Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-586b7cd67f-t8hqh Total loading time: 0 Render date: 2024-11-22T19:30:48.612Z Has data issue: false hasContentIssue false

Part III.3 - Social Sciences

from Part III - Disciplines

Published online by Cambridge University Press:  11 August 2022

Edited by
Harald A. Mieg ,
Elizabeth Ambos ,
Angela Brew ,
Dominique Galli  and
Judith Lehmann
Harald A. Mieg
Affiliation:
Humboldt-Universität zu Berlin
Elizabeth Ambos
Affiliation:
Council on Undergraduate Research, Washington DC
Angela Brew
Affiliation:
Macquarie University, Sydney
Dominique Galli
Affiliation:
Indiana University–Purdue University, Indianapolis
Judith Lehmann
Affiliation:
Universidad de Buenos Aires, Argentina
Get access

Summary

A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
The Cambridge Handbook of Undergraduate Research , pp. 275 - 310
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Anderson, N. J. (2017). Think globally, interviewing locally: Using an intensive interview project to teach globalization and social change. Teaching Sociology, 45(4), 388–398.CrossRefGoogle Scholar
Bartholomay, D. J. (2018). Making room for methods: Incorporating full-scale research projects in non-methods courses. Teaching Sociology, 46(3), 247–261.Google Scholar
Carpenter, S. (2009). Content analysis project for research novices. Teaching of Psychology, 25(1), 42–44.Google Scholar
Ciabattari, T., Lowney, K. S., Monson, R. A., Senter, M. S., & Chin, J. (2018). Linking sociology majors to labor market success. Teaching Sociology, 46(3), 191–207.CrossRefGoogle Scholar
Charmaz, K. (1991). Translating graduate qualitative methods into undergraduate teaching: Intensive interviewing as a case example. Teaching Sociology, 19(3), 384–395.Google Scholar
Cuthbert, D., Arunachalam, D., & Licina, D. (2012). “It feels more important than other classes I have done”: An “authentic” undergraduate research experience in sociology. Studies in Higher Education, 37(2), 129–142.CrossRefGoogle Scholar
Friedman, J., & Graham, L. (2018). A kitchen table pedagogy for interrogating whiteness through a research experience course. Teaching Sociology, 41(1), 142–153.Google Scholar
Fulcomer, D. M. (1947). Some newer methods of teaching sociology. The Journal of Educational Sociology, 21(3), 154–162.Google Scholar
Greenberg, M., London, R. A., & McKay, S. C. (2020). Community-initiated student-engaged research: Expanding undergraduate teaching and learning through public sociology. Teaching Sociology, 48(1), 13–27.CrossRefGoogle Scholar
Jaiswal, N. (2019). Practice of sociology: Comparative study of public and private universities in India. Contemporary Education Dialogue, 16(2), 229–249.Google Scholar
Kain, E. L. (1999). Building the sociological imagination through a cumulative curriculum: Professional socialization in sociology. Teaching Sociology, 27(1), 1–16.Google Scholar
Kain, E. L., Buchanan, E., & Mack, R. (2001). Institutional research as a context for teaching methodological skills. Teaching Sociology, 29(1), 9–22.CrossRefGoogle Scholar
Lovekamp, W. E., Soboroff, S. D., & Gillespie, M. D. (2017). Engaging students in survey research projects across research methods and statistics courses. Teaching Sociology, 45(1), 65–72.Google Scholar
Mayer, B., Blume, A., Black, C., & Stevens, S. (2019). Improving student learning outcomes through community-based research: The poverty workshop. Teaching Sociology, 47(2), 135–147.CrossRefGoogle Scholar
