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2021 AURA Awardees: Elon University; Mercer University; University of Wisconsin-La Crosse

2021 AURA Awardees: Elon University; Mercer University; University of Wisconsin-La Crosse
CUR Honors 2021 Recipients of the Campus-Wide Award for Undergraduate Research Accomplishments

CUR congratulates its 2021 Campus-Wide Award for Undergraduate Research Accomplishments (AURA) awardees Elon University (Elon, NC), Mercer University (Georgia), and University of Wisconsin-La Crosse (La Crosse, WI). This award recognizes institutions with exemplary programs that provide high-quality research experiences for undergraduates. A celebration of these awardees will take place during the national Undergraduate Research Week (URW) on Thursday, April 21, 2022.

Now in its seventh year, the AURA award draws on CUR’s Characteristics of Excellence in Undergraduate Research (COEUR), which outlines criteria for exceptional undergraduate research, scholarship, and creative activity programs. For AURA recognition, campuses must demonstrate depth and breadth in their undergraduate research initiatives and evidence of continual innovation. Institutions of different Carnegie classifications are considered for the award.

“The 2021 AURA recipients reflect more than exemplary undergraduate research programs,” said Lindsay Currie, CUR’s executive officer. “They demonstrate a dedication to the varying participation of students and disciplines, curriculum-based experiences, and opportunities for student-faculty recognition that even amongst this challenging and everchanging world, these universities exemplified steadfast commitment.”

Elon University, ranked among the top-100 National Universities, has built a sustainable model that expands participation and diversity in undergraduate research conducted outside of classes. Currently, Elon has reported 22% of undergraduate students and over 54% of undergraduate faculty engage in undergraduate research. Elon’s Research for Credit program demonstrates the importance of enhancing equity and inclusion in a sound undergraduate research program, but also the in-depth participation by faculty, students, and their surrounding community, shows great promise for easy adaption many colleges and universities may be looking for.

Connie Ledoux Book, president of Elon University explained, “This honor recognizes and reinforces the power of undergraduate research at Elon University, which is rooted in mentorship, discovery and personal achievement. Countless Elon students have benefited from the rich relationships developed working side-by-side with their mentors in the lab, out in the field and in the classroom. Undergraduate research continues to grow and flourish at Elon, and we’re grateful for this meaningful recognition of its important place within our university.”

With 51% of residential undergraduates participating in undergraduate research, Mercer University exemplifies what it means to support a robust undergraduate research program that spans the disciplines. The culture of service-based research, embedded in Mercer’s mission statement, was strengthened with the implementation of Research That Reaches Out, a curricular program that empowers students to address real-world problems through the integration of two high-impact practices: undergraduate research and service learning. The adaption of this program provides students with the experiences and skills required to engage in sophisticated research aimed at solving real problems faced by humanity and sets an admirable example for those colleges and universities looking for ways to connect with real world experiences.

“Undergraduate research is central to Mercer University’s commitment to experiential learning,” said William D. Underwood, president of Mercer University, “and we have a special focus on the integration of research and service. Initiatives such as Research That Reaches Out and Mercer On Mission, which pair faculty and students in our laboratories and libraries to solve pressing problems, have been key to the University’s significant expansion of undergraduate research over the last decade. We are grateful to the Council on Undergraduate Research for acknowledging Mercer as one of the country’s exemplary programs.”

Developing an undergraduate research office in 2011 to support student research and other scholarly and creative activities in all academic disciplines, the University of Wisconsin-La Crosse has seen over 30% of their senior student population engage in undergraduate research of some kind. The program has overcome budget restraints by thinking outside the box and creating a variety of different revenue streams for programs such as the First Year Research Exposure and Eagle Apprentice Program, which engage students within their first two years on campus with faculty mentors. Despite financial challenges during the pandemic, University of Wisconsin-La Crosse was able to maintain and grow their programs providing a model for many other campuses to follow.

