13th National Conference June 19-22, 2010 Hosted by: Weber State University 3848 Harrison Blvd. Ogden, UT 84408 Toll-free 1-200-848-7700 www.weber.edu		For Conference Questions, please contact the CUR National Office at 202-783-4810 or cur@cur.org
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Bringing undergraduate research together with other high-impact, engaged-learning practices

A wide range of engaged learning experiences are being recognized for their significant impact on student learning and success. These high-impact practices include undergraduate research, learning communities, internships and other field-based learning, service and community-based learning, global and national study-away programs, and other collaborative and integrative learning experiences. As evidence of their success mounts, campuses are increasingly introducing and innovating engaged-learning programs. This subtheme highlights the ways that undergraduate research can intersect and work together with other engaged-learning efforts to advance student learning. Community-based undergraduate research, global research collaboratives, and undergraduate research programs situated within learning communities are just some of the many possibilities for collaborations that will be featured in this subtheme.

Examining the policy and practice implications of our research

Science and scholarship play an important role in Federal and state public policy. Recent legislation, including the America Competes Act and the American Recovery and Reinvestment Act, has recognized the significant role of science in maintaining a healthy economy and quality of life. The country's research agenda for green techonologies, clean and renewable energy sources, health care and economics, societal issues, and maintaining our cultural heritage through the arts and humanities, are all policy areas that can engage undergraduate students. This subtheme examines the ways that undergraduate research mentors and programs prepare students for leadership roles in the national research agenda for innovation, entrepreneurship, and solutions to social issues.

Making research experiences a universal practice for undergraduate students

Although their presence on campuses and at conferences has increased greatly in recent years, undergraduate research, scholarship and creative activities (URSCA) as a campus-wide norm is still rare. The “Scholarship Reconsidered” Boyer report emphasized the integration of teaching and research, but making this into a comprehensive practice is still elusive. This subtheme explores possibilities for supporting systemic URSCA practices on our campuses. Examples might include credit in the tenure and promotion process for mentoring undergraduate researchers; developing models of URSCA that help faculty in all disciplines advance their own research agendas; requiring URSCA experiences in general education or a capstone experience; and raising awareness through a robust student symposium and publications featuring powerful intellectual outcomes.

Using undergraduate research to help students engage with the world

Undergraduate research is often conceived of as an internally-focused activity, aimed at advances in disciplinary knowledge. But we can also help our students build external partnerships, to help them understand the intersection of scholarship and citizenship. We can work with students to provide research-based service to organizations, businesses and government agencies in our own communities; we can examine the social implications of our scholarship, at multiple scales; we can examine the histories and creative arts of the places within which we live, to understand the immediate cultures around us. This subtheme addresses the ways that undergraduates and their faculty mentors take responsibility for the public outcomes of academic work, at scales from local to global.

Drawing underrepresented students into our fields

Numerous reports and initiatives are focused on the need to prepare a diverse workforce for the 21st century. Undergraduate research, scholarship and creative activity is an effective approach to attract students to our disciplines and to foster their success in college, graduate school, and career. This subtheme focuses on strategies that engage students who have not traditionally been involved in research, including students from underrepresented racial and ethnic groups, students early in their college careers, women, persons with disabilities, students at community colleges, as well as students from lower socioeconomic communities or those without a family history of higher education. Sustainable, transferable practices and those that are integrated into departments and institutions will be highlighted.

A workshop is designed to be a "hands-on" session where presenters serve as facilitators and engage in reflection, discussion, and activities.  A workshop might begin with a brief introduction of common issues, a set of data, and/or a proven method in a particular setting and then spend the majority of the session engaging participants in activities that will lead them to their own insights and understandings of the topic.  Workshops that enable participants to consider how to apply and/or adapt the ideas presented to their own institutions or careers are encouraged.  The allotted time for a workshop is two hours, and presenters are asked to consider offering their workshop twice during the conference.  Handouts and visual aids are recommended.

An interactive session is structured to involve specific interactions with the audience.  In addition to a period of time for questions and answers, presenters should consider involving the audience through such mechanisms as brainstorming exercises, group discussion, and/or mini-surveys or polls.  These interactions encourage the exchange of ideas and the opportunity to gain multiple perspectives and insights on a common topic or theme.  The time allotted for interactive sessions is 75 minutes, and presenters are asked to consider offering their session twice during the conference.  Handouts and visual aids are recommended.

The poster session is intended to afford presenters a relaxed atmosphere where attendees can share their ideas with other faculty and administrators across a wide variety of disciplines and institutions.  Posters are intended to promote both an increased opportunity for interactions among individuals doing related work as well as an increased appreciation of the work being done across diverse disciplines.  All posters will be displayed throughout the conference in a common area.  Two "formal" poster sessions will be scheduled for specific blocks of time on two days during which presenters are expected to be available at the poster to discuss their work with other conference attendees for part of each time block.  Handouts and other visual materials in addition to the poster are encouraged.

The disciplinary poster session will be conducted during the departmental open houses and will enable participants an opportunity to share the results of recent research investigations with colleagues in their own disciplines.

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