High-impact practices are active learning strategies that encourage learning through student engagement and have been shown to benefit both students and faculty. More recent research by Ashley Finley, Tia McNair, George Kun, and Jill Kinzlie has also emphasized the increased significance of the benefits of high-impact practices on historically underserved students. Undergraduate research is a high-impact practice toward which more and more universities are pivoting as a means of promoting student success.
Participation in undergraduate research connects to the development of skills valuable across settings and contexts — especially those skills so frequently linked to learning outcomes within the humanities: communication, problem-solving, and critical thinking. However, undergraduate research opportunities typically appear within STEM-fields, as it is relatively straightforward to conceptualize student participation in labs, experiments, and surveys. But what about undergraduate research in the humanities? How can we best care for our humanities students and help prepare them for their futures? What strategies do we use as teachers and researchers within the humanities? Publications? Summer research projects? Course-embedded projects? Undergraduate conferences? This roundtable session invites brief presentations of concrete strategies for carrying out undergraduate research in the humanities as well as specific ideas for the application of undergraduate research either inside or outside of the academy.
NeMLA's 53rd convention will be held March 10-13, 2022, in Baltimore, MD. Please submit an abstract of 200-300 words through the NeMLA website [https://www.cfplist.com/nemla/Home/CFP] and any questions to Kathryn Hendrickson at firstname.lastname@example.org.