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  • 73 - Synopsis and Introduction

  • from Part V - Avenues for Developing Undergraduate Research
  • Edited by Harald A. Mieg, Humboldt-Universität zu Berlin, Elizabeth Ambos, Angela Brew, Macquarie University, Sydney, Dominique Galli, Indiana University–Purdue University, Indianapolis, Judith Lehmann, Universidad de Buenos Aires, Argentina
  • Book:
    The Cambridge Handbook of Undergraduate Research
    Published online:
    11 August 2022
    Print publication:
    07 July 2022, pp 661-669

  • Summary

    This chapter provides a synopsis of our Cambridge Handbook of Undergraduate Research. We argue that undergraduate research is made possible by, and responds to, changes in the ways we think about knowledge. Readers will be familiar with the contemporary social context, which often sees knowledge as a kind of free-for-all in which opinion is presented as fact, where knowledge gained through research competes in the political realm with supposition, and public discourse is steeped in deliberate misinformation. In the context of our handbook, such developments not only open up opportunities for students to engage in research, they also emphasize the importance of all students developing the skills to engage meaningfully and rigorously in evidence-based practice and to challenge unfounded assumptions. Knowledge has become democratized, and it is this that provides both the impetus and opportunity for widespread and equitable undergraduate research engagement.