Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-78c5997874-lj6df Total loading time: 0 Render date: 2024-11-17T19:27:30.883Z Has data issue: false hasContentIssue false

49 - Undergraduate Research in Canada

Growing a Culture of Research for Undergraduate Education

from Part IV.1 - Americas

Published online by Cambridge University Press:  11 August 2022

By
Kara Lynne Loy
Edited by
Harald A. Mieg ,
Elizabeth Ambos ,
Angela Brew ,
Dominique Galli  and
Judith Lehmann
Harald A. Mieg
Affiliation:
Humboldt-Universität zu Berlin
Elizabeth Ambos
Affiliation:
Council on Undergraduate Research, Washington DC
Angela Brew
Affiliation:
Macquarie University, Sydney
Dominique Galli
Affiliation:
Indiana University–Purdue University, Indianapolis
Judith Lehmann
Affiliation:
Universidad de Buenos Aires, Argentina
Get access

Summary

Higher education in Canada seeks to provide opportunities for students to succeed by advancing scholarly, technical, and practical (employability) skills. Some institutions, especially research-oriented degree-granting universities, engage students with research in order to advance such skills. Increasingly, undergraduate research opportunities align with preparing students for further studies or the workforce through projects that connect with community and industry. Faculty, staff, and administrators provide undergraduate research through curricular and co-curricular initiatives as a proven way to enhance and amplify the student experience while driving research outputs and campus partnerships. Current trends mean an intensification of challenges to sustain funding for the traditional faculty-mentored student project. As a result, diversification of undergraduate research is occurring. While benefits for students are still generated in terms of skill development and career clarification, Canadian campuses are investing in more innovative opportunities.

Keywords

undergraduate researchCanadauniversityacademiceducationprojects
Type
Chapter
Information
The Cambridge Handbook of Undergraduate Research , pp. 456 - 463
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

The Boyer Commission on Educating Undergraduates in the Research University. (1998). Reinventing undergraduate education: A blueprint for America’s research universities. The State University of New York at Stony Brook.Google Scholar
Carnell, B., & Fung, D. (Eds.). (2017). Developing the higher education curriculum: Research-based education in practice. UCL Press. https://discovery.ucl.ac.uk/id/eprint/10032889/1/Developing-the-Higher-Education-Curriculum.pdfGoogle Scholar
Dwyer, M. (2020, October 8). Maclean’s university rankings 2021: Our methodology. www.macleans.ca/education/macleans-university-rankings-2021-our-methodology/Google Scholar
Gopaul, B., Jones, G. A., Weinrib, J., Metcalfe, A., Fisher, D., Gingras, Y., & Rubenson, K. (2016). The academic profession in Canada: Perceptions of Canadian university faculty about research and teaching. Canadian Journal of Higher Education, 46(2), 55–77.Google Scholar
Government of Canada. (2018). Equity, diversity and inclusion: Tri-agency EDI action plan for 2018–2025. www.nserc-crsng.gc.ca/NSERC-CRSNG/EDI-EDI/Action-Plan_Plan-dAction_eng.aspGoogle Scholar
Healey, M., & Jenkins, A. (2017). The role of academic developers in embedding high-impact undergraduate research and inquiry in mainstream higher education: Twenty years’ reflection. International Journal for Academic Development, 23(1), 52–64. https://doi.org/10.1080/1360144X.2017.1412974Google Scholar
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Association of American Colleges and Universities.Google Scholar
Larson, S., Partridge, L., Walkington, H., Wuetherick, B., & Moore, J. L. (2018). An international conversation about mentored undergraduate research and inquiry and academic development. International Journal for Academic Development, 23(1), 6–14. https://doi.org/10.1080/1360144X.2018.1415033Google Scholar
Morneau Shepell & Business Council of Canada. (2018). Navigating change: 2018 Business Council Skills Survey. www.morneaushepell.com/permafiles/91159/navigating-change-2018-business-council-skills-survey.pdfGoogle Scholar
Royal Commission on Aboriginal Peoples. (1996). Looking forward, looking back. Report of the Royal Commission on Aboriginal Peoples, Vol. 1. Canada Communication Group. http://data2.archives.ca/e/e448/e011188230–01.pdfGoogle Scholar
Sangster, S. L., Loy, K. L., Mills, S. D., & Lawson, K. L. (2016). Engaging first-year university students in research: Promise, potentials, and pitfalls. The Canadian Journal for the Scholarship of Teaching and Learning, 7(1). https://doi.org/10.5206/cjsotl-rcacea.2016.1.3Google Scholar
Statistics Canada. (2017). Indigenous Peoples and communities. www.rcaanc-cirnac.gc.ca/eng/1100100013785/1529102490303Google Scholar
Statistics Canada. (2020). International students accounted for all of the growth in postsecondary enrolments in 2018/2019. www150.statcan.gc.ca/n1/daily-quotidien/201125/dq201125e-eng.htmGoogle Scholar
Thompson Rivers University. (2021). Knowledge makers. www.tru.ca/indigenous/knowledge-makers-tru.htmlGoogle Scholar
Universities Canada. (2020). Search programs. www.universitystudy.ca/search-programs/Google Scholar
Usher, A. (2020). The state of postsecondary education in Canada, 2020. Higher Education Strategy Associates. https://higheredstrategy.com/download/22343/Google Scholar
Wuetherick, B. (2020). Transforming undergraduate research at Canadian universities. In Hensel, N. H. & Blessinger, P. (Eds.), International perspectives on undergraduate research: Policy and practice (pp. 281–294). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-53559-9Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×