Claiming Space in the Academic Landscape: Negotiating Spatial Belonging in Undergraduate Research

SPUR

Scholarship and Practice of Undergraduate Research Journal

Haeger, Heather, Natasha Oehlman, Roman Christiaens. 2024. Claiming Space in the Academic Landscape: Negotiating Spatial Belonging in Undergraduate Research. Scholarship and Practice of Undergraduate Research 7 (4): 21-30. https://doi.org/10.18833/spur/7/4/6

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Member Content

  • Article

    Integrating a DEI Focus in a CURE Development Model Across STEM Departments

    ‐ Leann Norman, Laura Gough, Matthew Hemm, Jacqueline Doyle, Kelly Elkins, Brian Jara, Rommel Miranda
    SPUR (2024) 7 (4): https://doi.org/10.18833/spur/7/4/2
    Abstract:

    The Howard Hughes Medical Institute’s Inclusive Excellence initiative funded 57 institutions to improve capacity to include all students in STEM education and research activities. At Towson University, a professional development (PD) program funded by this initiative helped STEM faculty design course-based undergraduate research experiences (CUREs) and incorporate inclusive approaches in class instruction. Core components of the PD centered around training in diversity, equity, and inclusion approaches. An overview of the PD program is presented along with common barriers to creating CUREs and potential solutions for sustaining these pedagogical changes. Over five years, 35 faculty developed 25 CUREs in biology, chemistry, computer science, math, and geosciences. Many aspects of this PD can be maintained without external funding and can be replicated elsewhere.

    Norman, Leann, Laura Gough, Matthew Hemm, Jacqueline Doyle, Kelly Elkins, Brian Jara, Rommel Miranda. 2024. Integrating…
  • Article

    Supporting STEM Success Through Prematriculation Undergraduate Research

    ‐ M. Lynn Breyfogle, Karen Castle, Xiaoyan Liu, George C. Shields
    SPUR (2024) 7 (4): https://doi.org/10.18833/spur/7/4/3
    Abstract:

    The STEM Scholars program at Bucknell University was originally supported with a five-year National Science Foundation STEP grant to begin recruitment for a summer program in 2014. The grant, with a one-year no-cost extension, supported six cohorts of students. The recruitment of participants was specifically designed to attract typically underrepresented populations into STEM (Pell eligible, first generation, students of color, female identifying). As a result of successful implementation as measured by retention, persistence, and graduation rates, the university has secured private donations from generous alumni to endow the program. The tenth cohort of scholars participated in the summer of 2024.

    Breyfogle, M. Lynn, Karen Castle, Xiaoyan Liu, George C. Shields. 2024 Supporting STEM Success Through…
  • Article

    Development of the Undergraduate Research Science Capital Scale

    ‐ Evelyn Abagayle Boyd, Kelly Best Lazar
    SPUR (2024) 7 (4): https://doi.org/10.18833/spur/7/4/4
    Abstract:

    Undergraduate research is a high-impact educational practice. However, few studies have analyzed the opportunities and barriers to entry into undergraduate research experiences. A survey for the measurement of undergraduate research science capital (URSC) was developed, rooted at the junction of science capital and social cognitive career theory. Respondents (n = 833) were science majors at four R1 institutions. Exploratory and confirmatory factor analysis confirmed a five-factor structure for the URSC scale. This study shares the development of the scale that can be used by science departments and their respective institutions to analyze the pathways to undergraduate research and consider what changes may increase equitable access to these experiences.

    Boyd, Evelyn, A., Kelly Best Lazar. 2024. Development of the Undergraduate Research Science Capital Scale. Scholarship…
  • Article

    From a Distance: A Model to Onboard and Support Undergraduates Doing Research

    ‐ Rosaleen Duggan Bloom, Erin T. Kaseda, Erin M. Gandelman, Steven A. Miller, J. Benjamin Bitterman, Kate Namuhmuh
    SPUR (2024) 7 (4): https://doi.org/10.18833/spur/7/4/10
    Abstract:

    In this article, the authors describe a model for onboarding and supporting undergraduates during a multisite research project. Undergraduate students had hands-on experiences conducting social media research focused on adolescent and young adult cancer patients and their caregivers. The research was conducted across multiple sites using online platforms and students were onboarded online and worked remotely. Mentoring undergraduates in research is an essential faculty responsibility. However, research involving sensitive topics such as cancer can be emotionally difficult. Students were mentored throughout the project by faculty with regularly scheduled weekly or biweekly meetings. Mental health resources were provided to support students with the difficult experiences they were studying. Students and faculty described how they benefited from this research experience, including lessons learned from each other.