“We are thrilled to receive this prestigious affirmation of UW-La Crosse’s leading role in promoting and conducting outstanding undergraduate research,” said UW-La Crosse Chancellor Joe Gow. “Our faculty, students, and staff are engaged in wonderful collaborations, and receiving this award will certainly create even greater excitement about these activities. We are very grateful to The Council on Undergraduate Research for singling out the great work being done on our campus.”

“We are committed to providing transformational research experiences and creative activities to as many students as possible including first-year students, first-generation, low income, and minority students. This award should stimulate more interest in our programs, enhancing our efforts to make our research programs sustainable through funding from generous UWL alumni and friends,” said Scott Cooper, Undergraduate Research and Creativity coordinator.

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CUR’s New Chemistry Mentor Award to Honor RCSA’s Silvia Ronco

The Council on Undergraduate Research (CUR) and Research Corporation for Science Advancement (RCSA) announce a new initiative to support research within the Chemical Sciences in honor of CUR’s past president and current RCSA Senior Program Director, Silvia Ronco.

The Silvia Ronco Innovative Mentor Award, established by a gift from RCSA, will recognize tenure-track faculty members within ten years of their first faculty appointment who demonstrate success in the Chemical Sciences and whose mentoring practices have supported undergraduate research. It will allow a stipend of up to $2000 per year to each recognized awardee.

RCSA President and CEO Daniel Linzer said RCSA was proud to honor Ronco’s service as CUR president in 2020-2021, which follows past contributions to fellow RCSA employees such as Brian Andreen and Mike Doyle that have been made to CUR and for enhancing undergraduate participation in science research.

“Hands-on research experience can help undergraduates discover what it really means to be a scientist instead of just learning what other scientists have done,” Linzer said. “Coupled with the guidance of a good mentor, these experiences give students the opportunity to determine if they have an interest in, and aptitude for, scientific careers, and position them well for graduate school.  No matter what path they take in life, students involved in undergraduate research develop a much deeper appreciation for how science is done, how to frame questions about the unknown that can be addressed through experimentation and theory, and how to persevere through the inevitable challenges that they encounter.”

According to CUR’s executive officer, Lindsay Currie, “Silvia showed great leadership and strength during her year as CUR president, as well as friendship and understanding when the world turned upside down. Her thoughtfulness and abundance of knowledge towards the community was shown in many ways during her years of volunteer leadership at CUR. We are excited to have RCSA honor such an incredible person, and CUR member, with this award recognition and look forward to continuing this promotion of commitment to mentorship throughout the community.”

When asked her thoughts on this recognition, Silvia Ronco explained, “As an undergrad I felt valued and self-confident doing undergraduate research and being part of a dynamic research group. Without that opportunity, my career would have been very different. My mentor’s connections connected me with who became my postdoctoral mentor at the University of Notre Dame, the reason why I moved to the United States. As a faculty member, I truly enjoyed seeing the growth of undergraduate research mentees who sometimes struggled in the classroom but thrived in the research laboratory. I also enjoyed the opportunity of helping students follow their dreams, not necessarily connected with their undergraduate research projects but using the tools and experiences gained as researchers. As a program director for Research Corporation since 2003, I’m always in awe of the wonderful job the young faculty we support do with undergraduate students, not only making them feel like professionals but helping them develop a sense of belonging and purpose. It is an honor to combine both of these worlds into such an incredible opportunity and to be recognized through an award that I hope will continue to enhance undergraduate research mentorship.”

The call for applications for the 2022 Silvia Ronco Innovative Mentor Award is now currently open with a deadline of March 31, 2022. The first award will be presented during a special recognition ceremony at the ConnectUR 2022 conference.

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Fall 2021 CUR Education Division Newsletter

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Fall 2021 CUR Psychology Division Newsletter

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Council on Undergraduate Research Issues Updated Definition of Undergraduate Research

Council on Undergraduate Research Issues Updated Definition of Undergraduate Research

Work of Task Force Reflects Wider Scope, Attention to Diversity and Inclusion

The Undergraduate Research Definition Task Force of the Council on Undergraduate Research (CUR) announced an updated definition for undergraduate research, reflecting the broadened scope for undergraduate research, scholarship, and creative inquiry as well as attention to equity, diversity, and inclusion.

