American Council of Learned Societies Teagle Working Group of the Teacher-Scholar. (2007). Student learning and faculty research: Connecting teaching and scholarship. [White paper].
Astin, A. (1993). What matters in college: Four critical years revisited. San Francisco: Jossey-Bass.
Bowen, Stephen. (2005). Engaged learning: Are we all on the same page? Peer Review: Winter, 4-7.
Boyer, E.L. (1997). A community of scholars. The Emory Symposium, Atlanta, Georgia, 14 April, 1994. In Selected Speeches, 1979-1995 (pp. 69-80). San Francisco: Jossey-Bass.
Boyer Commission on Educating Undergraduates in the Research University, S.S. Kenney (chair). (1998). Reinventing undergraduate education: A blueprint for America's research universities. State University of New York-Stony Brook.
Chickering, A. & Gamson, Z. (1987). Seven principles for good practice in undergraduate education. The Wingspread Journal 9(2).
Chickering, A. & Gamson, Z. (1991). Applying the seven principles for good practice in undergraduate education. New Directions in Teaching and Learning, 47, 5-12.
Elgrin, T. & Hensel, N. (2006). Undergraduate research experiences: Synergies between scholarship and teaching. Peer Review: Winter, 4-7.
Fleming, N. (2003). Establishing rapport: Personal interaction and learning.
Kolson, K., & Yuen, S. (1993, February). On reconciling teaching and research. American Association for Higher Education Bulletin, 7-10.
Malachowski, M. (2003). A research-across-the-curriculum movement. New Directions for Teaching and Learning, 93, 55-68.
National Science Foundation Advisory Committee to the Directorate for Education and Human Resources. (1996) Shaping the future: New expectations for undergraduate education in science, mathematics, engineering, and technology.
Pascarella, E. T. & Terenzini, P.T. (2005). How college affects students (Vol. 2). San Francisco: Jossey-Bass.
Paul, E. (2006). Community-based research as scientific and civic pedagogy. Peer Review: Winter, 12-15.
Perry, W. (1970). Forms of ethical and intellectual development in the college years. New York: Holt, Rinehart, and Winston.
Bloom, B.S. (Ed.) (1956). Taxonomy of Educational Objectives: Book 1, Cognitive Domain. New York: Longman.
Krathwohl, D.R., Bloom, B.S., & Masia, B.B. (1964). Taxonomy of Educational Objectives: Book 2, Affective Domain. New York: Longman.
National Research Council Committee on the Addendum to National Science Education Standards on Scientific Inquiry, Olsen, R. & S. Loucks-Horsley (Eds). (2000). Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. Washington, D.C.: National Academy Press.
Saunders, P. (1998). Learning theory and instructional objectives. In W. Walstad and P. Saunders (Eds.), Teaching undergraduate economics (pp. 85-108). Boston, MA: Irwin McGraw-Hill.
Bauer, K. & Bennett, J. (2003). Alumni perceptions used to assess undergraduate research experiences. Journal of Higher Education: 74(2), 210-230.
Borg, M. & Perry-Sizemore, E. (2008). The effects of undergraduate research experiences on critical thinking skills. Manuscript in preparation, University of North Florida, Jacksonville, and Randolph College, Lynchburg, Virginia.
Hunter, A., Laursen, S., & Seymour, E. (2006). Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development. Science Education 91(1), 36-74.
Ishiyama, John. (2002). Does early participation in undergraduate research benefit social science and humanities students? College Student Journal 36(3).
Kardash, C. (2000). Evaluation of an undergraduate research experience: Perceptions of undergraduate interns and their faculty mentors. Journal of Educational Psychology 92(2), 191-201.
Lopatto, D. (2003, March). The essential features of undergraduate research. Council on Undergraduate Research Quarterly (2), 139-142.
Lopatto, D. (2004). Survey of undergraduate research experiences (SURE): First findings. Cell Biology Education3, 270-277.
Lopatto, D. (2006). Undergraduate research as a catalyst for liberal learning. Peer Review: Winter.
Lopatto, D. (2009). Science in solution: The impact of undergraduate research on student learning. Resource Corporation for Science Advancement.
Nagda, B.A., Gregerman, S.R. , Jonides, J., VonHippel, W., & Lerner, J.S. (1998). Undergraduate student-faculty research partnerships affect student retention. Review of Higher Education 22(1), 55-72.
Seymour, E., Hunter, A., Laursen, S., & DeAntoni, T. (2003). Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three-year study. Science Education 88(4),493-534.
Boyd, M, & Wesemann, J. (Eds.). (2009). Broadening participation in undergraduate research: Fostering excellence and enhancing the impact. Washington, D.C.: Council on Undergraduate Research.
CUR Quarterly. Council on Undergraduate Research.
*Issues often have articles unique to specific disciplines.
Hakim, T. (2000). At the interface of scholarship and teaching: How to develop and administer institutional undergraduate research programs. Washington, DC: Council on Undergraduate Research.
Healey, M. & Jenkins, A. (2009). Developing undergraduate research and inquiry. Higher Education Academy.
*This publication includes short case studies of undergraduate research experiences in the early- and late undergraduate years, and in the humanities, social sciences, interdisciplinary studies, and STEM disciplines.
