The Role of Academic Libraries in Mentored Undergraduate Research: a Model of Engagement in the Academic Community

The Role of Academic Libraries in Mentored Undergraduate Research: A Model of Engagement in the Academic Community

Anthony Stamatoplos

Mentored undergraduate research is an emergent pedagogy in higher education. It differs fundamentally from course-related student research and is largely independent of the curriculum. Academic libraries should engage formally with the undergraduate research community. To do so, librarians will need to think and work beyond traditional models of library service, most notably in information literacy programs. The intent of this article is to raise awareness about opportunities for library involve ment with undergraduate researchers and programs. Lessons from one university, including a formal partnership between a library and an undergraduate research center, suggest some general strategies that academic libraries might explore.

hen many librarians think about half of the respondents reported of undergraduate student having participated in undergraduate research, they likely picture research opportunities.1 the activities students engage Undergraduate research is emerging in while working on papers and other as- rapidly as a valued pedagogy in higher signments for courses. Many undergradu- education. It has been described as “a ates, however, also engage in independent comprehensive curricular innovation and research. This includes a variety of activi- major reform in contemporary American ties through which students experience undergraduate education and scholar- directly the work of a discipline under ship.”2 Because it is an experiential form the guidance of a faculty research men- of learning, campuses are recognizing tor. As an increasing number of students undergraduate research as an important engage in such research, it has become the recruitment and retention tool. Under- focus of many programs and professional graduate research is a growing part of stu- organizations. In addition, it has received dent education and career development increasing coverage in the literature of at institutions across the United States, various disciplines. In one nationwide and this has significant implications for survey of bachelor’s degree recipients, academic libraries and librarians.

Anthony Stamatoplos is Associate Librarian, University Library , and Research Director, Center for Re- search & Learning, at Indiana University-Purdue University Indianapolis; e-mail: [email protected].

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It is important to understand the fun- research. It discusses undergraduate damental differences between traditional research and identifies emerging op- course-related student research and the portunities for library engagement with kinds of experiences that are the focus of students and faculty involved in those the undergraduate research movement. activities. An example of collaboration at In typical course-related assignments, one institution illustrates some potential such as traditional term papers and contributions and benefits to students, the various written and oral assignments, university, and librarians. Drawing from students acquire and communicate ex- those experiences, it suggests possible isting knowledge, generally without an strategies for library engagement with expectation to produce original results or independent undergraduate research. understanding. In that context, it is easy for librarians simply to equate student Undergraduate Research research with processes of information Defining Undergraduate Research searching. In contrast, independent re- A widely accepted definition of under- search experiences entail real hands-on graduate research will help librarians experience in research conception, design, differentiate it from more visible and conduct, and dissemination and make familiar activities of students and faculty inherent contributions to a discipline. that focus primarily on learning through Independent undergraduate research coursework and within the formal cur- projects often derive from or relate to the riculum. The Council on Undergraduate scholarship of the faculty mentor and Research (CUR) defines undergraduate are expected to create new knowledge research as “an inquiry or investigation or creative scholarship as well as to be conducted by an undergraduate student disseminated in a public forum. Thus, that makes an original, intellectual, or it has more in common with graduate- creative contribution to the discipline.”5 level or faculty research than with the It combines teaching and research in more familiar course-related activities of ways such that “teaching and scholar- undergraduate students. Undergraduate ship become parts of one simultaneous, research is, in effect, an apprenticeship.3 overlapping, shared process.”6 Ideally, the James M. Gentile’s characterization of student learns through the research expe- undergraduate research echoes what rience in more practical and lasting ways many faculty research mentors express: than he or she might through traditional “research with undergraduate students classroom learning. The central premise is in itself the purest form of teaching.”4 of undergraduate research is “the forma- There are obvious opportunities to tion of a collaborative enterprise between extend existing library services, particu- student and faculty member—most often larly information literacy programs, into one mentor and one burgeoning scholar the undergraduate research community. but sometimes…a team of either or Librarians may be challenged in their own both.”7 The faculty mentor “guides the assumptions, understandings, and prac- novice researcher and initiates the student tices regarding students and faculty and into the methods of a discipline.”8 may have to modify them. Once engaged, Mentored undergraduate research they may need to modify or broaden began in the sciences and has become in- existing perspectives and might discover creasingly common in a variety of fields. It new roles to better fit this pedagogy. occurs in the context of research programs The overall intent of this article is to and in one-to-one or team collaborations raise the consciousness in the library between faculty and students. Massa- literature and profession and to sug- chusetts Institute of Technology (MIT) gest some ways of thinking about and started the first campuswide program in approaching mentored undergraduate 1969, the Undergraduate Research Op- A Model of Engagement in the Academic Community 237 portunities Program (UROP). Since then, “receivers” to one of “inquirers,” and to many institutions have developed their one in which faculty and students “share own UROPs, engaging several thousand an adventure of discovery.”11 To do this, students every year. In 1979, CALTECH undergraduates must be involved in the instituted the Summer Undergraduate research process and must be involved Research Fellowships (SURF) program, in mentoring relationships with instruc- which has been adapted by several other tors.12 This suggestion recognizes the institutions. Since the creation of those value of undergraduate research as a vital initial programs, many institutions have pedagogy. implemented undergraduate research activities and programs, which they either Common Characteristics and Benefits of developed locally or adapted from others. Undergraduate Research Experience With the successes of these university- The fundamental characteristics of un- level programs, undergraduate research dergraduate research discussed in the became recognized on a national level. literature13 define it as real scholarship CUR was formed in 1978, and it has be- and together differentiate it from course- come the foremost organization promot- related student research: ing undergraduate research. In the early • Undergraduate research engages 1980s, the National Science Foundation the student in inquiry-based and expe- (NSF) began funding grants to support riential learning. Students learn through programs across the country through the practicing the methods of the discipline. Research Experiences for Undergradu- Their research involves hands-on learning ates (REU) program. Since then, NSF, the via the research process itself and applica- National Institutes of Health (NIH), the tion of knowledge and skills learned in U.S. Department of Education, and other the classroom. federal agencies, as well as many private • Faculty mentors guide and provide foundations, have established additional structure to students’ research experi- programs to fund this activity that con- ences. Student researchers are treated nects faculty members and students to as members of the scholarly community, engage in independent research in both even if they are still novice members. summer and academic year settings in • Research is original. It creates new colleges and universities. The National knowledge or understanding that con- Conferences on Undergraduate Research tributes intellectually to the discipline. (NCUR) was established in 1987 and sup- Student researchers disseminate results of ports the premier annual national confer- their research to the scholarly community ence for undergraduate researchers in all through oral or written communication or disciplines. both. Undergraduate research addresses • Students have primary responsibil- several of the goals of recent educational ity for their projects, or some portion of reform proposals. The 1998 Boyer Com- them, and they take ownership of their mission Report, for example, suggested 10 work. Mentors encourage researchers to ways to change undergraduate education, think and work independently, though the first being: “Make research-based they may collaborate on team projects learning the standard.”9 The report cites with other students and faculty. John Dewey’s idea that “learning is based • Research is informed by, and builds on discovery guided by mentoring rather upon, previous scholarship. Students than on the transmission of information.”10 become familiar with and appropriately The Boyer Report contrasts inquiry-based use the literature of their disciplines and learning with the traditional model in the topics. university, expressing an ideal that would There are many anecdotal accounts turn undergraduate culture from one of in the literature of how this research 238 College & Research Libraries May 2009 approach benefits students, in addition research? An examination of the LIS lit- to claims of benefits by programs and erature reveals some noteworthy themes organizations. An increasing body of regarding student research. Funda- empirical evidence also gives weight to mentally, there is a distinction between many of those claims. Several studies, student and faculty research. Stephen K. for example, found intellectual gains Stoan, for example, compares scholarly associated with undergraduate research research of faculty, which occurs in the experience.14 Studies also have shown context of a discipline, with the library that students involved in undergraduate use of undergraduate students, which research gain self-confidence;15 are more by faculty standards is not research per likely to complete their degrees;16 and are se.20 Subsequent literature is consistent more likely to go on to graduate