More Articles in this Issue
Perspectives / Reviews‐ Nicholas Grindle, Stefanie Anyadi, Amanda Cain, Alastair McClelland, Paul Northrop, Rebecca Payne, and Sara Wingate Gray
SPUR (2021) 5 (1): https://doi.org/10.18833/spur/5/1/12 Abstract:In recent years, advocates for research-based education have publicized many examples of passive research involvement, defined as undergraduates learning about the content and lived experience of research at their institution. But the qualitative dimensions of passive research involvement remain unknown. The authors’ study uses Diana Laurillard’s “conversational framework” to analyze reports from 367 undergraduate students at a UK research intensive university who met researchers and learned about their work. The results show a range of experiences in student learning about faculty research. These findings make the case that passive research involvement has its own integrity and cannot be characterized as an absence of participation. The authors suggest ways that the students as audience category can enhance undergraduate connections with research
- Practice‐ Arnell Garrett, Frances D. Carter-Johnson, Susan M. Natali, John D. Schade, and Robert Max Holmes
SPUR (2021) 5 (1): https://doi.org/10.18833/spur/5/1/4 Abstract:The Polaris Project, a National Science Foundation–funded program at the Woodwell Climate Research Center, aims to comprehensively address minority participation in climate and Arctic science research. The project implemented design principles to recruit, motivate, and retain African Americans, Hispanics, Native Americans or Alaskan Natives, and women through immersive, field research experiences. The project included undergraduate and graduate students from environmental science, ecology, hydrology, biology, forestry, and geology. Ninety-five percent of participants identified as African American, Hispanic, Native American or Alaskan Native, and/or female. Critical participant outcomes included development of interdisciplinary research projects, involvement in self-efficacy and advocacy experiences, and increased awareness and discussion of Arctic research careers. All outcomes contributed to the Polaris Project’s role as a model climate science research program.
