Undergraduate Research in Online, Virtual, and Hybrid Courses

Proactive Practices for Distant Students

February 2022
More details
  • Publisher
    Stylus Publishing
  • ISBN 9781642674132
  • Language English
  • Pages 300 pp.
  • Size 6" x 9"
E-Book (ePub)
February 2022
More details
  • Publisher
    Stylus Publishing
  • ISBN 9781642674156
  • Language English
  • Pages 300 pp.
  • Size 6" x 9"
February 2022
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  • Publisher
    Stylus Publishing
  • ISBN 9781642674125
  • Language English
  • Pages 300 pp.
  • Size 6" x 9"
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February 2022
More details
  • Publisher
    Stylus Publishing
  • ISBN 9781642674149
  • Language English
  • Pages 300 pp.
  • Size 6" x 9"

Co-published with  and

With the growing interest in undergraduate research as a high-impact practice, and the recognition that college education is increasingly moving online, this book – the first to do so – provides a framework, guidance from pioneering practitioners, and a range of examples across disciplines on how to engage remote students in research.

Two foundational chapters set the scene. For those new to incorporating undergraduate research in their courses, the opening chapter provides an introduction to its evolution and practice, and reviews the evidence of its benefits for students, faculty, and institutions. The second addresses the benefit that undergraduate research can bring to online learning and provides an overview of the ways research can be incorporated into online and virtual courses to meet the course and student learning objectives.

The remaining chapters illustrate implementation of undergraduate research in courses across many disciplines. They address thematic issues related to the work and its effects on students, such as transitioning them from users of, to active participants in, research; and consideration of the technological tools needed to support students in a virtual environment. The contributors, some of whom have been implementing these practices for some years, offer important insights and expertise.

While the examples range across the behavioral sciences, business, education, the health professions, the humanities, social sciences, and STEM, readers will find much of value and inspiration from reading the chapters beyond their disciplines.

“If you’re committed to socially just educational practices, this book is vitally important. We shortchange students who take online courses (often from historically marginalized and underserved populations) if we exclude research projects in virtual classes. With examples from across the disciplines, you’ll find impactful ideas on fostering equitable online student success.”

Flower Darby - Faculty and Lead Author, Small Teaching Online

"Essential reading for educators focused on equitable student success, the thoughtful chapters provide key insights to incresing affordability and ubiquity of undergraduate research through investment in online models."

Elizabeth L. Ambos - CUR Executive Officer, 2012-2019

Foreword Lynn Pasquerella
Introduction — Jennifer G. Coleman, Nancy H. Hensel, and William E. Campbell

1) The Power of Undergraduate Research — William E. Campbell
Online Education and the Need for Undergraduate Research — Jennifer G. Coleman
Online Undergraduate Research in Science, Technologiy, Engineering, and Mathmematics (STEM) Courses — Emily K. Faulconer
How to Incorporate Undergraduate Online Research in a Cross-Listed, Combined Undergraduate/Graduate Humanities and Social Science Course — Lydia Huerta Moreno
Online Undergradute Research in Behavioral Sciences — Jennifer G/ Coleman and Lee William Daffin, Jr. 
Undergraduate Research and Online History Courses — Andrew S. Hernández III
Conducting Undergraduate Research in Business in the Online Environment — Julio C. Rivera
How Action Research Builds Confidence in Online Early Childhood Education Students — Julianne Zvalo-Martyn
Online Undergraduate Research in Health Professions — Lori L. Finn
Designing an Asynchronous Online Capstone Research Project: Public Policy, Community Evaluation, and the Interplanetary Initiative — Margaretha Bentley
From Observer to Active Participant: Transitioning the Identity of Undergraduate Online Research Students — Tami Lincoln
"What We Know Must Be": Undergraduate Research in an Online Shakespeare Course — Laura Grace Godwin and David A. Saloman
Fostering Relationships and Communicating Effectively: Technological Tools Necessary to Support Undergraduate Research in Virtual Environments — Nicole Nicholson
Virtual Showcases of Student Research/Creativity — Shauna Reily and Samantha Langley-Turnbaugh
Turning "Limitations" into Opportunities: Online and Unbound — Kevin Ostoyich, Kari-Anne Innes, and Rebecca Ostoyich
Virtualizing Undergraduate Research in the Geosciences: Freely Available Geospatial Data Resources and Strategies for Their Use — Jeffrey G. Ryan
Triage, Transition, and Transformation: How the Council on Undergraduate Research (CUR) Adapted and Evolved in a COVID-19 World — Lindsay Currie and Heather Wakefield
Pandemic Responses and Insights — Tim Usher, Andrew V. Nguyen, Jamie Buettner, and Joel Blaxland
— Nancy H. Hensel

Editor and Contributor Biographies

Jennifer C. Coleman

Jennifer Coleman is a Professor of Psychology at Western New Mexico University. As an early adopter, she developed most of the psychology curriculum online while also teaching on-ground. She won Professor of the Year twice for her teaching, mentoring, and for founding a student-funded program that champions research opportunities for students. She earned a B.A. in Psychology at SUNY Geneseo, and a Ph.D. in Psychology and MST in College Teaching at the University of New Hampshire. She went on to earn master’s degrees that span business, counseling, English and art. As an interdisciplinarian, she has conducted research with students for more than 20 years. Her own experience with undergraduate research at Geneseo was invaluable and created her drive to ensure such opportunities are available to all students, regardless of physical location and economic means. She has served as director of Research and Sponsored Programs, Institutional Review Board, Academic Support Center, Graduate Division and Admissions, and as the founding Chair of Interdisciplinary Studies she oversaw fully-online degrees (AA, BIS, MA and graduate certificates). As a leader and advocate for educational equity, she focuses on high impact practices in on-ground and online teaching and advising. She has presented extensively with students, most recently with those she has met online.

Nancy H. Hensel

Nancy Hensel has been a faculty member, Dean, Provost, and University President. She served as Executive Officer of the Council of Undergraduate Research for seven years. In that role she served as Co-PI for several National Science Foundation grants to assist colleges in developing undergraduate research programs. She has written or edited a variety of books about undergraduate research, including Course-Based Undergraduate Research (Stylus, 2018); Transformative Research at Predominately Undergraduate Institutions with Kerry K. Karukstis (CUR, 2007) and Faculty Support and Undergraduate Research: Innovations in Faculty Role Definition, Workload, and Reward with Elizabeth L. Paul (CUR, 2012) She co-edited two monographs on undergraduate research that specifically address student research at community colleges. She also has given many speeches on undergraduate research and is a recognized national and international leader on this topic.

William E. Campbell

William Campbell, Ph.D. in Philosophy, spent 35 years as an administrator at three universities: Director of Academic Assistance and Honors; Director of Undergraduate Research; and Director of Grants and Research. He started his first undergraduate research program in 1987. He has been active in CUR for twenty years: Councilor, Treasurer, member of the Executive Board, and President. He has written and presented widely on undergraduate research, grants, and academic success programs. He is the author of The Power to Learn: Helping Yourself to College Success (Wadsworth, 1992, 1996) and co-editor of New Paradigms for College Teaching (with Karl Smith; Interaction Books, 1996).

HIP; Undergraduate Research; Online Learning; Multi-disciplinary Research Practices; Active Participation; Technological Tools