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1. Conducting research at primarily undergraduate institutions

   Nicholas D. Ball, Maria A. ( February 2023 , Cell reports physical science)

   Emily Edwards (Ed.)

   Undergraduate research and education are critical parts of the scientific ecosystem. Professors at primarily undergraduate institutions (PUIs) bear responsibility for molding young scientists while carrying out high quality research. In this Voices piece, researchers offer inspiring replies to the following prompt: in your role as a professor, what are the challenges and opportunities when conducting research at a PUI? 

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2. Conducting research at primarily undergraduate institutions

   https://doi.org/10.1016/j.xcrp.2023.101255  

   Ball, Nicholas D ; Gomez, Maria A ; Rempel, Brian P ; Farkas, Elaine R ; Makal, Tori E ; Shields, George C ; Parish, Carol A ; Tresca, Blakely W ; McGinitie, Elizabeth G ( February 2023 , Cell Reports Physical Science)

   Undergraduate research and education are critical parts of the scientific ecosystem. Professors at primarily undergraduate institutions ({PUIs}) bear responsibility for molding young scientists while carrying out high quality research. In this Voices piece, researchers offer inspiring replies to the following prompt: in your role as a professor, what are the challenges and opportunities when conducting research at a {PUI}?}, 

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3. Integrating Undergraduate Research and Faculty Development in a Legacy Astronomy Research Project

   Koopmann, Rebecca ; Balonek, Thomas J. ; Cannon, John M. ; Craig, David ; Durbala, Adriana ; Finn, Rose ; Hallenbeck, Gregory ; Haynes, Martha ; Lebrón, Mayra ; Leisman, Lukas ; et al ( September 2019 , Bulletin of the American Astronomical Society)

   We present results from a highly successful model of faculty development and undergraduate research and education, the Undergraduate ALFALFA Team (UAT), an NSF-sponsored 23-institution collaboration. We recommend that granting agencies identify funding resources to support similar efforts for other large-scale scientific projects. 

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4. Undergraduate geoscience education research: Evolution of an emerging field of discipline-based education research

   https://doi.org/10.1002/tea.21471  

   Arthurs, Leilani A. ( January 2018 , Journal of research in science teaching)

   Discipline-based education research (DBER) conducted by faculty within geoscience departments can address identified needs in undergraduate geoscience education.This study explores the evolution of undergraduate geoscience education research (GER) from 1985 to 2016, primarily in terms of the types of published research and secondarily in terms of the insights this literature offers on the evolution of GER as a scholarly discipline. Stokes’(1997) quadrant model of research types is used as a theoretical framework for the former and Kuhn's (1970) model of disciplinary paradigm for the latter. An exploratory sequential mixed-methods approach to a systematic literature review of 1,760 articles is utilized. The period1985–2000 is characterized by proto-research as evidenced by the abundance of instructive and informational education articles rather than research articles. From 2000to 2011, GER underwent a growth period characterized by the presence of applied, use-inspired, and pure basic research. The period 2011–2016 appears to be a period of relative steady-state conditions in the normalized number of GER publications per year. Existing gaps in knowledge about geoscience education, the evident unfamiliarity with education and social science research methodologies among authors of GER articles, and efforts to build consensus about what GER is and how to conduct it suggest that GER is preparadigmatic or at a low paradigm state. 

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5. Undergraduate Research in Mathematics Education: Using Qualitative Data About Children’s Learning to Make Decisions About Teaching

   https://doi.org/10.5951/MTE.2020.0008  

   Groth, R. E. ; Bergner, J.A. ; Austin, J.W. ; Burgess, C.R. ; Holdai, V. ( January 2020 , Mathematics teacher educator)

   Undergraduate research is increasingly prevalent in many fields of study, but it is not yet widespread in mathematics education. We argue that expanding undergraduate research opportunities in mathematics education would be beneficial to the field. Such opportunities can be impactful as either extracurricular or course-embedded experiences. To help readers envision directions for undergraduate research experiences in mathematics education with prospective teachers, we describe a model built on a design-based research paradigm. The model engages pairs of prospective teachers in working with faculty mentors to design instructional sequences and test the extent to which they support children’s learning. Undergraduates learn about the nature of systematic mathematics education research and how careful analyses of classroom data can guide practice. Mentors gain opportunities to pursue their personal research interests while guiding undergraduate pairs. We explain how implementing the core cycle of the model, whether on a small or large scale, can help teachers make instructional decisions that are based on rich, qualitative classroom data. 

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