Fostering a Climate for Collaborative Undergraduate Research
Amanda Hornby, (UWB/CCC Campus Library), David Goldstein (Interdisciplinary Arts and Sciences), Gowri Shankar (Business), Becky Rosenberg (Teaching and Learning Center), Jerelyn Resnick (Nursing) - UW Bothell
UW Bothell is a core member of a national school consortium sponsored by the Carnegie Academy for the Scholarship of Teaching and Learning Campus Program. Within this consortium our focus is “Sustaining Student Voices in the Scholarship of Teaching and Learning.” To foster a supportive climate for undergraduate research, we created the Collaborative Undergraduate Research Program (CURP). Our program flows from our campus’s interdisciplinary focus and value of inclusiveness, in which “students, staff and faculty are all learners and teachers engaged in a collective effort.” CURP works to adapt UWB’s formal and informal processes and structures to help ensure that students are included as partners in faculty research.
In our first funding year, we began a program with faculty-initiated research projects. We mistakenly assumed that the opportunity to engage students in faculty research would outweigh demands on faculty time and resources for training and mentoring student researchers. Few faculty applied. This year, with additional internal funding, we have been able to provide four faculty research projects with $2,000 each and to provide each participating student with a $150 quarterly stipend to attend cohort meetings. Students also receive course credit or are paid with grant funds.
Twelve proposals were submitted for this competitive grant. The selected projects come from all areas of the curriculum and include: (1) Business -- global market integration, (2) Nursing -- newspaper articles on substance abuse community strategies, (3) Master’s in Policy Studies -- global climate change and cities, and (4) Interdisciplinary Arts and Sciences -- small group work in IAS.
Through this collaborative and iterative process, CURP learned (1) funding is critical for busy faculty, (2) faculty are interested in working with students as co-inquirers and (3) faculty need to understand the difference between co-inquiry with students and hiring students. This knowledge will help inform future UWB research programs.