The Ecological Society of America has wonderful program called SEEDS, which is designed to support and mentor underrepresented undergraduates who are pursuing careers in academic ecology*.
Let’s extend the metaphor of undergrads-as-seeds further. Continue reading
Many universities – of all conformations and sizes – have a special center or office dedicated to undergraduate research. It’s a nice idea.
On some campuses, they are tremendously helpful. On others, I’ve seen or heard that they’re more of a hindrance than a help. Some campuses don’t have one. That’s a good thing if the office would be unhelpful, or a bad thing if the nonexistent office would be successful.
The scopes of these undergraduate offices vary, depending on how well they’re funded, and what level of buy-in they have from the administration and faculty. I actually haven’t had the benefit of having the services of any one of these offices yet, though I’ve worked with colleagues at many universities who have talked to me about their experiences. (I also have mentored students from schools with these offices.)
On the whole, I’ve heard more complaints than praise, but considering that our species is wont to complain, I imagine that by the existence of praise, a lot of these offices are doing fine. A colleague of mine once got a great bottle of wine for just submitting a grant that included undergraduate research. She didn’t complain.
Here is a partial list of things that the office can do:
Sometimes these offices are run out of, or in coordination with, the offices of sponsored programs on campus. sometimes they’re separate entities that are run with distinct budget lines. I think the latter might allow for more latitude for the center to focus on its mission. What is that mission, though?
Often, what these offices do is murky and there is disagreement about the best use of the resources of the offices. I think that these conflicts arise from fundamental differences in the purpose of undergraduate research on campuses. Sometimes, there is a disagreement about what constitutes research itself.
It is mostly established that undergraduate research enhances the educational enterprise, and coursework that includes genuine and novel inquiry results in better learning. Some administrators and faculty have this as a primary goal, as a way of increasing retention, decreasing time to graduation, and promoting “best practices.” Some, on the other hand, see undergraduate research as an enterprise to prepare students for graduate school, and as having inherent value regardless of its effect on other aspects of academic life on campus. Others see undergraduate research as a mechanism for conducting a research program, and if a the campus is full of undergraduates, then “undergraduate research” just means “research.” On some research campuses, the office might even protect undergraduates from being the serfs of their labs.
I don’t think we all can agree on a definition of undergraduate research, though such definitions do exist. I say that research means that original scholarship is being conducted. If students are involved in research projects that are not intended to make new discoveries, then these in fact are not research projects. They’re merely learning exercises.
Moreover, scholarship itself is only useful if shared with the academic community. If a student develops new knowledge but that knowledge isn’t disseminated to the community of researchers in that field, then the research project was not a success. In my view — and I recognize that this is a minority view on teaching campuses — if a student research project doesn’t eventually make it to press, then it is not clear if it was genuine research. It was clearly research training. Keep in mind that pilots can go through stages of flight training without ever leaving the ground, and we go through earthquake safety training without having an earthquake.
So, are undergraduate research centers supposed to promote undergraduate research training, or undergraduate research itself? This is not idle discussion because it affects the decisions about how resources get allocated.
This distinction is tied to the heart of the notion of what happens on a teaching-centered institution. Is faculty research just there to keep the teaching instrument sharp, or are faculty expected to be active scholars? If it is the latter, then faculty are doing students a disservice if they’re not fully engaging them in opportunities for genuine research that are already taking place.
So how do you know if undergraduate research centers are successful? Many institutions use vague accounting, listing the number of students reported to participate in projects. More concretely, other metrics include the number of publications with undergraduate authors, the number of students employed to do research in the summer full-time and part-time during the academic year, or the long-term professional outcomes of the students. Others will count the number of dollars spent on student research; some administrators will be counting indirect cost recovery. The best metrics depend on the mission.
So, perhaps when building such an undergraduate research center, focusing on the mission is a critical starting point. You can’t get everyone to agree, but you need to clarify what the center is doing, and also why it is doing it. Consensus is always good, when possible.
If you have an undergraduate research center, could you remark on what you think works and doesn’t work? If you were in charge (or, if you are) what would you do if you could, and what would you not do?