school with that characterization. LIS literature than students who did not have an un- does not distinguish essentially between dergraduate research experience.17 In an variants of undergraduate research: examination of undergraduate research for example, between course-related experiences at four liberal arts institu- and course-independent activities. It tions, Elaine Seymour et al. corroborated conceptualizes undergraduate research a variety of benefits reported in earlier exclusively in a context of course-related anecdotal reports and smaller studies, information seeking. as well as shed further light on many of An extensive body of literature relates those findings. Benefits fell into seven to the mechanics of student research, categories: (1) personal and professional focusing both on behavior and thought gains; (2) “thinking and working like a sci- processes, portraying research as seeking entist”; (3) gains in skills; (4) clarification, information to meet needs generated by confirmation, and refinement of career/ a course. Many LIS authors focus on the education paths; (5) enhanced career/ information-finding behaviors of undergraduate school preparation; (6) changes graduate students. One of the most influ- in attitudes toward learning and working ential authors in this regard is Carol C. as a researcher; and (7) other benefits.18 Kuhlthau, who studied how high school The Seymour et al. study also mentioned and college students conduct research. as specific areas of student improvement: Kuhlthau’s model of the information communication and presentation skills, search process (ISP) is cited frequently laboratory and field techniques, skills re- and is fundamental to many academic lated to work and computers, and “infor- librarians’ understanding of student re- mation retrieval skills.”19 Though gained search behavior.21 Several other authors through experience outside traditional ground their work in such studies as they coursework and curricula, such benefits seek to understand and explain research relate to many of the desired outcomes of skills and behaviors of undergraduate higher education. Indeed, some might ar- students.22 gue that they could not be gained easily or Recent studies analyze citations in as thoroughly through typical classroom students’ papers to infer patterns and or library research experiences. processes they used in their research, adding another dimension to librarians’ Looking for Undergraduate Research in understanding.23 At least one such article the LIS Literature implies faculty-mentored research as a How do academic libraries engage un- basis for students’ papers; however, the dergraduate researchers and campus author did not deal with that aspect of programs that support undergraduate the research.24 Numerous library use and research? How does the library and infor- user studies also add to the knowledge of mation science (LIS) literature represent how undergraduate students approach mentored independent undergraduate research and use information resources. A Model of Engagement in the Academic Community 239

Such studies continue the customary within a discipline. Explicit mention of contextualization of undergraduate re- libraries and information professionals, search within the formal curriculum.25 however, is virtually absent from the An extensive literature on information numerous accounts of research and pro- literacy overlaps with the literature of grams.27 Information literacy seems to be student information seeking and use. either assumed or ignored. Ironically, stu- One sees in it the same conceptualization dents engaged in such activities may have of undergraduate students’ research as greater and more complex overall need essentially course-driven. Information for quality information and evaluative literacy practice, research, standards, and skills than the average student engaged guidelines reflect this view.26 in course-related activities. There is little evidence that LIS au- Because independent undergraduate thors are cognizant of independent researchers generally operate outside the undergraduate research. At least, they formal curriculum, they can fail to recog- do not identify it as such in their writing nize the potential value of interaction with or treat it differently from course-related librarians. Though many such researchers research. Rather, LIS literature effectively likely use libraries and librarians to some reduces the research of undergraduate degree during their work, the information students to processes of finding informa- aspects of their work would certainly tion and using information sources. Even improve with greater understanding when the term “undergraduate research” and formal attention by librarians. Also, actually occurs in this literature, it gener- faculty members may not instinctively ally denotes course-related information- refer their research protégés to libraries seeking activities and processes. Based or librarians in the same way they might solely on the LIS literature, therefore, in a course environment. They may feel one would not know of the existence fully competent to manage their research and nature of independent mentored students’ information and library skills undergraduate research or of examples alone, while being themselves unaware of library engagement with it. Because of the assistance and value a librarian can the undergraduate research community bring to the collaborative research process is essentially absent or indistinguishable, and the student’s knowledge of informa- this literature may not inform library tion resources. As for librarians, since engagement adequately. Librarians can such research is