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Mentoring Undergraduates to Engage with the "So What?" of Scholarly Inquiry

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Publicado en:Scholarship and Practice of Undergraduate Research vol. 8, no. 4 (Summer 2025), p. 13-19
Autor principal: Baker, Vicki L
Otros Autores: Lunsford, Laura Gail
Publicado:
Council on Undergraduate Research
Materias:
Collaboration
Science
Mentors
Documentation
Audiences
Verbal communication
Data analysis
Case studies
Open access
Classrooms
Decision making
College students
Literature reviews
Learning
Scholarly communication
School districts
Scholarships & fellowships
Rural Schools
Undergraduate Students
Independent Study
Experiential Learning
College Faculty
Faculty Mobility
Professional Identity
Instructional Leadership
Communication Skills
Annotated Bibliographies
Computer Mediated Communication
Qualitative Research
Intention
Liberal Arts
Evaluative Thinking
Process Approach (Writing)
Ownership
Learner Engagement
Acceso en línea:Citation/Abstract
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Resumen:This commentary encourages mentors to incorporate two key practices into undergraduate research and creative inquiry: open science and public-facing scholarship. Open science promotes transparency and accessibility in research, and public scholarship focuses on sharing academic work beyond traditional academic audiences. To support faculty as they guide students through these practices, we introduce the design, analysis, perform, action (DAPA) framework, a simple decision-making tool. This approach helps students take an active role in their research experiences. We provide two examples from liberal arts undergraduate institutions to illustrate how faculty have used the model in practice. The commentary ends with four practical lessons for mentors, highlighting the importance of intentionality and collaboration with students.
ISSN:2476-101X
DOI:10.18833/spur/8/4/2
Fuente:Education Database