1. Building on Excellence for Students and Faculty JULIO RIVERA COUNCIL ON UNDERGRADUATE RESEARCH CARTHAGE COLLEGE

2. An Introduction OF SORTS

3. How did he get here?  B.A.—Journalism and Theology  M.A.—Higher Education and Student Affairs  Ph.D.—Geography  Carthage (both sides now)  CUR  Post-doc--Business

4. Why am I here? A BETTER QUESTION THAN IT USUALLY IS I WILL ANSWER THIS LATER

6. Plan  A quick evaluation of you  Why undergraduate research matters  Some Challenges  Requests

7. Let’s Start with You WOW!

8. Why am I impressed by Loyola?  Characteristics of Excellence in Undergraduate Research (COEUR)  Benchmarks about what it takes to be excellent at undergraduate research  Impressed by your explicit interconnection of undergraduate research with other experiential elements offered—Center for Experiential Learning

9. Walk through COEUR COEUR CharacteristicLoyola is Engaged in UR is Embedded in Culture and arises from mission UR aligns well with mission “academics in action” Broad Participation from across the University Administrative Support Center for Experiential Learning Range of Supporting Offices Support from Provost’s Office Dissemination 324 Student Presenters at Undergraduate Research and Engagement Symposium Awards Given for Quality Support for Students 175 Supported Student Experiences Mentoring Feedback Reports Travel Grants (9 came to NCUR last year—thank you) Assessment You have some strong outcomes—almost all report the value of the experience as important for future

10. Your students at NCUR (top 25%) TitleSubjectPresenter “CUT SHORT THE NIGHT: USE SOME OF IT FOR THE DAY'S BUSINESS”: AN EXAMINATION OF CULTURAL PROCESSES ON SLEEP PATTERNS IN IMPERIAL ROME.HistoryJuan Basadre CHICAGO PUBLIC SCHOOL DISPARITIES AS RELATING TO INEFFECTIVE BUDGETARY ALLOCATION AND DISCRIMINATIVE EDUCATION POLICYEducationAllison Clark BIOCHEMICAL CHARACTERIZATION OF PHOSDUCIN-LIKE PROTEIN-1 (PHLP-1) OF THE MALARIA PARASITE PLASMODIUM REVEALS REDOX ACTIVITYBiochemistryRobin David HIGH THINGS WERE SPOKEN THERE: THE HISTORY OF THE HEROIC SONNETEnglishDavid Hullinger SYNTHESIS OF A PHOTOSENSITIZER-PEG-FOLATE COMPLEX FOR PDTChemistryMunira Munshi I WAS JUST JOKING!: HUMOR DECREASES PERCEPTIONS OF SEXISMPsychologySophia Smith INFANT COGNITIVE DEVELOPMENT AND PSYCHOPHYSIOLOGICAL MEASURESPsychologyCydney Stein PULLING APART, COMING TOGETHER Anthropology & Archeology Ashley Wahnschaff A STUDY OF TYPE IA SUPERNOVA LIGHT CURVES: SIMULATED AND ACTUAL DATAPhysicsDan Zimmerman

11. So What? THIS IS ALL GOOD NEWS... BUT, SO WHAT?

12. High Impact Practices  First Year Seminars and Experiences  Common Intellectual Experiences  Learning Communities  Writing Intensive Courses  Collaborative Projects  Undergraduate Research  Diversity/Global Learning  Community Based Learning/Service Learning  Internships  Capstone Courses and Projects

13. Undergraduate research is identified as a High Impact Practice (HIP)  I do hate clichés  Decades of research in higher education have revealed that these practices enhance student development  Who benefits the most?  First among equals? (later)

14. High Impact Practices—beyond trendy and cliché  Deep Learning  Higher Grades  Student Development  Intellectual Development  “Authentic Learning”  Habits of the Mind  Knowledge can be created and destroyed  Apprenticeship in learning how to learn  Transferable knowledge

15. Big Ideas to Transform Higher Education  Undergraduate Research as a High Impact Practice  First Among Equals  Transformation of Students  Student Development and Success  Deepening Student Success Across Spectrum  1 st Generation  Low Income  Underrepresented Groups

