Undergraduate Research in Australia
Search for helpful resources
| Search returned 24 results | |
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resources | |
| resource | Examples of undergraduate research within the curriculum |
| author(s) | Angela Brew Learning and Teaching Centre, Macquarie University |
| description | This handout includes a number of miscellaneous examples of using undergraduate research within the curriculum in different disciplines and different universities. It will be useful for people and departments thinking of introducing research-based learning into their courses. You are welcome to make copies but please ensure that any copies contain the reference in the footer at the bottom of the page. |
| context | The handout has been used in a number of my ALTC Fellowship Roundtables and presentations to illustrate different ways in which undergraduates can be engaged in research and inquiry at different levels. Some of the examples are from my book: Brew, A. (2006). Research and Teaching: Beyond the Divide. London: PalgraveMacmillan. |
| keywords | Assessment Communication Curriculum design First year experience Graduate attributes Inquiry-based learning Problem-based learning Research skills development Second and third year teaching |
| documentation | A two-page handout of examples. Examples handout.doc |
| contact | angela.brew@mq.edu.au |
| resource | Open or closed-ended investigations |
| author(s) | Theresa Winchester-Seeto Learning and Teaching Centre, Macquarie University Dale Scott Centre for Ecostratigraphy and Palaeobiology, Macquarie University John Talent School of Envionmental and Life Sciences, Macquarie University |
| description | Many investigative activities that students may be asked to engage in involve being guided towards pre-determined conclusions. One of the aims of research-based learning is that students should be guided towards more open-ended investigations. |
| context | In an article, (Winchester-Seeto, T., Scott, D & Talent, J. (2003). Fossils in Open-ended Investigations. Science Education News, 52(3) 134-136.) some examples of different levels of openness in scientific investigations are presented. The article focuses on school education, but the framework for thinking about levels of open-endedness is also relevant in university contexts. |
| keywords | Case based learning Inquiry-based learning |
| documentation | The document includes a brief outline of different kinds of investigation including a table for classifying levels of openness of investigation. Two examples are then presented and there is a list of references. FOSSILS IN OPEN ENDED INVESTIGATIONS2.doc |
| resource | Guide to Resources for designing a research-supportive curriculum |
| author(s) | Angela Brew Learning and Teaching Centre, Macquarie University |
| description | This resource is designed to make the book: Karukstis, K. K. and Elgren, T. E. (Eds.). (2007). Developing and Sustaining a research-supportive curriculum: A compendium of successful practices, accessible to a wide range of people. |
| context | The examples in this Compedium all come from the USA but many, if not most, will be applicable in other countries. |
| keywords | Community-engaged learning Curriculum design Inquiry-based learning Research skills development Second and third year teaching Students at risk Team based learning |
| documentation | This nine-page document shows where to find different chapters and examples by different disciplines and lists examples according to particular interests, e.g. interdisciplinary approaches, teaching large classes, collaborative learning, incorporating technology, emphasising reading and writing, involving external partnerships, supporting academics, etc. A link to the CUR website where the book may be purchased is also included. The full reference is included in our annotated bibliography. Roadmap to CUR Curriculum Resources.pdf http://www.cur.org/publications.html |
| contact | angela.brew@mq.edu.au |
| resource | Examples of community engaged undergraduate projects |
| author(s) | Angela Brew Learning and Teaching Centre, Macquarie University |
| description | Undergraduate students at the California State University engage in a wide range of community based projects. The economic impact of the 32 million hours of service that students provide is claimed to equate to $624 million annually. |
| context | The types and scope of the work students do is publicised in a booklet "Walking the Paths of Progress" prepared by the Centre for Community Engagement. |
| keywords | Community-engaged learning |
| documentation | This document is a section of that booklet. It provides examples of a wide variety of community engaged projects at different institutions within California State University. It should be useful to people thinking of setting up a community-engaged project scheme or thinking about potential projects their students may engage in. For further information about the CatState scheme refer to the website. http://www.mq.edu.au/ltc/altc/ug_research/files/CalState_University.pdf http://www.calstate.edu/cce |
| contact | angela.brew@mq.edu.au |
| resource | Essay assignment marking and assessment guide |
| author(s) | Susan Mayson and Jan Schapper Faculty of Business and Economics, Monash University |
| description | This is an example of an essay guide which is used in a Human Resource Management unit of study. Students engage in a Guided Tutorial Reading Assignment & Essay: This assessment is based on the Research Skills Development Framework developed at the University of Adelaide. |
| keywords | Assessment |