largely separate from only rely upon an available literature that coursework, it can be practically invisible presents undergraduate student research- because their focus is on supporting the ers and their work in traditional ways formal curriculum. Therefore, they may with traditional assumptions. exclude it from formal library services or programming and unintentionally Importance of Formal Library neglect or underserve undergraduate Involvement to Undergraduate researchers. Libraries may currently serve Researchers the undergraduate research community Faculty research descriptions, faculty incidentally through existing services; publications, and the projects in which however, this is too important an area faculty members and undergraduate not to consider and target it specifically researchers collaborate imply consider- when appropriate. able need for high-quality information As undergraduate researchers are in- and appropriate skills. Undergraduate volved in the creation of new knowledge research programs and evaluative studies and understanding, their perspectives frequently note the value of independent and approaches to information can differ faculty-mentored research in learning the from the familiar routine of ascertain- use of information skills and resources ing and describing existing knowledge, 240 College & Research Libraries May 2009 which may be only a part of the independent research. Generalized thinking pendent research experience. In a sense, about student research, such as Stoan’s people involved in original scholarship distinction between faculty and student are different kinds of information users research, may no longer fit the reality than those some librarians are used to of research on college campuses today. and plan for, particularly where serving Instead of the accepted dichotomy, librar- undergraduate students is a primary con- ians now might need to consider and cern. The distinction between the nature address additional or hybrid varieties of of faculty and student research, discussed research, or to understand academic re- by Stoan and others, may no longer be search as existing on a continuum, regard- as clear-cut. Undergraduate researchers less of who is conducting it. In addition, generally have a more holistic view of it would be prudent to study mentoring their research experience and process and, processes to gain some understanding of presumably, of their information needs. how teaching and learning differs in such The stakes are typically higher, and on environments. If library involvement in the whole they seem more interested and mentored undergraduate research is valu- thus more motivated in their information able, librarians need to share examples searching and in learning about and us- of successful practice and help develop ing resources than many users librarians appropriate models of engagement. They normally encounter. Nevertheless, many can begin by examining and learning undergraduate researchers may be no from institutions in which there has been more likely to go beyond superficial in- formal library engagement. terrogation of resources for their research projects than they might for a short paper Undergraduate Research on One for a course. Though their needs can in Campus many ways resemble those of faculty re- The history of undergraduate research searchers, such students understandably activity at Indiana University-Purdue might not always think like experienced University Indianapolis (IUPUI) is typical scholars. The librarian becomes a critical among colleges and universities. There is ally in the research process and a welcome a long tradition of student involvement guide to a more sophisticated approach in faculty research, particularly in the to scholarship. The librarian can make sciences and health-related disciplines. a significant contribution to what is an For many years, students have worked inquiry-based model of teaching and as laboratory assistants, data collectors, learning both at the campus level and and so forth as they learned the skills throughout the research community. and methods of their disciplines and Because librarians interact with students became researchers themselves. In 1999 in developing transferable skills, knowl- the university established its UROP. Like edge, attitudes, and strategies when they similar programs at other institutions, it assist them with their research, they affect provides money to encourage and sup- student performance positively in other port research, scholarship, and creative areas of their education. activities, as well as related travel. Every Since the literature reveals no appar- year, about 85 IUPUI students apply for ent examples or documented models of and receive UROP funding for their re- library engagement with undergraduate search and research-related travel, creat- researchers and programs, only familiar ing significant opportunities for research models centered on engagement with and learning. The university also supports students and faculty through the curricu- undergraduate research through other lum are available. It is not clear whether programs, such as a summer research pro- traditional assumptions and practices gram, supporting directly and indirectly necessarily apply to mentored inde- an additional approximately 450 students. A Model of Engagement in the Academic Community 241

