Abstract
Although student involvement in research and inquiry can advance undergraduate learning, there are limited opportunities for undergraduate students to be directly involved in social science research. Social science faculty typically work outside of laboratory settings, with the limited research assistance work being completed by graduate students. The challenge, therefore, is to find ways to involve undergraduate social science students in research projects that relate to their field of study and that allow them to develop career-relevant skills. The Taking the Pulse of Saskatchewan project presents a unique model for undergraduate student involvement in social science research. The project involved over 30 faculty members from across the University of Saskatchewan’s Division of Social Sciences and over 40 undergraduate students. Students were directly involved in data collection, data analysis, report writing and media communications. Through their involvement, students developed and applied research, inquiry and communications skills. Drawing on academic literature regarding undergraduate involvement in research, this paper will present an overview of the Taking the Pulse project, and reflect on the lessons of the project.
Highlights
Research universities enjoy numerous opportunities for advancing student involvement in research and inquiry due to their “requisite research environment, including extensive libraries, well-equipped laboratories, sophisticated computer capabilities, and, often, university presses” (Boyer Commission, 1998: 2)
The Boyer Commission on Educating Undergraduates in the Research University argued that student exposure to interdisciplinary research and the use of different research technologies is important (Boyer Commission 1998, 23, 26)
While funding guidelines stipulate that the lab must be used for research and not teaching purposes, the Survey and Group Analysis Laboratory (SGAL) plays a critical role in undergraduate research involvement at the University of Saskatchewan
Summary
Research universities enjoy numerous opportunities for advancing student involvement in research and inquiry due to their “requisite research environment, including extensive libraries, well-equipped laboratories, sophisticated computer capabilities, and, often, university presses” (Boyer Commission, 1998: 2). Many research universities are increasing their focus on inquiry-based learning (Katkin 2003) Classroom learning experiences, such as the completion of research projects as part credit, have the advantage of incorporating large numbers of students. Such experiences are highly valuable, yet at the same time “academic developers need to work within institutions to develop strategies that embrace the notion that the undergraduate learning environment extends beyond the classroom” (Turner et al 2008: 208). This project, I suggest, may present lessons for other institutions seeking ideas to create projects that engage undergraduate students in research and inquiry outside of the classroom
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