McKinney, K., & Day, M. D. (2012). A multi-institutional study of students’ perceptions and experiences in the research-based capstone course in sociology. Teaching Sociology, 40(2), 142–157.CrossRefGoogle Scholar
Mills, C. W. (1959). The sociological imagination. Oxford University Press.Google Scholar
Monson, R. (2017). Groups that work: Student achievement in group research projects and effects on individual learning. Teaching Sociology, 45(3), 240–251.CrossRefGoogle Scholar
Orr, A. J. (2014). Undergraduate research in sociology–anthropology capstone courses at Linfield College. CUR Quarterly, 34(4), 33–34.Google Scholar
Parker, J. (2012). International comparisons of the integration of research into undergraduate degrees in the social sciences. CUR Quarterly, 32(3), 28–33.Google Scholar
Pike, D. L., Ciabattari, T., Messineo, M., Monson, R. A., Salam, R. A., Wagenaar, T. C., Chin, J., Ferguson, S. J., et al. (2017). The sociology major in the changing landscape of higher education: Curriculum, careers, and online learning. American Sociological Association.Google Scholar
Raddon, M., Nault, C., & Scott, A. (2008). Integrating the complete research project into a large qualitative methods course. Teaching Sociology, 35, 141–149.CrossRefGoogle Scholar
Ray, R. (2016). #BlackLivesMatter at UMD: Community-based participatory research to create a more equitable America. Footnotes, 44(6), 12–15.Google Scholar
Rippetoe, J. K. (1977). The undergraduate education in sociology: A case for experiential learning. Teaching Sociology, 4(3), 239–250.CrossRefGoogle Scholar
Scheel, E. D. (2002). Using active learning projects to teach research skills throughout the sociology curriculum. Sociological Practice, 4(2), 145–170.Google Scholar
Senter, M. S., Spalter-Roth, R., & Van Vooren, N. (2015). Careers & sociological skills: The early employment experiences of 2012 sociology majors. American Sociological Association.Google Scholar
Shostak, J. G., Cunningham, D., & Cadge, W. (2010). Teaching graduate and undergraduate research methods: A multipronged departmental initiative. Teaching Sociology, 38(2), 93–105.Google Scholar
Smedley-Lopez, A. C., Johnson, H. R., & Amarante, A. (2017). SLICES: Critical theory as praxis and research-based service learning. Humboldt Journal of Social Relations, 39(39), 176–191.CrossRefGoogle Scholar
Strangfeld, J. A. (2013). Promoting active learning: Student-led data gathering in undergraduate statistics, Teaching Sociology, 41(2), 199–206.Google Scholar
Sweet, S., McElrath, K., & Kain, E. L. (2014). The coordinated curriculum: How institutional theory can be used to catalyze revision of the sociology major. Teaching Sociology, 42(4), 287–297.CrossRefGoogle Scholar
Swigert, V., Singleton, R., & Ainlay, S. (1993). The social science research center at an undergraduate college: Lessons from the Worcester Area Project on Aging. Teaching Sociology, 21(3), 298–305.Google Scholar
Takata, S. R., & Leiting, W. (1987). Learning by doing: The teaching of sociological research methods. Teaching Sociology, 15(2), 144–150.Google Scholar
Wickersham, C., Westerberg, C., Jones, K., & Cress, M. (2016). Pivot points: Direct measures of the content and process of community-based learning. Teaching Sociology, 44(1), 17–27.Google Scholar
Wollschleger, J. (2019). Making it count: Using real-world projects for course assignments. Teaching Sociology, 47(4), 314–324.Google Scholar

