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Writing winning proposals for funding research is an essential skill for doctoral students in the social sciences. Still, most anthropology programs lack formal instruction on this, relying instead on informal mentorship. To advance this, we evaluated the Value Proposition framework in teaching anthropology Ph.D. students to write proposals. Our findings from the feedback from students and faculty in the NSF-funded Cultural Anthropology Methods Program (CAMP) offer insights for using this framework to bridge the proposal-writing gap in the training of cultural anthropologists. 

Undergraduate research experiences (UREs) significantly enhance students’ critical thinking, problem-solving, and teamwork skills, and foster pathways to graduate studies. Social science laboratory-based undergraduate research experiences (LUREs) offer similar benefits with more impact on the understanding of the research process and influence career direction. As online undergraduate programs increase, research opportunities must adapt to incorporate otherwise excluded remote students. This study employs an expert panel method that collects insights from 22 experienced lab leaders around meeting the substantial challenges of mentoring online students in social science lab groups. Through thematic analysis, four key challenges and proposed solutions to enable remote undergraduate students to successfully engage in research labs were identified. These solutions offer practical guidance to improve inclusivity and accessibility for online learners.