The updated definition is the following:

Undergraduate research, scholarship, and creative inquiry is fundamentally a pedagogical approach to teaching and learning. With an emphasis on process, CUR defines undergraduate research as:

A mentored investigation or creative inquiry conducted by undergraduates that seeks to make a scholarly or artistic contribution to knowledge.

Said Jeanne Mekolichick (Radford University), CUR president and chair of the task force, “The updated definition seeks to reflect the inspiring expansion in undergraduate research that encompasses various types of projects, mentors and mentees in diverse fields, institution types and settings, and mentors and students from a range of academic and personal backgrounds. Undergraduate research, scholarship, and creative inquiry enriches undergraduate education and helps students achieve their academic and career goals through the critical skills they gain and sharpen through these experiences.”

Said Lindsay Currie, CUR executive officer, “The work of the task force reflects CUR’s strategic goal on diversity, equity, and inclusion at many levels, involving mentors, mentees, academic disciplines, and institutions. It is hoped that the updated definition may assist individuals and institutions as they establish new undergraduate research programs or contemplate enhancements to their existing programs.”

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Calls for 2021-2022 Nominations

Want to get more involved in CUR? Serving as a CUR leader on the executive board or as a division councilor gives you the opportunity to be directly involved in shaping CUR’s future and leading the way with undergraduate research. You will have a voice moving forward the mission and vision of CUR. Are you ready?

CUR is announcing a call for nominations for the following executive board and division councilor leadership positions:

President-Elect – Executive Board

CUR seeks nominees for President-Elect for the CUR Executive Board. Nominees for President-Elect must have completed at least one 3-year term as CUR Councilor and have an active CUR membership. Additionally, the position requires prior service as division chair, an officer on the Executive Board, or another leadership role within CUR that has provided a broad perspective on the organization. You should be very familiar with the current Council business and CUR’s strategic plan, and be prepared to provide leadership on these initiatives. Find out the eligibility requirements and how to nominate, here.

General Representative (1) – Executive Board

The Executive Board continues to seek nominations of candidates from diverse backgrounds and experiences for the position of General Representative to the Executive Board. Especially encouraged are candidates from organizations that directly support CUR’s strategic plan and initiatives at the national level. Candidates need not be members of CUR at the time of nomination but must have experience in public or private entities with missions aligned with that of CUR and become members if elected. This position is not self-nominated. A colleague must nominate candidates. Learn more about the eligibility and the nomination process, here.

Council Representatives (3) – Executive Board

The Executive Board continues seeks nominations for three candidates from diverse backgrounds and experiences for the position of Council Representative to the Executive Board. Nominees for Council Representative must be a current Councilor with an active CUR membership. Nominees are sought who have completed at least one term as Councilor, had prior leadership experience (either within CUR or on your own campus), and demonstrate active participation in Council business. Learn more about the eligibility and the nomination process, here.

CUR Division Councilor

CUR seeks members willing to serve as Division Councilors. Nominees for CUR Division Councilor must have an active CUR membership, a demonstrated commitment to CUR’s goals, and the time and interest to serve the larger CUR community. Although most successful nominees for Councilor have been members for a minimum of three years, those new to the organization are also encouraged to nominate themselves. The Council seeks nominees who fully represent the undergraduate research community, so attention is paid to diversity with respect to institutional type, area of specialization, identity, and geographic location. There are 13 divisions in CUR. In order to self-nominate, you must have declared your primary division via your profile. Find out more about eligibility requirements and the nominations process, here.

Nominations will be accepted for all of the above positions until November 15, 2021. If you have any questions, please reach out to CUR@CUR.org or call (202) 783-4810.

