Learning by Doing

Mentoring Group-Based Undergraduate Research Projects in an Upper-Level Political Science Course

Datos Bibliográficos

ID12379700
AutoresBenjamin R Knoll (0000-0001-8067-6219, Centre College, autor de correspondencia)
Año2016
Volumen49
Número1
Páginas128-131
Fecha de publicación2016-01-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaPS Political Science & Politics (JOURNAL)
Identificadores de la revistaISSN: 1049-0965 • E-ISSN: 1537-5935
EditorialCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s1049096515001146
OpenAlexW2266189685
IdiomaEN
Citas recibidas9
Referencias citadas8

Undergraduate research (UGR) is a “high-impact practice” that has been consistently shown to effectively promote desirable student-learning outcomes (SLOs) including critical thinking, logic, written and oral communication, problem solving, and interpretation of evidence, especially among minority and disadvantaged students. Mentoring quality UGR experiences in regular upper-level political science courses, however, is a difficult and time-consuming activity. This article describes an attempt to provide an intensive, semester-long, and group-based UGR experience in an upper-level American politics course. It discusses how this experience was designed to deliberately foster specific institutional UGR SLOs and summarizes student perceptions of the overall effectiveness of the experience

Disadvantaged · Interpretation (philosophy · Mathematics education · Medical education · Pedagogy · Perception · Political science · Politics · Quality (philosophy · Career Development and Diversity · Computer Science · Evaluation of Teaching Practices · Higher Education Research Studies · Medicine · Psychology