    Bloom, Rosaleen D., Erin T. Kaseda, Erin M. Gandelman, Steven A. Miller, J. Benjamin Bitterman,…
  • Article

    Motivated Mentorships: How Reasons for Undergraduate Research Predict Scholarly Outcomes

    ‐ Jonathan S. Gore, Miya Carmichael
    SPUR (2024) 7 (4): https://doi.org/10.18833/spur/7/4/7
    Abstract:

    Mentorship experiences involve a variety of motives, but some are more effective than others. The authors hypothesized that personal autonomous reasons (PARs, “for me”) and relational autonomous reasons (RARs, “for us”) for engaging in undergraduate research would be associated with better perceived and scholarly outcomes, whereas controlled reasons (CRs, “I have to”) would be associated with worse outcomes. Fifty-five undergraduate students presenting their mentored projects at university-hosted poster events completed surveys indicating their reasons for working on their project, their perceptions of their project and mentorship, and the number of past and planned future presentations, projects, and mentorship experiences. The results indicated that both PARs and RARs were associated with positive outcomes, but PARs were mostly associated with the project, whereas RARs were mostly associated with the mentorship.

    Gore, Jonathan S., Miya Carmichael. 2024. Motivated Mentorships: How Reasons for Undergraduate Research Predict Scholarly Outcomes.…
  • Communication

    Fostering Metacognition and Feedback Loops in a Summer Undergraduate Research Program: A Pilot Study

    ‐ Kaytlin Gomez, Chad Curtis
    SPUR (2024) 7 (4): https://doi.org/10.18833/spur/7/4/1
    Abstract:

    Undergraduate research experiences are a documented high-impact practice affecting student learning, attitudes, and career outcomes. However, many of these reported benefits are associated with longer-term research experiences. This study pilots the use of a small group metacognition activity in a 10-week summer undergraduate research program. It was hypothesized that early intervention with metacognition activities in group settings could improve student outcomes by reducing early challenges in the onboarding process. The efficacy of the group metacognition activity was evaluated with a postprogram survey employing a Likert scale. The outcomes of this pilot study suggest that small group metacognition activities can reduce research anxiety, promote cohort building, foster peer-to-peer learning, and encourage self-improvement throughout the research program.

    Gomez, Kaytlin, Chad Curtis. 2024. Fostering Metacognition and Feedback Loops in a Summer Undergraduate Research Program:…
  • Commentary

    The Benefits and Challenges of Collaborative Research Involving Undergraduate Participants

    ‐ Geneive E. Henry
    SPUR (2024) 7 (4): https://doi.org/10.18833/spur/7/4/5
    Abstract:

    The advantages of collaborative research partnerships are well documented. However, these partnerships are sometimes challenging to implement in undergraduate research programs. This commentary addresses two models of collaborative research (comentorship and multimentor protégé) and the associated benefits and challenges.

    Henry, Geneive E. 2024. The Benefits and Challenges of Collaborative Research Involving Undergraduate Participants. Scholarship and…
  • Editorial

    Understanding the Peer Review Process and How to Respond: Tips for SPUR Authors

    ‐ Patricia Ann Mabrouk
    SPUR (2024) 7 (4): https://doi.org/10.18833/spur/7/4/8
    Abstract:

    Understanding journal norms, viewing peer review feedback constructively, and responding appropriately through revisions to the manuscript text and the Response to Reviewers document are essential elements of a successful manuscript revision. This brief editorial discusses these elements. Responding to peer reviewer feedback is a normal part of the publication process at Scholarship & Practice of Undergraduate Research (SPUR). In this editorial, I offer some tips on how to do this effectively, improving your chances of being published in SPUR and doing this in a shorter time.

    Mabrouk, Patricia Ann. 2024. Understanding the Peer Review Process and How to Respond: Tips for…
  • Introduction

    Introduction – Summer 2024

    ‐ Patricia Ann Mabrouk
    SPUR (2024) 7 (4): https://doi.org/10.18833/spur/7/4/9
    Abstract:

    Greetings and welcome to the Summer 2024 issue of Scholarship & Practice of Undergraduate Research (SPUR). While this issue does not have a specific theme, it features several contributions delving into various aspects of mentoring and presenting fresh approaches and tools aimed at enhancing the overall undergraduate research experience. A number of pieces also explore initiatives and activities that aim to provide equitable access and opportunities for minoritized students. As you peruse these articles, you’re likely to uncover new insights into how you can foster more meaningful research experiences.

    Mabrouk, Patricia Ann. 2024. Introduction. Scholarship and Practice of Undergraduate Research 7 (4): 2-3. https://doi.org/10.18833/spur/7/4/9
The summer issue covers a wide range of emerging and engaging topics in undergraduate research, scholarship, and creative inquiry (URSCI).

SUBSCRIPTION

SPUR advances knowledge and understanding of novel and effective approaches to mentored undergraduate research, scholarship, and creative inquiry by publishing high-quality, rigorously peer reviewed studies written by scholars and practitioners of undergraduate research, scholarship, and creative inquiry. The SPUR Journal is a leading CUR member benefit. Gain access to all electronic articles by joining CUR.