Abstract
Although the benefits of undergraduate research for students are broadly understood, implementation of undergraduate research in the college classroom can be challenging. In this article, I explain how blogging assignments can be used to enable students to successfully complete course-long research projects and achieve many of the content and skill development benefits of undergraduate research, even in courses in which undergraduate research is less common—such as those with high enrollment numbers, those at earlier points in a political science major, or those with many non-major students. I draw on several forms of student feedback and assessment to identify the strengths and weaknesses of using blogs as a way to build a research paper. Additionally, I outline the components of one set of blogging assignments and provide suggestions for implementation of blogging research projects in other courses.
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