References

American Psychological Association. (2013). APA guidelines for the undergraduate psychology major: Version 2.0. www.apa.org/ed/precollege/undergrad/index.aspxGoogle Scholar
Brew, A. (2013). Understanding the scope of undergraduate research: A framework for curricular and pedagogical decision-making. Higher Education, 66, 603–618.CrossRefGoogle Scholar
Chambers, C. (2017). The seven deadly sins of psychology: A manifesto for reforming the culture of scientific practice. Princeton University Press.Google Scholar
Chopik, W. J., Bremner, R. H., Defever, A. M., & Keller, V. N. (2018). How (and whether) to teach undergraduates about the replication crisis in psychological science. Teaching of Psychology, 45(2), 158–163.CrossRefGoogle Scholar
Cooley, E. L., Garcia, A. L., & Hughes, J. L. (2008). Undergraduate research in psychology at liberal arts colleges: Reflections on mutual benefits for faculty and students. North American Journal of Psychology, 10(3), 463–472.Google Scholar
Feldman, A., Divoll, K. A., & Rogan-Klyve, A. (2013). Becoming researchers: The participation of undergraduate and graduate students in scientific research groups. Science Education, 97, 218–243.Google Scholar
Gurung, R. A. R., Chick, N. L., & Haynie, A. (Eds.). (2009). Exploring signature pedagogies: Approaches to teaching disciplinary habits of mind. Stylus.Google Scholar
Hart Research Associates. (2013). It takes more than a major: Employer priorities for college learning and student success. Liberal Education, 99(2), 1–8.Google Scholar
Hauhart, R. C., & Grahe, J. E. (2012). A national survey of American higher education capstone practices in sociology and psychology. Teaching Sociology, 40(3), 227–241.CrossRefGoogle Scholar
Johnson, I. R., Pietri, E. S., Fullilove, F., & Mowrer, S. (2019). Exploring identity-safety cues and allyship among Black women students in STEM environments. Psychology of Women Quarterly, 43(2), 131–150.Google Scholar
Kierniesky, N. C. (1984). Undergraduate research in small psychology departments. Teaching of Psychology, 11(1), 15–18.Google Scholar
Kierniesky, N. C. (2005). Undergraduate research in small psychology departments: Two decades later. Teaching of Psychology, 32(2), 84–90.CrossRefGoogle Scholar
Kuh, G. D. (2008). High-impact educational practices: What are they, who has access to them, and why they matter. Association of American Colleges and Universities.Google Scholar
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.Google Scholar
Lutsky, N. (1986). Undergraduate research experience through the analysis of data sets in psychology courses. Teaching of Psychology, 13(3), 119–122.CrossRefGoogle Scholar
Miller, R. L. (2008). Introduction and a brief history of undergraduate research in psychology. In Miller, R. L., Rycek, R. F., Balcetis, E. E., Barney, S. T., Beins, B. C., Burns, S. R., Smith, R., & Ware, M. E. (Eds.), Developing, promoting, and sustaining the undergraduate research experience in psychology (pp. 3–16). Society for the Teaching of Psychology.Google Scholar
Open Science Collaboration. (2015). Estimating the reproducibility of psychological science. Science, 349, aac4176.Google Scholar
Paradise, R., & Rogoff, B. (2009). Side by side: Learning by observing and pitching in. Ethos, 37(1), 102–138.Google Scholar
Perlman, B., & McCann, L. I. (2005). Undergraduate research experiences in psychology: A national study of courses and curricula. Teaching of Psychology, 32(1), 5–14.Google Scholar
Pietri, E. S., Drawbaugh, M. L., Lewis, A. N., & Johnson, I. R. (2019). Who encourages Latina women to feel a sense of identity-safety in STEM environments? Journal of Experimental Social Psychology, 84, 103827.CrossRefGoogle Scholar
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford University Press.Google Scholar
Shanahan, J. O. (2018). Mentoring strategies that support underrepresented students in undergraduate research. In Vandermaas-Peeler, M., Miller, P. C., & Moore, J. L. (Eds.), Excellence in mentoring undergraduate research (pp. 43–75). Council on Undergraduate Research.Google Scholar
Shanahan, J. O., Ackley-Holbrook, E., Hall, E., Stewart, K., & Walkington, H. (2015). Ten salient practices of undergraduate research mentors: A review of the literature. Mentoring & Tutoring: Partnership in Learning, 23(5), 359–376. https://doi.org/10.1080/13611267.2015.1126162Google Scholar
Stephens, N. M., Fryberg, S. A., Markus, H. R., Johnson, C. S., & Covarrubias, R. (2012). Unseen disadvantage: How American universities’ focus on independence undermines the academic performance of first-generation college students. Journal of Personality and Social Psychology, 102(6), 1178.CrossRefGoogle ScholarPubMed
Strand, J. F., & Brown, V. A. (2019). Publishing open, reproducible research with undergraduates. Frontiers in Psychology, 10, 564.Google Scholar
Turner, C. S. V., Myers, S. L. Jr., & Creswell, J. W. (1999). Exploring underrepresentation: The case of faculty of color in the Midwest. The Journal of Higher Education, 70(1), 27–59Google Scholar
Vandermaas-Peeler, M. (2016). Mentoring undergraduate research: Student and faculty participation in communities of practice. Transformative Dialogues: Teaching & Learning Journal, 9(1).Google Scholar
Vandermaas-Peeler, M., Miller, P. C., & Moore, J. L. (2018). Introduction: Considering excellence in mentoring undergraduate research in context. In Vandermaas-Peeler, M., Miller, P. C., & Moore, J. L. (Eds.), Excellence in mentoring undergraduate research (pp. 1–18). Council on Undergraduate Research.Google Scholar
Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Harvard University Press.Google Scholar
Walkington, H., Hall, E. E., Shanahan, J. O., Ackley, E., & Stewart, K. (2018). Striving for excellence in mentoring undergraduate research: The challenges and approaches to 10 salient practices. In Vandermaas-Peeler, M., Miller, P. C., & Moore, J. L. (Eds.), Excellence in mentoring undergraduate research (pp. 105–129). Council on Undergraduate Research.Google Scholar
Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92(1), 82.Google Scholar
Wenzel, T. J. (1997). What is undergraduate research? Council on Undergraduate Research Quarterly, 17(4), 163.Google Scholar
Wuetherick, B., Willison, J., & Shanahan, J. O. (2018). Mentored undergraduate research at scale: Undergraduate research in the curriculum and as pedagogy. In Vandermaas-Peeler, M., Miller, P. C., & Moore, J. L. (Eds.), Excellence in mentoring undergraduate research (pp. 181–202). Council on Undergraduate Research.Google Scholar