With the success of those programs, the Library Collaboration with UROP director conceptualized a campus Undergraduate Research at IUPUI center that would encourage, support, Early Librarian Involvement and increase mentored undergraduate There has been a natural evolution of research across disciplines and through- librarians’ involvement with undergradu- out the campus, while housing various ate research at IUPUI. It was not recog- research-related programs and activities. nized specifically or formalized at first, To accomplish this, the university estab- but rather was undertaken in the context lished the Center for Research and Learn- of traditional library services, such as ing (CRL) in 2004. The CRL collaborates reference, instruction, and relationships with other units and programs on campus with assigned disciplines. The library as well as with individual faculty. Its recognized the potential benefits of more board of directors is composed of mem- formal involvement and of collaboration bers of the faculty and administration with programs to create it. It already had from across departments and includes engaged students and faculty success- two librarians. The CRL houses various fully in other innovative pedagogies and undergraduate research programs and programs such as instructional teams aims to develop additional programs and learning communities, so it was well and mechanisms of support. Programs positioned and accustomed to taking on currently housed within, administered by, new areas. or affiliated with the CRL include: A defining moment in the library’s • the UROP formal involvement with independent • the Diversity Scholars Research undergraduate research came during Program (DSRP) the conceptualization of the university’s • the Ronald E. McNair Scholars UROP. The program proposal was devel- Program (a U.S. Department of Education oped and coauthored by a four-person TRiO Program) team that included a librarian. The invi- • the NSF Alliance for Graduate Edu- tation of library participation was a clear cation and Professoriate (AGEP, through recognition of the value of information the Midwest Alliance Consortium with professionals by persons already active in Indiana University) this pedagogy and by upper administra- • the Multidisciplinary Undergradu- tion. Since UROP’s inception, the librarian ate Research Institute (MURI) on the development team has served as • the Louis Stokes Alliances for Mi- a member of the program’s standing ad- nority Participation (LSAMP) program visory committee, as a regular proposal (supported by NSF) reviewer, and has participated actively • the Summer Research Opportunity in many program-related activities and Program (SROP). events. As at other institutions, many students Collaboration with UROP marked and mentors are active in independent the beginning of the library’s formal undergraduate research outside these for- extension into undergraduate research mal programs. The CRL seeks to identify activities. During that initial period, the and serve them as well. librarian developed a better recognition Led by the CRL, the campus hosted and of the nature of undergraduate research sponsored the 2004 NCUR conference. on campus and shared that perspective Approximately 2,400 students and faculty informally with colleagues. The relation- mentors from over 300 colleges and uni- ship helped to position the library for versities attended that conference, at which future involvement and presented an students presented their research in papers opportunity to apply librarian perspec- and posters. Beginning in 2006, the CRL tives and skills in a new place and in also administered an NSF research grant. new ways. People associated with UROP 242 College & Research Libraries May 2009 quickly valued the library’s involvement assignment of two librarians to support and resulting contributions, and there the CRL. Their experiences challenged was a growing awareness of further op- some previous assumptions and practices portunities for collaboration and poten- regarding student and faculty work and tially broader librarian roles in fostering research. Though they began work in a undergraduate research. somewhat unfamiliar environment with Early in the library-UROP collabora- different values and expectations, they tion, there was a realization that students have adapted to that culture and become commonly think about and approach comfortable working within it. independent research differently from Independent student researchers share the way they think about and approach several basic needs with students doing course-related research. Undergradu- course-related research. Like those stu- ate researchers often had closer contact dents they sometimes need help under- with faculty members in the mentor- standing information systems, identifying ing environment than in the classroom specific needs, and devising effective environment, and their information use search strategies and techniques. Much appeared to rely more on their mentors’ of the CRL librarians’ work focuses on ideas, suggestions, and sources. Though these more familiar activities and interac- not as practiced as their mentors, un- tions with students and faculty mentors dergraduate researchers seemed to seek in the various undergraduate research and use information in ways similar to programs. For example, they engage in in- seasoned professional researchers. They dividual consultation and both individual appeared to be more independent in their and group instruction in appropriate use information seeking and use of sources of information resources. than students whose needs were dictated Librarians have discovered that they by courses. In this context, then, it should must pay attention to the distinctive na- not be surprising that their patterns and ture of undergraduate research and are use differed markedly from those that learning to consider it in their interactions librarians have learned to expect from with undergraduate