January 16, 2019Positive Psychology and Partnershipsby Ketevan Kupatadze I want to start this blog post with a confession. Before reading the article I discuss in this post, I was quite skeptical of one particular partnership model championed by Bryn Mawr and Haverford Colleges — one that…
January 10, 2019What Does SoTL Have to do with Students?by Sophia Abbot This past October, the International Society of the Scholarship of Teaching and Learning (ISSOTL) met in Bergen, Norway, to share SoTL projects, practices, and findings. On the Center for Engaged Learning’s “What is SoTL?” page, we define…
January 4, 2019Using Critical Race Theory to Craft Undergraduate Research Experiencesby Buffie Longmire-AvitalNineteen years ago I was in the middle of my first year serving as head resident advisor (HRA) to an almost entirely first year residence hall. As the HRA I was responsible for organizing and providing monthly professional development for…
December 6, 2018Students as Partners at ISSOTL 2018by Sophia Abbot and Ketevan Kupatadze Students as Partners (SaP) had a major presence at the 2018 International Society for the Scholarship of Teaching and Learning (ISSOTL) conference in Bergen, Norway, this past October. Twenty of the 247 conference sessions,…
December 4, 2018Diverse and Alternative Ways of Partnering in SoTLby Ketevan KupatadzeAs I continue talking with my colleagues about student-faculty partnerships, whether in formal or more informal conversations, one recurring theme emerges: what does partnership look like in practice? My observations have taught me that a) most faculty immediately think of…
November 28, 2018A Continuum of Research: Assistants, Partners, and Undergraduate Researchersby Sophia AbbotOne of the most powerful experiences of my undergraduate career was spending a summer writing and researching with Dr. Alison Cook-Sather. While the official job title was “research assistant,” I was doing much more than supporting Dr. Cook-Sather’s ongoing work…
November 15, 2018The Art of Crafting a Mentored CUREby Buffie Longmire-AvitalIn my last post, I argued that course-based undergraduate research experiences (CUREs) can be a stepping stone for a student’s path toward mentored undergraduate research, but to yield equitable impact for historically underrepresented minority students (HURMS), CUREs must include mentorship…
November 1, 2018Practices for High Quality Undergraduate Research Mentoringby Eric HallUndergraduate research (UR) has been called a high impact practice because of its importance in student engagement and success (Kuh, 2008). To achieve these benefits, high quality mentoring is necessary, however little research has investigated this UR mentoring. In an…
October 30, 2018Lessons from Peer Tutoring Towards Mentoring Undergraduate Researchby Sophia Abbot As I’ve reflected on the findings of my recent collaborative research and subsequent blog post on peer tutoring, I’ve begun to consider ways lessons from that work might inform practices in other student-instructor relationships. What I mean…
October 25, 2018Reflecting on Course-Based Undergraduate Research (CUREs)by Buffie Longmire-AvitalBangera and Brownell (2014) lay out a compelling list of barriers students encounter while attempting to engage in undergraduate research. The authors also argue that, given the institutional nature of some of these barriers (e.g., implicit bias or lack of…