| documentation | The documentation is a powerpoint presentation which outlines the rationale for the course and the assignment. The Essay marking guide is slide 10 of the presentation Essay assignment marking guide.pdf |
| contact | Susan.Mayson@buseco.monash.edu.au |
| resource | Ways undergraduates gain research experience |
| author(s) | Northumbria University |
| description | There are numerous ways in which students can gain research experiences through their courses. |
| context | This resource provides a number of examples of different ways. It was developed by Pat Gannon-Leary at the University of Northumbria, UK and comes from a report on her Research-informed Teaching Baseline Study, page 5. |
| keywords | Curriculum design Research experiences |
| documentation | This is a one page handout that could be used in workshops or course team meetings to discuss how to involve undergraduates in research Gannon-Leary 2.doc |
| contact | pat.gannon-leary@unn.ac.uk |
| resource | Advertisement for undergraduate research scholarships |
| author(s) | University of York, UK |
| description | If you are thinking about setting up a scheme to engage undergraduates in research projects in collaboration with academics, then how do you advertise this? |
| context | This resource is the advertisement for summer scholarships at the University of York. It is included here as an example of how such a scheme might be advertised. |
| keywords | Vacation scholarship schemes |
| documentation | A one page advertisement which may be of interest to people setting up an undergraduate scholarship scheme. This advertisement is included as an example. The scholarships indicated are no longer available. However, the University of York, UK does offer a number of studentships of various types. Studentships advertisement.pdf https://www.york.ac.uk/ |
| contact | angela.brew@mq.edu.au |
| resource | Designing a curriculum that values a research-based approach to student learning |
| description | What are the principles that guide approaches to curriculum design of research-based approaches to student learning? |
| context | This Guide is one of a series produced by the Imaginative Curriculum Network of the UK's HEA Generic Centre. It provides an introduction to the way a curriculum might be designed to promote the values and ethos of a research-based approach to student learning. The Guide is written primarily for: teachers looking for ways to improve the quality of their students’ learning; course leaders/coordinators who lead whole course curriculum design and/or who help other academics to develop the curriculum; academic developers and others who help academics to develop their knowledge and skills about curriculum design; university administrators and others engaged in quality assurance. The guide includes principles for curriculum design and examples of how these have been put into practice in different institutions. |
| keywords | Curriculum design Inquiry-based learning |
| documentation | A seven page guide which can be used in curriculum design discussions and workshops. Designing a curriculum.doc |
| contact | p0054811@brookes.ac.uk |
| resource | Undergraduate research grant application |
| author(s) | University of Arizona, Tucson, USA |
| description | This is an example of an application form for undergraduates to apply for a research grant or scholarship. It may be of interest to anyone setting up a grant or scholarship scheme. It includes a section reminding students to obtain ethical approval. |
| context | The application form was used in 2009 at the Honors College of the University of Arizona, Tucson. |
| keywords | Ethics and institutional review Vacation scholarship schemes |
| documentation | A five page application form. Grant application.pdf |
| contact | angela.brew@mq.edu.au |
| resource | A research-based unit of study |
| author(s) | Weber State University, Utah, USA Clinical laboratory sciences, |
| description | When considering introducing research into a unit of study, it's useful to see some different examples. On this website there are lots of ideas for different ways to do this. This particular resource is a unit of study outline for an advanced level course in clinical laboratory sciences. |
| context | The course is implemented by Scott Wright at Weber (pronounced 'Weeber) State University, Utah, USA. Students typically work in hospital laboratories. This course provides an opportunity for them to identify a problem in their workplace and then design, secure funding and conduct a research project to address it. |
| keywords | Inquiry-based learning Research experiences Research skills development |
| documentation | A detailed course outline giving assessment points and dates, sources of funding and the syllabus. Clinical laboratory sciences.pdf |
| contact | swright@weber.edu |
| resource | Showcase of Good Practice in Undergraduate Research and Inquiry |
| author(s) | Angela Brew |
| description | The Showcase aimed to demonstrate examples of good practice in how to actively engage undergraduate students in research. Professor Mike Neary, Dean of Teaching and Learning at the University of Lincoln, opened the Showcase with a presentation on Student as Producer - Reinventing the Undergraduate Curriculum. Showcase program and presentations are attached. Macquarie academics from different departments were invited to share their experience of engaging students in research. Their presentations included using Facebook to develop a student research community, designing a LAMS activity to develop the research-based thinking capabilities of pre-service teachers, and providing guidance in Ethics protocol and Ethical practice in involving students in research and students working with clients on research statistics. The presenters have given their agreement to this publication of their presentations. |
