By Anita V. M. Shea
Dean (Retired), School of Arts and Sciences

Anita Shea, SOAS Dean (Retired)

Until 1997, undergraduate research activities in the School of Arts and Sciences were based mainly in selected departments relying on a nucleus of committed faculty or on an occasional grant. In general, those efforts were neither publicly acknowledged nor supported in concept by the college community. That year, several faculty held classroom research expositions. Among them, Psychology department members organized a very public student research poster session which took place in the main corridor between the Meier Hall elevator and North Campus parking lots. The display favorably impressed many of the passing administrators and faculty, enough to trigger a meeting to explore undergraduate research possibilities for all Arts and Sciences students.

7th Annual Mass UG Research Conference, Sturbridge Apr 2001 - Dr Christine MacTaylor, Dean Anita Shea & students

Two events subsequently took place. First, in January 1998 a team of four faculty, Linda Lettko (Chemistry and Physics ), Esteban Cuebas-Incle (Biology), Patrice Miller (Psychology), and James Cullen (Geological Sciences), led by me as the dean of the school, attended a substantive workshop on institutionalizing undergraduate research sponsored by the Council on Undergraduate Research in San Diego. In addition, a team of faculty led by Teresa Lyons (Psychology) and including Heidi Fuller (Sport, Fitness and Leisure Studies [now Sport and Movement Science]), Paul Kelly (Biology), Phil Kelly (SFL), Krishna Mallick (Philosophy), Ben Miller (Psychology), Patrice Miller (Psychology) and J.D. Scrimgeour (English) inaugurated the annual SOAS Undergraduate Research Symposium on May 1, 1998.

CUR workshop San Diego CA Institutionalizing UG research - Patrice Miller, Anita Shea, Esteban Cuebas-Incle, Jim Cullen, Linda Lettco

Thus began the phenomenal growth of a publicly recognized undergraduate research effort sponsored by the school. Over the past 11 years, thousands of students have been involved in “Faculty/student collaborative research, scholarly and creative activities,” a definition designed by the San Diego team to be inclusive of  research in all SOAS departments. Since 1998, the symposium has grown from 90 student presenters and 13 faculty sponsors representing 10 departments, all squeezed into Charlotte Forten Hall, to more than 300 students and 100 sponsors filling space in the Ellison Center, Commons Dining halls, and many individual classrooms. The original poster medium now shares the spotlight with technology presentations, art exhibits, short plays, dance performances, panels, and paper presentations, all of which exhibit the culmination of individual student research work in collaboration with individual faculty members. Unlike other forms of experiential learning, undergraduate research must involve personalized faculty mentoring

SOAS UGRS Presentation of Friend of the SOAS award to Dr Elvin Towell (w Dean Shea and committee chair Teresa Lyons)

Over the past few years, Schools of Human Services and Bertolon School of Business students have increasingly participated in the symposium, and beginning in 2009 the symposium is now sponsored by the provost’s office, truly recognizing the institutional commitment to undergraduate research.

At the same time, other plans generated by the San Diego team were implemented. These included:

• Raising faculty awareness of support for undergraduate research through contractual release time for student research supervision., the offering of courses available for student credit for research endeavors, and the provision of seed money, faculty research grants, and professional development money to support undergraduate research.

• Maintaining involvement in CUR. For many years, Salem State representatives were active in CUR and served on their board or committees. Faculty members attended numerous CUR workshops and forums.

• Encouraging the college to include undergraduate research as a component of the core curriculum and suggesting that departments include research as a major requirement or elective.

• Ascertaining and soliciting the commitment of the president, vice presidents and other key administrators to undergraduate research activities. The administration became increasingly aware of and supportive of undergraduate research. Many administrators and trustees attend the symposium each year and provide resources for its continuance.

• Hiring: faculty based on their experience with, and support for,  undergraduate research.

• Assuring a student presence at the National Conference on Undergraduate Research. Up to five undergraduate students a year have been fully funded to present at NCUR; a faculty mentor usually accompanied them to this event.

• Ensuring funds were available to send students to disciplinary conferences as well as for hosting regional undergraduate research symposia on campus.

• Assessing future space, budgeting and organizational needs to support an ongoing dynamic and comprehensive undergraduate research program at Salem State College.

• Appointing an undergraduate research coordinator remains essential to this effort.

Since this investment in undergraduate research began, our students have won regional and national honors for their presentations and have brought their experiences back to encourage other students to take advantage of the research opportunities.

Undergraduate Research Symposia May 1998 - Rob Brown, Steve Matchak, Julie Whitlow

At this juncture, I think it is important to reaffirm the reasons undergraduate research is so very important for our students, our faculty, and for Salem State even when resources are strained. Specifically, faculty/student collaborative research on scholarly and creative activities has been shown to have positive effects including:

Benefits to students:

Students receive a realistic understanding of the discipline and an opportunity to experience first-hand the thrills of success and the frustrations of failure.

• Better preparation for graduate school and selected careers
• Increased professional opportunities
• Increased attendance and presentation at professional meetings
• Increased quality and quantity of faculty/student interaction outside the classroom
• Additional opportunities for academic credit
• Increased development of critical and analytical thinking abilities
• Opportunities for summer stipends, relevant work-study, and travel
• Opportunities to form collaborative ties with other students involved in research
• Gaining a better understanding of relevant course material
• Increased self-esteem and ownership in personal accomplishments

Benefits to faculty:

Faculty are kept intellectually engaged, allowing them to make contributions to their discipline and enhancing the quality of their teaching.

• Increased opportunity for professional development (potential for increased publications, attendance, and presentation at national/professional meetings)
• Increased opportunities for external funding
• Increased exposure to non-classroom-oriented teaching experiences
• Increased opportunities for interdisciplinary teaching/learning experiences
• Increased opportunities to make contributions to their fields of expertise
• Opportunity to be more intellectually stimulated

Benefits to the college:

• Attraction of more qualified faculty
• Enhancement to the reputation of the institution
• Attraction of more external funding
• Increased active learning and collaboration
• Increased exposure (locally, regionally, and among alumni)
• Increased pride and allegiance by both students and faculty

The expansion of the SOAS undergraduate research effort happened largely through the commitment of our faculty mentors and champions who are still excited at the potential of directly influencing the professional success of each individual student.

Undergraduate Research Symposia May 1998 - Teresa Lyons, chair committee, Anita Shea, Student

In spite of economic pressures and turnover of leadership, this effort should be continued and supported to put our students in a position to be competitive in this changing world. In addition, much more needs to be done to enhance undergraduate research at Salem State, such as:

1. Incorporating undergraduate research into the curriculum more extensively e.g.: the advanced writing requirement could include skills needed for research presentations
2. Reinstating membership in CUR and other disciplinary organizations which include undergraduate research sections.
3. As the campus master plan evolves, space and library resources for supporting undergraduate research should be a priority
4. Contractual agreements should clearly recognize the value of faculty contributions to undergraduate research
5. Respect for the short- and long-term impact of undergraduate research effects should be articulated and visible campus-wide.

In sum, undergraduate research has been and should continue to be a vital part of Salem State’s baccalaureate experience.

Over the past decade,  fundraising efforts of SOAS have been focused on enhancing undergraduate research; I encourage each reader to contribute to keeping research opportunities available for our undergraduate students.

This article is part of ASpect’s May 2009 issue, Undergraduate Research.