Making Learning Matter

Course-Based Undergraduate Research for the 21st-Century Student
1. Auflage 2027
ISBN: 978-1-041-29185-5
Verlag: Taylor & Francis Ltd

Buch, Englisch, 170 Seiten, Format (B × H): 174 mm x 246 mm

Undergraduate research is no longer confined to lab benches and computer labs – it belongs in classrooms, studios, archives, and community sites across the liberal arts. Making Learning Matter is a call to action for educators across disciplines to embrace course-based undergraduate research experiences (CUREs) as a powerful, equitable tool for student learning, engagement, and transformation. This book offers practical guidance, real examples, and theoretical grounding for integrating CUREs into both lab and non-lab settings. Drawing from diverse disciplines, it demonstrates how research can be scaffolded into courses at every curriculum level, starting with introductory courses. We focus specifically on non-major general education courses as vehicles to engage and excite all students in exploring a wide range of disciplines. Whether designing a data-driven research project in a statistics class or incorporating archival inquiry into a literature seminar, faculty will find frameworks and inspiration to make authentic research experiences part of their teaching practice. Grounded in the model of embedded High-Impact Pedagogy, the book makes a case for course-based research as a transformative practice that promotes inclusion, reflection, critical thinking, and collaboration. The book tackles timely tools and topics, integrating generative AI into CUREs, helping students develop not only research skills but also digital and ethical literacies essential for the future. Making Learning Matter speaks to a wide audience: instructors interested in new ways to engage students in STEM, humanities faculty eager to embed research more deeply, as well as any other faculty wishing to create more meaningful, research-based experiences in their classroom. We expect that the book will appeal to institutions seeking scalable, inclusive, and accessible models for undergraduate research. It celebrates what’s possible when curiosity, creativity, and inquiry meet meaningful pedagogical design – making research a common language across the liberal arts.

Zielgruppe

Professional Practice & Development and Undergraduate Advanced

Autoren/Hrsg.

Makarevitch, Irina

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik
• Sozialwissenschaften Soziologie | Soziale Arbeit Soziologie Allgemein Empirische Sozialforschung, Statistik

Inhaltsverzeichnis

Introduction: Curiosity for Everyone: CUREs and the Future of Undergraduate Learning References (Introduction)  Chapter 1: CUREs as Embedded High-Impact Practice CUREs as an Accessible Approach to Undergraduate Research A Term from STEM, a Practice Across Disciplines The Impact of Inquiry-Rich Learning Core Elements of CUREs The Architecture of Impact: Elements of High-Impact Pedagogy References (Chapter 1)  Chapter 2: From First-Year Discovery to Capstone Research: Lessons from the Natural Sciences Learning Science through Inquiry Modalities of STEM CUREs The Introductory CURE: Access and Engagement Designing Introductory CUREs: Keeping Novices in the Room Models of Introductory Inquiry Recurring Pressures in CURE Design The Intermediate CURE: From Participation to Judgment Challenges and Design Principles of Intermediate CUREs Models of Intermediate Inquiry The Advanced CURE: Ownership, Autonomy, and Professional Identity Challenges of Advanced CUREs Models of Advanced Inquiry Teaching Science Through Inquiry References (Chapter 2)  Chapter 3: Course-Based Research in Human Systems: Lessons from the Social Sciences Research in Human Systems Evidence of Impact Models for Building CUREs in Social Sciences Challenges of Social Science CUREs Research with People, Research with Consequence References (Chapter 3)  Chapter 4: Course-Based Research in Meaning and Making: Lessons from the Humanities and Fine Arts Inquiry, Interpretation, and Creative Contribution When Assignments Become Inquiry From Topic to Problem: Teaching the Humanities Imagination Models of Course-Based Inquiry in the Arts and Humanities Inquiry as a Designed Collaborative Practice Design Challenges in Humanities and Fine Arts CUREs Returning Research to Meaning References (Chapter 4)  Chapter 5: Course-Based Research across Boundaries: Lessons from Connected CUREs The Case for Interdisciplinarity Models for Connected CUREs Design Principles for Connected CUREs The Work of Translation References (Chapter 5)  Chapter 6: Course-Based Research behind the Scenes The Invisible Burden of Innovation Learning to Teach without the Script Structural Barriers: Innovation Meets Institutional Reality The Human Cost of Teaching Course-Based Research The Rewards of Teaching Course-Based Research From Improvisation to Course Design: Making CUREs Livable The Language of Shared Pedagogy From Scattered Practice to Shared Design From Isolated Innovation to Institutional Support: Making CUREs Sustainable Toward a Culture of Inquiry References (Chapter 6)  Chapter 7: From Doing School to Doing Inquiry: Student Growth through Course-Based Research From Anxiety to Inquiry Learning How to Do Inquiry Together From Curiosity to Project Ownership Claiming a Place in Inquiry From Ownership and Belonging to Confidence and Persistence Designing for Student Growth The Real Promise of CUREs References (Chapter 7)  Chapter 8: Designing CUREs for an AI-Saturated World Research in an AI-Saturated World GenAI as a Student Research Helper GenAI as Faculty Support in CURE Design and Implementation Turning AI Into an Object of Inquiry Challenges and Design Principles for Teaching CUREs with GenAI The Human Core of Inquiry References (Chapter 8)  Chapter 9: Building a CURE: Design, Revision, and Growth across Disciplines Choosing a Starting Point Identifying Inquiry, Scope, and Model Defining the Goals and Outcomes Building Assessment and Evidence into the Course Designing the Learning Environment Evaluating, Revising, and Strengthening the Next Iteration References (Chapter 9)  Conclusion: Curiosity in Action

Über Autor(innen)

Irina Makarevitch, PhD, is Professor of Biology at Hamline University. A plant geneticist with a strong research record in the genetic and epigenetic regulation of plant responses to environmental stress, she is also an educator deeply committed to inclusive, research-rich STEM learning. She has published and presented widely on evidence-based teaching practices that foster equity and student success, including course-based undergraduate research experiences. In her administrative role, she led university-wide initiatives in faculty development, program review, student learning assessment, and policy development and plays a central role in shaping institutional approaches to the ethical, creative, and pedagogically sound integration of AI in higher education.