Karukstis, K. K., and Elgren, T.E. (Eds.). (2007). Developing and sustaining a research-supportive curriculum: A compendium of successful practices. Washington, D.C.: Council on Undergraduate Research.
*Special chapters devoted to undergraduate research in biology, chemistry, engineering, environmental science, and psychology.
Kinkead, J. (Ed.). (2003). Valuing and supporting undergraduate research [Special issue]. New Directions for Teaching and Learning, 93.
Kinkead, J. (2003). Learning through inquiry: An overview of undergraduate research. New Directions for Teaching and Learning, 93, 5-17.
Merkel, C.A., & Baker, S.M. (2002). How to mentor undergraduate researchers. Washington, D.C.: Council on Undergraduate Research.
Miller, R. L., Rycek, R.F., Balcetis, E., Barney, S.T., Beins, B. C., Burns, S.R., et al. (Eds.). (2008). Developing, promoting, and sustaining the undergraduate research experience in psychology.
Note: Also see the part of this page called Developing Undergraduate Research Experiences, as some books directed at general audiences have special chapters devoted to practices and programs in individual disciplines. These texts are marked with an * in that section, with disciplines identified.
If you know of discipline-specific resources not listed here, please contact firstname.lastname@example.org to have them considered for inclusion on this page.
Borg, M. & Perry, E. (2007). Why, where and how undergraduate research matters to economics. Manuscript in preparation, University of North Florida, Jacksonville, and Randolph College, Lynchburg, Virginia.
Borg, M., DeLoach, S. & Perry-Sizemore, E. (2010). Creating quality undergraduate research programs in economics: How, when, where (and why). Manuscript in preparation, University of North Florida, Jacksonville, Elon University, Elon, and Randolph College, Lynchburg, Virginia.
Carlson, J. L., Cohn, R.L. & Ramsey, D.D. (2002). Implementing Hansen's proficiencies. Journal of Economic Education, 33(2), 180-191.
Colander, D. & McGoldrick, K. (Eds.) (2009). Educating economists: The Teagle discussion on re-evaluating the undergraduate economics major. Northhampton, MA: Elgar.
Greenlaw, S.A. (2006). Doing economics: a guide to understanding the carrying out economic research. Boston: Houghton Mifflin.
Greenlaw, S.A., and DeLoach, S.B. (2003). Teaching critical thinking with electronic discussion. Journal of Economic Education, 34(1), 36-52.
Hansen, W. L. (2001). Expected proficiencies for undergraduate economics majors. Journal of Economic Education, 32(3), 231-242.
Hansen, W.L. (2006, March). Proficiency-based economics course examinations. Paper presented at the meeting of the Midwest Economics Association, Chicago, IL.
Hansen, W.L. (2007, November). Expected proficiencies in the economics major: Their place in a liberal education. Paper presented at the meeting of the Southern Economic Association, New Orleans, LA.
McElroy, J. (1997). The mentor demonstration model: writing with students in the senior economics seminar. Journal of Economic Education, 28 (1), 31-35.
McGoldrick, K. (2007). Undergraduate research in economics. Handbook for Economics Lecturers.
McGoldrick, K. (2008). Writing requirements and economic research opportunities in the undergraduate curriculum: Results from a survey of departmental practices. Journal of Economic Education, 39(3), 287-96.
McGoldrick, K. (2008). Doing economics: Enhancing skills through a process-oriented senior research course. Journal of Economic Education, 39(4), 342-355.
McGoldrick, K. & Peterson, J. (2009). Public scholarship and economics: Engaging students in the democratic process. Forum for Social Economics, 38(2-3), 229-245.
McGoldrick, K. and Ziegert, A. (Eds.). (2002). Putting the invisible hand to work: Concepts and models for service learning in economics. Ann Arbor: U Michigan Press.
Salemi, M. & Siegfried, J.J. (1999). The state of economic education. American Economic Review, 89(2), 355-61.
Santos, J & Lavin, A.M. (2004). Do as I do, not as I say: Assessing outcomes when students think like economists. Journal of Economic Education, 35(2), 148-61.
Siegfried, J.J., Bartlett, R., Hansen, W.L., Kelly, A., McClosky, & Tietenberg, T. (1991). The status and prospects of the economics major. Journal of Economic Education, 22(3), 197-224.
Saunders, P. (1998). Learning theory and instructional objectives. In W. Walstad and P. Saunders (Eds.), Teaching Undergraduate Economics (pp. 85-108). Boston, MA: Irwin McGraw-Hill.
Thoma, G. A. (1993). The Perry framework and tactics for teaching critical thinking in economics. Journal of Economic Education, 24, 128-136.
Ziegert, A. & McGoldrick, K. (2008). When service is good for economics: Linking the classroom and community through service learning. International Review of Economics Education, 7(2), 39-56.
Note: These are primarily learning resources for students, but you can also read about information on funding opportunities, conferences, and journals.
American Economic Association's Committee on the Status of Women in the Economics Profession. (2005, Spring/Summer). Giving an effective presentation. CSWEP Newsletter.
Greenlaw, S.A. (2005). Doing economics: a guide to understanding and carrying out economic research. Boston: Houghton Mifflin.