Completing the Research Cycle: A Framework for Promoting Dissemination of Undergraduate Research and Inquiry

Rachel Spronken-Smith, Jason Brodeur, Tara Kajaks, Martin Luck, Paula Myatt, An Verburgh, Helen Walkington, Brad Wuetherick

Abstract


With the rise of undergraduate research and inquiry (UGRI) in higher education, it is important to provide students with opportunities to disseminate their research. This completes the research cycle and builds key communication skills. In this article we develop a framework for the dissemination of UGRI, linking exposure to the development of student autonomy. We illustrate the framework with case studies ranging from dissemination activities within the curriculum, such as poster presentations and journal clubs, through to UGRI journals, conferences and product launches. Finally we consider how institutions can promote and support the dissemination of UGRI. To avoid reliance on individuals, institutions should invest in appropriate infrastructure, such as an undergraduate research office, to ensure long-term support for UGR I and the promotion of dissemination activities.


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DOI: http://dx.doi.org/10.20343/teachlearninqu.1.2.105

PID: http://hdl.handle.net/10515/sy5df6kk9



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Teaching & Learning Inquiry is the official journal of the
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