References

Bauer, K. W., & Bennett, J. S. (2003). Alumni perceptions used to assess undergraduate research experience. Journal of Higher Education, 74(2), 210–230.CrossRefGoogle Scholar
Brunnermeier, S. (2017). Learning by doing: The challenge of engaging undergraduates in economics research. Journal of Economic Education, 48(4), 290–294.Google Scholar
Elliott, D., Meisel, J., & Richards, W. (1998). The senior project: Using the literature of distinguished economists. Journal of Economic Education, 29(4), 312–320.Google Scholar
Fuming, J., & Roberts, P. J. (2011). An investigation of the impact of research-led education on student learning and understandings of research. Journal of University Teaching & Learning Practice, 8(2). http://ro.uow.edu.au/jutlp/vol8/iss2/4Google Scholar
Hathaway, R. S., Nagda, B. A., & Gregerman, S. R. (2002). The relationship of undergraduate research participation to graduate and professional education pursuit: An empirical study. Journal of College Student Development, 43(5), 614–631.Google Scholar
Healey, M. (2005). Linking research and teaching exploring disciplinary spaces and the role of inquiry-based learning. In Barnett, R. (Ed.), Reshaping the university: New relationships between research, scholarship and teaching (pp. 30–42). McGraw-Hill/Open University Press.Google Scholar
Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. The Higher Education Academy. www.advance-he.ac.uk/knowledge-hub/developing-undergraduate-research-and-inquiryGoogle Scholar
Hoyt, G. M., & McGoldrick, K. M. (2017). Promoting undergraduate research in economics. American Economic Review, 107(5), 655–659.Google Scholar
Johnson, B. K., Perry, J. J., & Petkus, M. (2012). The status of econometrics in the economics major: A survey. Journal of Economic Education, 43(3), 315–324.Google Scholar
Lima, V., & Tsiang, G. (2017). Training young researchers: Successful strategies from University of Chicago college economics. Journal of Economic Education, 48(4), 310–316.Google Scholar
Leekley, R. M., Davis-Kahl, S., & Seeborg, M. C. (2013). Undergraduate economics journals: Learning by doing. Journal of College Teaching & Learning, 10(2), 105–112. https://doi.org/10.19030/tlc.v10i2.7750CrossRefGoogle Scholar
Lopatto, D. (2007). Undergraduate research experiences support science career decisions and active learning. CBE–Life Sciences Education, 6(4), 297–306.Google Scholar
Marshall, E. C., & Underwood, A. (2019). Writing in the discipline and reproducible methods: A process-oriented approach to teaching empirical undergraduate economics research. Journal of Economic Education, 50(1), 17–32.Google Scholar
McGoldrick, K. M. (2008). Writing requirements and economic research opportunities in the undergraduate curriculum: Results from a survey of departmental practices. Journal of Economic Education, 39(3), 287–296.Google Scholar
Nagada, B. A., Gregerman, S. R., Jonides, J., von Hippel, W., & Lerner, J. S. (1998). Undergraduate student–faculty research partnerships affect student retention. Review of Higher Education, 22(1), 55–72.Google Scholar
Parker, R. P., & Goodkin, V. (1987). The consequences of writing: Enhancing learning in the disciplines. Boynton/Cook.Google Scholar
Schapper, J., & Mayson, S. E. (2010). Research‐led teaching: Moving from a fractured engagement to a marriage of convenience. Higher Education Research & Development, 29(6), 641–651. https://doi.org/10.1080/07294360.2010.489236Google Scholar
Ward, C., Bennett, J. S., & Bauer, K. (2003). Content analysis of undergraduate research student evaluations. [Unpublished report]. Retrieved from www.udel.edu/RAIRE/Content.pdfGoogle Scholar
Yorke, M., & Thomas, L. (2003). Improving the retention of students from lower socio-economic groups. Journal of Higher Education Policy and Management, 25(1), 63–74. https://doi.org/10.1080/13600800305737Google Scholar