| documentation | Presentations in the Showcase of Good Practice in Undergraduate Research and Inquiry Showcase of Good Practice in Undergraduate Research and Inquiry PROGRAM.docx 20120919 eG presenation at L&T week 2012.pdf UsingLAMStoDevelopPreServiceTeacherResearchCapabilities.pdf Baker et al Macquarie L&T week.pptx |
| contact | lilia.mantai@mq.edu.au |
| resource | Designing research into Capstone units |
| author(s) | Angela Brew Office of PVC (Teaching and Learning), Macquarie University |
| description | Capstone units provide an opportunity to engage students in learning through inquiry. In these workshops, participants explore how they can design and assess capstone units to encourage students to integrate their learning from the whole of their degree program. There are opportunities to work on capstone unit design including the development of learning outcomes and assessment. Examples of the use of research and inquiry in capstone units and resources available to support them are presented. |
| context | Between 2010 and 2012 three workshops were held on this topic in the Learning and Teaching Centre at Macquarie University. Facilitator(s) were: Professor Angela Brew and Ms Margot McNeill and A/Prof Leigh Wood. |
| keywords | Learning design |
| documentation | Three Powerpoint presentations Capstones CN13-9-12.pptx IBL in Capstones 171111.ppt research in capstone 2010[1].ppt |
| contact | angela.brew@mq.edu.au |
| resource | Ten easy ways to put research and inquiry into units |
| author(s) | Angela Brew Office of PVC (Learning and Teaching), Macquarie University |
| description | Perhaps you’re thinking about engaging your students in some form of research and inquiry but don’t know where to begin. For people who haven’t thought of courses in this way before, here are some hints about how you can change your units or parts of your units to develop students’ research skills and competencies. There are ten simple suggestions to get you going that you can adapt to suit your particular context. Of course, these are not the only ways to engage students in research and inquiry. Sometimes knowing where to start is the difficult bit particularly for students’ early years. The examples here are not new and they are not intended to be exhaustive. But hopefully they will give you some ideas to start with and stimulate you to think of other things you can do that are appropriate to your disciplinary context. At the end of the examples there are some frequently asked questions and suggestions about where further information and help can be found. |
| keywords | Student engagement |
| documentation | A Ten page document designed to provide further information on a Teche blog post in January 2017 Ten easy ways (1).pdf |
| contact | angela.brew@mq.edu.au |
references | |
| reference | "Broadening Participation in Undergraduate Research: Fostering Excellence and Enhancing the Impact", edited by Mary K. Boyd and Jodi Wesemann |
| description | Engaging undergraduate students in research, scholarship, and creative activity is a proven and powerful practice for enhancing educational outcomes and expanding frontiers of knowledge. This book is a rich collection featuring institutions that are maximizing the impact of this practice by including: · underrepresented ethnic and racial minorities, · students with disabilities, · females, · students of lower socioeconomic status, · first- and second-year students, and · others not traditionally involved in the development of new knowledge. Examples of high-quality, inclusive programs from community colleges, primarily undergraduate institutions, minority-serving institutions, comprehensive universities, and research universities will help faculty, staff, and administrators enhance: · the lives of their students, · the direction of their scholarship, and · the impact of their disciplines and institutions. |
| keywords | Non-traditional students Research experiences Research skills development Student engagement |
| category | General |
| reference | Transformative Research at Predominately Undergraduate Institutions Edited by Kerry K. Karukstis and Nancy Hensel |
| description | A report on a June 2009 summit on transformative research held by CUR and funded by the National Science Foundation, Research Corporation for Science Advancement, and the American Chemical Society Petroleum Research Fund. A monograph from the summit with examples of transformative research. |
| keywords | Engagement Research experiences Student engagement |
| category | General |
| reference | Brew, A. & Mantai, L. (2017). Academics’ perceptions of the challenges and barriers to implementing research-based experiences for undergraduates. Teaching in Higher Education. |
| description | This paper reports on the findings of a qualitative study exploring academics’ perceptions of the challenges and barriers to implementing undergraduate research. Academics were asked about perceived constraints and enablements, how they defined undergraduate research, the forms of undergraduate research used, and they were encouraged to provide examples. Perceived constraints included particular institutional policies and structures, academics’ mindsets and lack of skills and questions of time and money. It was found that different definitions of undergraduate research lead to different practices and varying opportunities for further development. This paper presents different forms of engagement in undergraduate research allied to these different definitions and it draws on interviewees’ ideas about what has been enabling in their context to suggest possible strategies for institutions to move forward. |
