Call for Undergraduate Research Highlights:
For CUR Quarterly on the Web
Undergraduate Research Highlights briefly describe peer-reviewed research or scholarly work that has appeared in academic journals, books and book chapters, Web-based publications, and juried performances within the last six months. These publications must be in print and must include one or more undergraduate coauthors. Undergraduate Research Highlights are accepted four times during the year; the next deadline is March 3, 2017.
- Submissions must be in the format as detailed in the sample below.
- Contributions must be submitted at this link. Include the following items via the electronic submission form:
Title of the article and full journal citation (inclusive pp).
Brief description (3-5 lines) of the research and its significance.
Title and department or program affiliation of the faculty member.
A brief description of the student coauthor(s). Include the year of study in which the student(s) undertook the work, the opportunity through which the work was undertaken (independent study project, summer project, REU program, senior thesis project, etc.), and the current status of the student (graduate school, employed, still enrolled, etc.).
The source of funding for the work.
Submissions selected for inclusion in CURQ on the Web also will be posted to the Highlights portion of CUR's Web site.
View a sample Undergraduate Research Highlight submission.
Have questions about the content of a research highlight? Email Highlights editor Marie Graf
Have questions regarding the submissions process? Email the CUR National Office
or call 202-783-4810.
Format, Sample Undergraduate Research Highlight
Parker JS, Stewart GS, Gantt C. Research and intervention with adolescents exposed to domestic violence. Fam Ther. 2006;33:45-52. (University of South Carolina Upstate)
The present study examined characteristics of adolescents exposed to domestic violence and tested a group intervention protocol utilizing expressive writing (EW) as a coping method for this population. The experimental group used "Positive Points", a list of personal strengths, in the writing intervention based on the hypothesis that their use would increase cognitive insight and positive word usage. A significant group effect was found and all participants demonstrated positive overall emotional change as a result of EW. Jennifer Parker is an assistant professor of psychology. Gina Stewart and Courtney Gantt, both senior psychology majors, participated in the research for independent study credit. The research was supported by a USC Scholarly Research and Development Award and a mini grant from the USC Upstate Center for Undergraduate Research, which was awarded to Gina. Gina is currently in a doctoral program in psychology at the University of Mississippi. Courtney is employed and in the process of applying to graduate programs.