References

Aristotle. (350 BCE). Politics (Jowett, Benjamin, Trans.). The Internet Classics Archive, Massachusetts Institute of Technology. www.classics.mit.edu/aristotleGoogle Scholar
Babbie, E. (2010). The practice of social research (12th ed.). Wadsworth Cengage. https://libguides.usc.edu/writingguide/quantitativeGoogle Scholar
Carter, J., Brown, M., & Simpson, K. (2017). From the classroom to the workplace: How social science students are learning to do data analysis for real. Statistics Education Research Journal, 16(1), 80–101.Google Scholar
Denzin, N., & Lincoln, Y. (2005). Introduction: The discipline and practice of qualitative research. In Denzin, N. K. & Lincoln, Y. S. (Eds.), The Sage handbook of qualitative research (3rd ed.). Sage. https://libguides.usc.edu/writingguide/qualitativeGoogle Scholar
European Science Foundation Archives. (2016). Social Sciences (SOC). http://archives.esf.org/hosting-experts/scientific-review-groups/social-sciences-soc.htmlGoogle Scholar
Harvard University Online Course Catalogue. (2021). Introduction to Quantitative Methods for the Social Sciences and Humanities Course Description. https://online-learning.harvard.edu/course/introduction-quantitative-methods-social-sciences-and-humanities-1?delta=0Google Scholar
Mill, J. S. (1974). A system of logic ratiocinative and inductive: Being a connected view of the principles of evidence and the methods of scientific investigation, part I. In Robson, J. (Ed.), The collected works of John Stuart Mill, volume VII: A system of logic, part 1. University of Toronto Press (original work published 1843). https://oll.libertyfund.org/title/mill-the-collected-works-of-john-stuart-mill-volume-vii-a-system-of-logic-part-iGoogle Scholar
National Survey of Student Engagement. (2019). NSSE 2019 overview. Indiana University Center for Postsecondary Research. www.nsse.indiana.eduGoogle Scholar
Rivera, J. (2017). A response to “Some pathologies of undergraduate research – And how to cure them.” Council on Undergraduate Reserach Quarterly, 37(4), 39–40.Google Scholar
Rowland, N., Knapp, J., & Fargo, H. (2019). Learning “scholarship as conversation” by writing book reviews. Scholarship and Practice of Undergraduate Research, 2(3), 20–27.Google Scholar
Rowlett, R., Blockus, L., & Larson, S. (2012). Characteristics of excellence in undergraduate research (COEUR). In Hensel, N. (Ed.), Characteristics of excellence in undergraduate research (pp. 2–19). Council on Undergraduate Research.Google Scholar
Sandquist, E., Cervato, C., & Ogilvie, C. (2019). Positive affective and behavioral gains of first-year students in course-based research across disciplines. Scholarship and Practice of Undergraduate Research, 2(4), 45–57.Google Scholar
Schneider, C. (2017). Making inquiry learning our top priority: Why we must and how we can. Scholarship and Practice of Undergraduate Research, 1(1), 45–54.Google Scholar
Sims, J., Doré, A., Vo, M., Lai, H.-L., & Lim, O. F. (2018). Diverse student scholars: A five-faceted model of student transformation from embedded research mentorship in marketing courses. Scholarship and Practice of Undergraduate Research, 2(1), 33–42.Google Scholar
Tracy, S. (2010). Qualitative quality: Eight “big-tent” criteria for excellent qualitative research. Qualitative Inquiry, 16(10), 837–351.Google Scholar
Wilson, T. P. (1986). Qualitative “versus” quantitative methods in social research. Bulletin of Sociological Methodology / Bulletin de Méthodologie Sociologique, 10, 25–51.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×