The Graduate Research Consultant Program: Embedding Undergraduate Research Across the Curriculum
Women's & Gender Studies
CUR (Council on Undergraduate Research) Quarterly
In an editorial in the New York Times in 2011, Gary Gutting, a professor of philosophy at the University of Notre Dame, argued that the primary role of universities is to "nourish a world of intellectual culture; that is, a world of ideas, dedicated to what we can know scientifically, understand humanistically, or express artistically." At research universities, faculty members are expected to make substantial contributions to their disciplines, to society, and to educating students. They want to see undergraduate students progress from novice-like behaviors to more expert-like understanding and appreciation of the intrinsic value of their disciplines. However, some faculty members flnd it difficult to expose students to authentic research and scholarship without support. The Office for Undergraduate Research (OUR) at The University of North Carolina-Chapel Hill sought to create a simple and flexible model to support faculty in making incremental changes in their courses so that student inquiry and research could become substantive components of their classes. Accordingly, we created the Graduate Research Consultant (GRC) program in 2003 (Pukkila et al. 2007).
Pukkila, Patricia J., Martha S. Arnold, Aijun Anna Li, and Donna M. Bickford. "The Graduate Research Consultant Program: Embedding Undergraduate Research Across the Curriculum." Council on Undergraduate Research Quarterly, 33, no. 4 (2013): 28-33.
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