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CUR Executive Board Announces New Editor-in-Chief for Scholarship and Practice of Undergraduate Research

The CUR Executive Board announced the appointment of Patricia “Pam” Ann Mabrouk, professor of chemistry and chemical biology at Northeastern University in Boston, as the next editor-in-chief of Scholarship and Practice of Undergraduate Research (SPUR), the academic journal of the organization. Beginning with volume 5 in fall 2021, Dr. Mabrouk will succeed James T. LaPlant (Valdosta State University), who has served as editor-in-chief since the journal’s debut in fall 2017.

Dr. Mabrouk earned her AB in chemistry and mathematics from Wellesley College and her PhD in physical chemistry from MIT. She held an NIH postdoctoral fellowship at Stanford University before she joined Northeastern University, where her roles have included co-director of undergraduate research and associate dean for academic affairs and faculty affairs for the College of Science. Her research interests encompass pedagogy of undergraduate research, research ethics, active learning methods, and green chemistry. Dr. Mabrouk has mentored more than 100 undergraduates, including those who started their research journey as high school students, and coauthored 14 publications with her undergraduate mentees. She was an associate editor for the Analytical Sciences Digital Library and an Editorial Board member for the Journal of Excellence in College Teaching. For SPUR, she has served as the divisional editor for chemistry and editor of the SPUR volume 4 content on the theme “Undergraduate Research during Times of Disruption.”

Said Iain Crawford (University of Delaware), chair of the search committee and a CUR past president, “The search committee was extremely impressed with all the finalists for the editor-in-chief position. Pam Mabrouk stood out for her longstanding commitment to undergraduate research, wide-ranging editorial experience, and vision for new ways in which SPUR can more deeply support CUR’s strategic goals.”

Said Lindsay Currie, CUR’s executive officer, “Dr. Mabrouk’s commitment to research ethics, continuing professional development for undergraduate researchers and their mentors that includes collaborative publication, and background in academic publishing will assist in strengthening SPUR as an invaluable resource for the many communities interested in the advancement of undergraduate research.”

Said Dr. Mabrouk, “I am deeply honored to have the opportunity to lead CUR’s flagship journal, capitalizing on the strong foundation that founding Editor-in-Chief James LaPlant and the Editorial Board have established and making SPUR the premier multidisciplinary scholarly journal for the undergraduate research community.”

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CUR Physics and Astronomy Division Announces 2021 Outstanding Research Mentor Awardee

CUR’s Physics and Astronomy Division announces the 2021 recipient of its Outstanding Research Mentor award, which recognizes mentors in physics and astronomy for their steadfast efforts in mentoring undergraduate researchers and involves nominations by colleagues and students.Awardees receive a plaque.

The 2021 awardee is Thomas Pannuti, associate professor of space science and astrophysics at Morehead State University (MSU) in Morehead, KY. Dr. Pannuti earned his bachelor’s degree in physics from Rensselaer Polytechnic Institute, graduating cum laude, as well as his master’s degree and PhD from the University of New Mexico. He conducted postdoctoral work at the Kavli Institute for Astrophysics and Space Research at MIT and at the Spitzer Science Center at Caltech.

Dr. Pannuti joined MSU’s Department of Physics, Earth Science and Space Systems Engineering in 2006. His main research interests are in multi-wavelength (mainly X-ray, optical, infrared, and radio) observations of galactic and extragalactic supernova remnants. He has conducted observations with radio telescopes in the United States, Germany, and Australia, including the 21-Meter Space Tracking Antenna at MSU, optical telescopes in Arizona and California, and orbiting X-ray observatories. Dr. Pannuti also operates the Institute for Stellar Necrology Laboratory at MSU’s Space Science Center, a laboratory of Linux boxes dedicated to research projects conducted by undergraduate students.

Seeking to inspire undergraduates to take on advanced research projects and persist through challenges, Dr. Pannuti has developed curriculum with hands-on and inquiry-based research experiences for students. Many of these students have worked with him on research outside the classroom and have coauthored publications with him. Thus Dr. Pannuti represents well the goals and aspirations of research mentors in physics and astronomy across the country.