16. Transformation of Students:  Getting them from simple structures to complex ones in 4 years  Slow process  No single one of us can do this task  No single remedy can accomplish this 4 years of time School of Intellectual Development

17. Change in my Thinking  All these years in the intellectual development camp (still haven’t left)  Finally joined the Education and Identity camp Cheryl Bailey

18. Chickering’s Vectors  Developing Competence (intellectual, physical, personal)  Managing Emotions  Moving through Autonomy toward Interdependence  Developing Mature Interpersonal relationships  Establishing Identity  Developing Purpose  Developing Integrity

19. Building the Mentoring Relationship  The most important relationship for a student  Good mentoring practice is like good teaching  Build opportunities for students to be empowered—as junior colleagues (because someday...

20. Undergraduate Research Impact on SLOs CitationMethod Bauer and Bennett 2003; Russell et al. 2007Alumni self reported Ferrari and Jason 1996, Kardash 2000, Lopatto 2004, 2010 Seymour et al. 2003, Ward et al. 2004, Nnadozie et al. 2001, Hunter et al 2009 Student self reported data (focus group interviews, Likert-scale surveys) Hunter et al 2006, Russell et al. 2007; Hunter et al 2009 Focus group interviews with faculty Ishiyama 2002College survey data DiBassio 2004, Cox and Androit 2009, Singer et al 2010 Independent scoring of student reports More at https://www.zotero.org/groups/curassessmentbibliography/itemshttps://www.zotero.org/groups/curassessmentbibliography/items

21. All Well and Good Julio, but... THE IMPACT IS HIGH, BUT THE RANGE IS LIMITED

22. Yes  Limited impact for just a few  Needs to expand beyond our “elite” students to the pedestrian level  Needs to be woven into the curriculum.  What would that look like?  What if you build an undergraduate research curriculum that looked like this?

23. Undergraduate Research  First Year Seminars and Experiences  Common Intellectual Experiences  Learning Communities  Writing Intensive Courses  Collaborative Projects  Diversity/Global Learning  Community Based Learning/Service Learning  Internships  Capstone Courses and Projects

24. Research-rich curriculum  The prevailing thought is that research is woven into the curriculum  Expands opportunities for students  Reexamines the idea of faculty load/work  Builds out of work from NSF and HHMI grants

25. Curriculum  You know how hard it is to revise  Think about it  A heartening tale from an English Department

26. So Why am I here? I’M HERE TO CHALLENGE YOU A BIT

27. I am asking that you do more LET’S START WITH YOUR PROFILE

28. Example institutions  The College of New Jersey  UNC-Asheville  The College of Wooster  Wisconsin-Eau Claire  Bridgewater State College  Loyola University-Chicago--I’d like to add this (in fact I probably will)

29. What might this mean?  Sharing your story (urban, private, mission driven)  CUR Quarterly  CUR Conference  Hosting CUR Events (host institutions are often showcases)  Conference  Business Meeting  Institutes

30. What might more mean?  Be riskier in assessment  Your data is good—no complaints  Assessment is about “what is bothering us”

31. What might more mean?  Thinking about undergraduate research strategically  Building research-rich curriculum  Engage students earlier  More examples—what does it look like to create an undergraduate scholar?  Focusing on students who benefit the most

32. CUR is here to Help  To promote and support high quality undergraduate student-faculty research and scholarship  To help institutions build and enhance the infrastructure that increases undergraduate research  You are an institutional member

33. CUR Resources MEETINGS National Conferences National Conference on Undergraduate Research CUR Dialogues Institutes & Workshops Posters on the HillSERVICES Consulting Service Mentor Network Grant Preview Service CUR Fellows Awards Listservs Advocacy PUBLICATIONS CUR Quarterly “How To” Series Specialized Volumes

41. Myth #1 We have to be like the Natural Scientists

42. Myth #2 We have to do this because it is the latest thing

43. Myth #3 Our students are not good enough to do Undergraduate Research

44. Myth #4 We don’t have enough money for this

45. Myth #5 We don’t have enough time for this

47. Myth #6 I like this idea—but I won’t get enough support or Reward at THIS institution

48. Myth #7 Undergraduate Research adds to the workload