Special Issue: Mentoring Undergraduate Research in Global Contexts
When students participate in high-quality UR with a faculty mentor, they are actively engaged in analyzing real-world, complex problems that can deepen learning, strengthen self-awareness, and broaden perspective-taking abilities, among many other benefits (Brew, 2013; Kuh, 2008; Johnson, Behling, Miller, & Vandermaas-Peeler, 2015). Across the many models and contexts in which students participate in research opportunities, effective, high-quality mentoring is considered essential to the success of UR (Rowlitt, Blockus, & Larson, 2012; Shanahan, Ackley-Holbrook, Hall, Stewart & Walkington, 2015). However, the specific strategies and processes related to mentoring UR in diverse contexts have rarely been an explicit focus of inquiry. This is a significant omission, given the increasing opportunities for students to conduct research in a range of global contexts, which may include international settings as well as diverse communities within the United States.
In order to address this gap in the literature, the PURM 2018 special issue will focus on Mentoring Undergraduate Research in Global Contexts. We invite educators and students to submit manuscripts that explore specific strategies and approaches related to the particular challenges and opportunities of mentoring UR in diverse local and global contexts. While we are open to all submissions that address this broad theme, some potential topics are listed below.
Topics might include (but are not limited to):
- The impact of mentoring UR in global contexts on student outcomes and/or faculty development
- The diverse practices associated with mentoring UR in global contexts
- Elements of high-quality distance mentoring
- Conducting and mentoring UR in diaspora and transnational contexts
- Integration of faculty-mentored UR into study abroad / study away programs
- Faculty mentoring partnerships across institutional and cultural contexts
- The global dimensions of campus-community partnerships and UR
- Institutional frameworks for conducting and mentoring UR in regional, national, and/or international settings
PURM is an open-access, multidisciplinary, peer-reviewed online journal supporting the mission of undergraduate research and the programs that strive to provide undergraduate students opportunities to participate in scholarly activities with faculty mentors. PURM’s unique focus on the process of undergraduate research and mentoring rather than the products of these activities provides a space for the growing undergraduate research community to share experiences, opportunities, concerns, and challenges in a rigorous, professional venue.
Submissions typically have a student author or co-author, and should address mentoring of undergraduate research in disciplinary and interdisciplinary contexts, either through a theoretical, empirical, review, experiential dialogue, conversation/roundtable, or viewpoint perspective. For more information about the types of articles accepted by PURM, please visit the website at: http://blogs.elon.edu/purm/about/types-of-articles.
To be considered for the Special Issue on Mentoring Undergraduate Research in Global Contexts, Fall 2018, manuscripts must be received by April 1, 2018. Full submission guidelines may be found on PURM’s website at http://blogs.elon.edu/purm/for-authors/submission-guidelines. Any questions regarding PURM, the submission and review process, or article inquiries for the Special Issue may be directed to Dr. Amy L. Allocco (email@example.com) or Dr. Maureen Vandermaas-Peeler (firstname.lastname@example.org), Special Guest Editors. All other inquires may be directed to Dr. Qian Xu, Editor-in-Chief, PURM: email@example.com.
Brew, A. (2013). Understanding the scope of undergraduate research: A framework for curricular and pedagogical decision-making. Higher Education, DOI 10.1007/s10734-013-9624-x
Johnson, W. B., Behling, L. L., Miller, P., & Vandermaas-Peeler, M. (2015). Undergraduate research mentoring: Obstacles and opportunities. Mentoring & Tutoring: Partnership in Learning, 23(5), 441–453.
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington D.C.: Association of American Colleges and Universities.
Lopatto, D. (2010). Undergraduate research as a high-impact student experience. AAC&U Peer Review, 2 (12), 27-30.
Rowlitt, R. S., Blockus, L., & Larson, S. (2012). Characteristics of excellence in undergraduate research (COEUR). Council on Undergraduate Research, Washington, DC.
Shanahan, J. O., Ackley-Holbrook, E., Hall, E., Stewart, K., & Walkington, H. (2015). Ten salient practices of undergraduate research mentors: A review of the literature. Mentoring & Tutoring: Partnership in Learning, 23(5), 359–376.