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CUR Social Sciences Division Announces Mentoring Awardee, Undergraduate Presentation Awardees

The CUR Social Sciences Division announces its latest awardees. The division’s awards for Excellence in Mentoring Undergraduate Research in the Social Sciences recognize outstanding undergraduate research mentors in the social sciences who promote a positive and inclusive scholarly and teaching environment for undergraduates, as well as contribute to the professional and personal development of students inside and outside of the classroom. Awardees receive a $100 stipend and a plaque. The division’s Undergraduate Conference Presentation Awards of up to $200 each are given to undergraduates presenting original research results at a regional or national, discipline-specific meeting.

Awardee, Excellence in Mentoring Undergraduate Research in the Social Sciences

Andrew “Drew” Christopher, professor of psychological science at Albion College (MI), earned his BBA from Stetson University, his MBA from Southern Methodist University, and his MS and PhD from University of Florida. His research interests include industrial/organizational psychology. Dr. Christopher is at the forefront of mentoring many of Albion College’s first-year, underrepresented, and first-generation students, which compose approximately 40 percent of the college’s undergraduate population. He has mentored 18 students in the college’s Foundation of Undergraduate Research Scholarship and Creative Activity program, has supervised 32 fourth-year theses, and has coauthored approximately 30 peer-reviewed publications or conference presentations with students. Some of Dr. Christopher’s former mentees now in academe have established an informal network for mutual support, inspired by his mentoring model.

Undergraduate Conference Presentation Awardees

Jack Dempsey and Taylor McGown (Texas A&M University; mentor: Heili Pals), “Gender, Race, and Self-Derogation: Why Are White Women Deprecating Themselves?,” 2021 Southwestern Social Science Assn Annual Meeting.

Coauthors: Heili Pals, Fizza Raza, and Graham Jones

The research project’s early results, using a two-generation study over time from 1971 to 2008, shows that, consistently, the biggest difference in self-derogation is among women. White women, regardless of age and generation, have higher levels of self-derogation than Black women and higher levels of self-derogation than white and Black men. The paper presented at the meeting explores this disparity between white and Black women, attempting to understand why white women have generally higher levels of self-derogation.

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CUR Education Division Announces 2021 Awardees

The CUR Education Division announces the 2021 recipients of its Student-Faculty Collaborative Research Awards and its Course (Re)Design Awards. The Collaborative Research Awards of $250 each support faculty-student projects that have potential for an impact on student continuing engagement in research and inquiry in education-related fields and for an impact on professional practice. The Course (Re)Design Awards of $500 each are presented to faculty members in education who seek to integrate undergraduate research into a course, either designing a new, research-infused course or redesigning an existing course to include a substantial undergraduate research component.

Student-Faculty Collaborative Research Awardees
D’Artagnan Kilgore (Idaho State University; mentor: JongHun Sung). The project will investigate running forms in collegiate cross-country runners, comparing individuals with a history of running-related injuries and those without such a history. The study’s data may assist coaches in teaching a better running form to novice runners.

Claire Conner (Boise State University; mentor: Lisa Beymer). The project aims to understand how virtual education may have affected the quality of instruction of preschool students during the COVID-19 pandemic and how the in-home setting for services during the pandemic may have changed parent-teacher collaboration.

Course (Re)Design Awardees

Lisa Beymer (Boise State University). The course Exceptionality in the Schools (ESP 250) will be redesigned to incorporate a guided research project on equity, access, or inclusion of P–12 students with disabilities and provide undergraduates in the course with faculty and current or past undergraduate researchers as mentors. A white paper on the process will be prepared for discussion among education faculty and for presentation at conferences or similar venues.

Anne Katz (Georgia Southern University). The course Early Language and Literacy Development (READ 3231) will be redesigned to provide an opportunity for preservice students to grow as literacy educators, build relationships with and enhance the learning of local students, and participate in a research project to build their problem-solving skills and promote literacy in middle school students.