasting experience reports.

Teaching Computing as Science in a Research Experience

“…We concur with Walker [24] and others [2,19] regarding the need for a structured process with deliverables. However, we view the paper-writing process as secondary to the scientific process our written milestones are designed to engage.…”

“…Baldwin, Kumar, and Musicant all independently emphasize the importance of group meetings and research teams [24]; Dahlberg et al [7] also mention the social cohort, which is the primary mechanism of Bernat et al [4]. Our scholarly community and complementary plans/progress presentations help instantiate these in a concrete way.…”