Learning by Doing: Using an Undergraduate Research Lab to Promote Diversity and Inclusion

Jeffrey Nonnemacher,Sarah Wilson Sokhey

doi:10.1017/s1049096521001633

Jeffrey Nonnemacher, Sarah Wilson Sokhey

Open Access

https://doi.org/10.1017/s1049096521001633

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Abstract

ABSTRACTUndergraduate research labs have long been recognized as having educational and professional benefits, but much less attention has been given to how they can promote diversity and inclusion. Without a conscientious effort to promote these goals, labs are likely to replicate and perpetuate existing inequalities. This article discusses our experiences and lessons from launching an undergraduate research lab in a political science department at a research-oriented state university. It concludes with suggestions for other departments interested in starting undergraduate research labs. Promoting diversity and inclusion by working with undergraduates is unlikely if faculty are recruiting students individually outside of a lab, if the burden is on students to approach faculty, or if labs do not take practical steps to make this happen.

Highlights

I nspired by our department’s “Learning by Doing” initiative, we created an undergraduate research lab that seeks to improve experiential learning for students by prioritizing diversity and inclusion
We contend that a research lab is an ideal way to use experiential learning to encourage diversity and inclusion
We explain the specific objectives of our lab and how we seek to improve existing lab models by promoting diversity and inclusion

Summary

Introduction

I nspired by our department’s “Learning by Doing” initiative, we created an undergraduate research lab that seeks to improve experiential learning for students by prioritizing diversity and inclusion. Undergraduate research labs have long been recognized as having educational and professional benefits, much less studied is how these labs can promote diversity and inclusion.

Results

Conclusion