Undergraduate research after the pandemic

Undergraduate research after the pandemic

Patrick Blessinger

Since the 2020 publication of International Perspectives on Undergraduate Research: Policy and Practice, a volume edited by Hensel and Blessinger, undergraduate research (UR) has had to adapt to the impacts of the COVID-19 pandemic, which occurred between January 2020 and May 2023 - a three-and-a-half year span of time. The pandemic caused institutions to put in place remote and hybrid models of teaching and learning instead of in-person experiences. Although this shift to remote learning opened new routes for research for many students, the lockdown came with its share of challenges, especially in subject areas that required practical, hands-on lab work and field research.

The pandemic highlighted the fact that in modern times, people depend more on digital tools and platforms for collaboration and gathering data (Forrester, 2021). There is also a call for more diversity in UR. There has been an increased emphasis on solving the representation gap in research studies and improving inclusion in the accessibility of UR for underrepresented groups (Goodwin, 2024). In other words, UR has had to become more inclusive, flexible, and digital; however, the quality of the research performed by students in virtual spaces remains an open question.

Introduction

UR, as a pedagogy, advances students' learning and, at the same time, helps to develop the rigor of higher education institutions. As a rule, UR has been considered a high-impact practice since, through such processes, students are deeply engaged with their subject areas through intensive inquiry-based and research-based learning.

UR highlights the importance of students as active learners and participants in the research process. Such pedagogies as UR, championed by George Kuh in 2008 and reiterated by Hensel and Blessinger in 2020, develop the skills of critical thinking, teamwork, and solving complex, real-life problems.

This short article touches on some of the most important challenges and opportunities linked to the growth of UR while underlining its ability to promote inclusion and digitization.

Key concepts in UR

UR is defined as a high-impact educational practice (Kuh, 2008). UR is a high-impact practice because students are required to work on original research projects and engage in deep learning by creating new knowledge. In doing so, students enhance their critical thinking skills, analytical problem-solving capabilities, and specific knowledge of research methodologies, all of which substantially benefit students' success in school and their job prospects in the 21st century - one increasingly driven by a proliferation of data (Lopatto, 2010).

The basic principle behind UR is also linked to lifelong learning. Given the dynamic character of contemporary life, everybody is expected to update their knowledge bases and skill sets continuously.

As such, UR prepares students to obtain essential skills by cultivating curiosity and sustaining their ability to raise questions (Brew, 2006). Students learn through their research to pose relevant questions, collect and analyze data, answer questions based on sound evidence and argumentation, and reflect deeply on what they discover. Such attributes not only serve them well in school, but these skills also carry over into all types of jobs and all aspects of life.

Research skills for life

Of the many types of UR, the most common is course-based UR experiences. This model includes conducting research in a conventional course format. It is convenient and effective in helping students who might not have the time or resources to join independent research projects get more research opportunities because it is already a part of the course(s) they are taking (Auchincloss et al., 2014).

Students may also engage in original research one-on-one with their professor. This approach is also an important model in UR in that it allows students to get personal advice directly from subject experts. Faculty mentorship also helps students make professional connections, which is important for securing future job opportunities (Healey & Jenkins, 2009).

Hands-on experience in UR is paramount to deep mastery of the subject. Research activity also enables students to acquire very useful practical skills in data collection, analysis, and interpretation. With such skills, students benefit not only in academia but also later in their careers in fields such as science, technology, engineering, and business, as well as in non-scientific fields like the arts and humanities.

Benefits of UR

One of the most essential benefits of UR is building a questioning culture in colleges and universities. Research involvement nurtures students intellectually to become inquisitive and equips students with competencies that will enable them to deal with the complex problems of the contemporary world. This approach will eventually lead to the professional growth of students and strengthen one of the most important drivers for higher learning: building critical and creative thinking skills and the ability to continually innovate.

Increased availability and accessibility in UR offer real potential to bridge academic achievement gaps and further the aim of social mobility. By giving research opportunities to students from all backgrounds, universities can help all students build the skills and experiences they need to succeed in the contemporary world (Hathaway, Nagda, & Gregerman, 2002).

A student's ability to think independently, critically, and creatively and to make novel contributions toward knowledge creation is a skill employers value immensely (Lopatto, 2010). Overall, the benefits of UR are valued by employers across all industries.

Challenges and opportunities

Another significant concern is that of resource scarcity, especially concerning faculty support. To address this, professors can create faculty learning communities on UR. Adoption of UR in the class curriculum gives the student the opportunity to research as a learning activity to be carried out by all students within the classroom (Auchincloss et al., 2014).

Other strategies involve the collaboration of businesses, non-profit groups, and state agencies that are in a position to offer students research experience outside of the classroom. In that direction, even limitations that may exist within a higher education institution to provide students with an authentic research experience are leveraged.

Digital access will enable students to participate in research projects along with other students all over the world. It introduces another way to foster institutional and faculty relationships worldwide. The institutions will be better able to ensure more of their students participate in UR and gain an intercultural experience at the same time.

Conclusion?

UR is a high-impact educational practice because it provides many cognitive and social benefits to undergraduate students. When students engage in original research, it nurtures mastery learning and develops critical and creative thinking, problem-solving skills, and teamwork skills that are highly relevant today and into the future. UR is also an essential methodology of teaching and learning that prepares students for future studies and life careers and advances equity and inclusion within higher education.

By extending UR programs, institutions can provide more students with opportunities to engage in high-impact learning activities. Though some challenges remain, particularly at resource-poor institutions, the contributing authors in International Perspectives on Undergraduate Research: Policy and Practice offer many recommendations for increasing the number of students with access to research experiences. The key ways that higher education institutions can enhance the UR experience would be to embed research activities into more courses, form partnerships off campus, and leverage the use of technology in UR.

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References

Auchincloss, L. C., Laursen, S. L., Branchaw, J. L., Eagan, K., Graham, M., Hanauer, D. I., & Dolan, E. L. (2014). Assessment of course-based undergraduate research experiences: a report of the Council on Undergraduate Research. CBE—Life Sciences Education,?13(1), 29-40.?

Blessinger, P. 2020. International Perspectives on Undergraduate Research: Policy and Practice. Springer. https://doi.org/10.1007/978-3-030-53559-9_1

Brew, A. 2006. Research and Teaching: Beyond the Divide. Palgrave Macmillan.

Goodwin, E. C. (2024). Whom does the research on undergraduate research include? Life Sciences Education. https://doi.org/10.1187/cbe.23-07-0137

Hathaway, R. S., Nagda, B. A., & Gregerman, S. R. (2002). The relationship of undergraduate research participation to graduate and professional education pursuit: An empirical study. Journal of College Student Development, 43(5), 614-631.

Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. Higher Education Academy. https://doi.org/10.4324/978131567

Forrester, N. (2021). How the pandemic is changing undergraduate research. Students share lessons and skills they have learnt during COVID. Nature. https://www.nature.com/articles/d41586-021-01209-2

Suggested Citation:

Blessinger, P. (2024). Undergraduate research after the pandemic. Learning Futures.

Copyright ? [2024] Patrick Blessinger

Disclaimer

Opinions expressed in this article are those of the author, and as such do not necessarily represent the position(s) of other professionals or any institution.

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