Previous Issue: P U R M 1.1

Welcome to the inaugural issue of Perspectives on Undergraduate Research and Mentoring.

Letter from the Editors
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Mat Gendle
, Elon University, U.S.
Rebecca Pope-Ruark, Elon University, U.S.

Valuing and Challenging Selective Undergraduate Research Programs
Abstract: The U.S. undergraduate research movement has offered a powerful model of what the undergraduate curriculum should be – but the challenge now is to ensure that its insights and practices be developed in the mainstream curriculum to all or many students through structured interventions by institutions, departments, and national systems.
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Alan Jenkins, Professor Emeritus, Oxford Brookes University, U.K.
Mick Healey, Higher Education Consultant and Researcher and Professor Emeritus, University of Gloucestershire, U.K.

Developing Expertise: An Apprenticeship Model of Mentoring Undergraduate Research across Cohorts
Abstract: According to Rogoff (1990), one way people learn is through cognitive apprenticeship, in which learners gain knowledge from more experienced family or community members in the course of their interactions in a relevant social context. In a lab setting, faculty members and more advanced students provide guidance to novice researchers not only in more formal teaching contexts such as classes, labs, and meetings, but also informally through joint participation in research activities. This article explores one such model of this mentorship.
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Maureen Vandermaas-Peeler, Elon University, U.S.
Jackie A. Nelson, University of Texas at Dallas, U.S.
Larissa Ferretti, Auburn University, U.S.
Lauren Finn, Elon University, U.S.

The Challenges and Rewards of Community-Based Research and Scholarly Engagement
Abstract: The Public Sociology Program at the University of North Carolina Wilmington provides a unique opportunity for its students by providing a hands-on, community-based research and service-learning experience. This article provides a history of the project as well as a reflection and dialogue from students and faculty who have participated in the project and the tacit mentoring component that has developed through this scholarly engagement program.
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Kimberly Lancaster, Coastal Carolina Community College, U.S.
Leslie Hossfeld, University of North Carolina Wilmington, U.S.
Erin O’Donnell, University of North Carolina Wilmington, U.S.
Hillary Geen, University of North Carolina Wilmington, U.S.

Faculty Perceptions of Undergraduate Research
Abstract: Faculty members completed an in-depth survey regarding their experiences supervising undergraduate research. Students were typically involved in data collection and entry rather than writing and publishing manuscripts. Faculty enjoy supervising undergraduates but will need ways to overcome barriers (e.g., time) in order to make their experiences easier and more rewarding.
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Amy M. Buddie, Kennesaw State University, U.S.
Courtney L. Collins, Kennesaw State University, U.S.

Book Review
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Healey, Mick, & Jenkins, Alan. (2009). Developing Undergraduate Research and Inquiry. York, UK: The Higher Education Academy. (download the book)
Reviewed by Peter Felten, Elon University, U.S.

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