CFP, sum18 Scholarship and Practice of Undergraduate Research: Leveraging Undergraduate Research to Foster Diversity and Achieve Equity

deadline for submissions: 
August 21, 2017
full name / name of organization: 
Elizabeth Foxwell / Council on Undergraduate Research
contact email: 

Editor-in-Chief: James LaPlant · Issue Editor: Janice DeCosmo

Postsecondary campuses around the world are serving a more diverse student population than ever before, and it is increasingly critical that all students have access to higher education and the experiences it affords to achieve their career aspirations. In particular, several studies have shown that undergraduate research experiences improve educational outcomes for all students and are especially powerful for those who come to college or university underprepared for rigorous academic work and/or are from communities traditionally underrepresented in higher education. To increase student success, institutions have been inspired to create initiatives and programs aimed at engaging diverse students in undergraduate research and to develop strategies for strengthening financial and other resources that enable students to benefit from research experiences that complement their degree programs and prepare them for competitive graduate study and employment.

The summer 2018 issue of Scholarship and Practice of Undergraduate Research will explore undergraduate research as a strategy to support underrepresented, first-generation, and/or low-income students to excel in college and achieve their longer-term goals. The editors are interested in learning how institutions, departments, and faculty have employed novel approaches to courses, programs, or activities related to undergraduate research that increase the recruitment, retention, and success of traditionally underserved populations. Four to five articles of 2500-4500 words are sought that explore this topic, and shorter vignettes (300 words) are invited that offer succinct descriptions of specific aspects of this work.

Examples of topics of interest include the following:

  • What critical aspects of this work have been successful and will inform future initiatives? Descriptions of programs that have documented and assessed outcomes are of particular interest.
  • How does a commitment to equity and inclusion change the way that undergraduate research efforts are structured and planned? Has this work changed the way in which faculty and staff support undergraduate researchers?
  • What are the conceptual frameworks that guide the work of faculty members and administrators with underrepresented, first-generation, and low-income students in undergraduate research?
  • Are there differences in mentoring traditionally underserved/underrepresented students and majority students in research? What has been learned about guiding students to achieve their longer-term goals?
  • How does this work help to produce a more diverse faculty of the future? As students who are traditionally underrepresented in research are engaged, are the future demographics of the academy changing? Does participation in undergraduate research inspire students to seek careers as faculty?
  • How have summer bridge programs and dual enrollment initiatives of high school students contributed to the diversity of undergraduate research programs as well as the retention and success of traditionally underserved populations?
  • How have programs that target participation in research among transfer students contributed to diversity, inclusion, and student success?
  • Has an institution’s initiative in this area achieved a change in department or campus culture?

Submission Details. Submit a short (300–500 words) prospectus describing the focus of the proposed article or vignette at by August 21, 2017. 

Anticipated Schedule. Invited authors will be notified by September 1, 2017. Please indicate in the prospectus whether a full article or a vignette will be submitted. Final articles will be 2500 to 4500 words in length and must be submitted by October 20, 2017. All articles undergo peer review.