| category | General |
| reference | Karukstis, K. K. and Elgren, T. E. (Eds.). (2007). Developing and Sustaining a research-supportive curriculum: A compendium of successful practices. Washington, DC: Council on Undergraduate Research. |
| description | This book is packed full of useful examples of research being used in curricula. At almost 600 pages there is sure to be something of interest for everyone thinking of developing undergraduates' experiences of research. There are sections on teaching and learning strategies; developing students' research skills; infrastructure to enhance a research-supportive curriculum; innovative multi-disciplinary courses; facilities, resources and institutional practices; and administrators' perspectives. Each section contains detailed examples and shorter 'highlights'. A Guide to using the Compendium and listing examples by discipline is also available. |
| category | Models |
| reference | Boyd, M. K., & Wesemann, J.L. (2009).Broadening participation in undergraduate research: Fostering Excellence and enhancing the impact. Washington, DC: Council on Undergraduate Research. |
| description | This book asks how undergraduate research can be extended to a broader range of students. Those who could benefit the most from undergraduate research are not engaging in it. This book has as its vision the broadening of participation to institutions, academics and students who have not traditionally been involved. This includes underrepresented ethnic and racial groups, students with disabilities, women, students of low socioeconomic status, and first and second year students.The book includes many examples of inspiring programs. The themes in each chapter are linked to other chapters with similar themes to facilitate navigation through this fascinating book. It is available from www.cur.org/publications.html |
| category | Models |
| reference | Brew, A. (2006). Research and Teaching: Beyond the divide. London: Palgrave Macmillan. |
| description | This book asks how universities can develop the relationship between research and teaching so that research is enhanced and teaching is improved. Using examples, conversations and critical inquiry, it suggests that inclusive scholarly knowledge-building communities of both students and academic staff should result from the development of research-enhanced and evidence-based teaching, teaching-enhanced research, and the erosion of institutional and cultural factors in higher education that currently undermine attempts to link research and teaching. |
| category | Research & Teaching |
| reference | Wilson, J. (1970). Thinking with concepts. Cambridge: Cambridge University Press. |
| description | A key attribute of students who engage in research is that they are able to analyse ideas and concepts. In this book, John Wilson describes the techniques of conceptual analysis and gives examples of them in action. It is written as a textbook with examples to be worked through.and should be useful to anyone thinking about how to improve students' skills of critical analysis. |
| category | Research skills |
websites | |
| website | Research skill development for curriculum design and assessment https://www.adelaide.edu.au/melt/the-models-of-melt#research-skill-development |
| description | This website is the development of an ALTC funded project to develop a framework which informs the coherent, explicit and efficient development of student research skills. The website now contains examples from both the undergraduate and postgraduate level. The framework can be downloaded in pdf form and the website contains examples of the ways it has been used in different institutions and disciplines. |
| category | General |
| website | National Science Foundation Division of Undergraduate Education http://www.nsf.gov/ehr/due/about.jsp |
| description | The mission of the NSF Division of undergraduate education is to promote excellence in undergraduate science, technology, engineering, and mathematics (STEM) education for all students. It does this through leadership, supporting curriculum development, developing a scientific workforce and fostering connections, for example, between teaching and scientific research. This website may be a source of inspiration to academics outside the USA wishing to make the case for the support of undergraduate research within the scientific community. |
| category | General |
| website | CSU Impact http://www.calstate.edu/cce/news_pubs/csu_impact/120310.shtml |
| description | This online newsletter contains a Community-Based Research E-Publication highlighting projects involving CalState University faculty, students, staff and local and global communities. Nearly 40 partnerships and their collaborative work are described. "It is our hope that these examples, whether in their infancy, or developed over several years, serve as inspiration or guidance in varying contexts, and in addressing diverse issues of community and campus interest" [quoted from the website]. To access the publication go to: http://www.calstate.edu/cce/news_pubs/ECBR/index.shtml |
| keywords | Community-engaged learning |
| category | General |
| website | Ethics approval for student research http://culturematters.wordpress.com/2012/03/27/ethics-approval-for-student-research-projects-to-use-in-teaching/ |
| description | Blog by Lisa Wynn, Macquarie University, which provides useful information, guidelines and examples of ethics application forms for research projects that involve students. |
| keywords | Ethics and institutional review Research experiences Student engagement Students at risk Undergraduate Research |
| category | General |
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