researchers and their undergraduate students. Those students mentors. In many ways, librarians have did not necessarily have frequent or been able to engage students and faculty formal contact with library personnel in ways that were unavailable previously or resources in ways typical of students and address some issues and problems performing course-related research. they normally were unable to address in Such realizations made it clear that there the course context. Because of the authen- are ample opportunities for information tic nature of undergraduate research and professionals to apply their skills and relatively close relationships of students knowledge in serving this community and faculty, librarians can have extensive and much potential for continuing and and repeated engagement throughout the expanding the involvement of the library. research experience and also can engage in more focused and meaningful ways. In Library Collaboration with the Center for addition to their many one-on-one inter- Research and Learning actions, librarians have been able to teach Another important milestone in the many workshops to student participants, library’s formal involvement with un- all of whom were currently active in real dergraduate research came during the research and presented real and urgent in- university’s planning of the CRL. Since its formation needs. Those sessions contrast conception, the CRL envisioned librarians greatly with the more routine instruction as essential to its work. This was evi- sessions associated with classes. To serve denced by the fact that the initial proposal students better, the CRL instituted a provided specifically for the eventual policy to include the contact information A Model of Engagement in the Academic Community 243 of the corresponding disciplinary librar- ing an annual Undergraduate Research ian in the letter sent to each UROP grant Award, given for “the best undergraduate recipient. When appropriate, CRL librar- project that specifically relies on the syn- ians also refer student researchers directly thesis of library resources and collections, to other subject librarians for specialized and the utilization of library services.” assistance. Overall, CRL librarians are This award includes a $500 prize for the discovering more opportunities to have winning student. The award program was an effective presence in student and developed in large part by one of the CRL faculty work. librarians. Another notable contribution Librarians also contribute time and of the library is the space in which the expertise to the CRL’s work in less conven- Center resides physically. tional ways. Within the CRL, librarians Librarians are making intellectual con- are regarded not as adjuncts but as faculty tributions through their work in the CRL. colleagues and senior staff members and, One librarian conducted an extensive thus, an essential part of the organization. literature review and created a research The librarians are integrated into the CRL guide on mentorship of undergradu- in ways that go beyond typical liaison ate research. Intended as a tool for the assignments to academic units. They CRL, this was published subsequently have been involved in many planning as a peer-reviewed journal article.28 That and advisory activities and participate librarian also coauthored two proposals in various meetings of staff and other for large research grants with faculty groups. They serve as reviewers and make colleagues. The NSF funded one of those recommendations for UROP grant pro- projects,29 and the librarian is a member posals and for various undergraduate of that research team. One librarian col- research awards programs on campus. laborated with the CRL director to give Librarians participate in undergraduate a presentation at a national conference.30 research conferences and other public Similar scholarly and collaborative activi- activities that often include reviewing ties continue. abstracts, assisting in event planning, The partnership with the CRL is pos- and facilitating conference and poster sible largely because of the library’s overall sessions. Both librarians serve on the response to change and the evolving needs CRL’s board of directors and participate of users. Because of this, its service model in that body’s activities. Not only have is in flux and services such as reference these librarians participated in national have changed in ways that afford more conferences of CUR and NCUR, but they appropriate uses of personnel elsewhere. also were involved in planning the 2004 Besides its partnership with the CRL, the li- NCUR conference, including reviewing brary collaborates with several nonlibrary proposals for student papers and other entities on campus, such as the Center for various planning activities. Teaching and Learning (CTL), the learning The library contributes funds as well as communities programs, and the University personnel to further the goals of the CRL. Writing Center. Such partnerships would The library allocates money for materi- have been difficult to sustain within the als to support the work of the CRL and more traditional service model and organi- contributes the costs of the acquisition, zational structure of the past without either cataloging, and processing of those ma- increasing library resources significantly terials. The CRL librarian who manages or compromising service. As the reference those funds works with the CRL’s direc- desk becomes less central as the primary tor, staff, and fellow board members, as point of contact with users, the library has well as mentors, to identify and acquire been able to reallocate full-time librarians’ appropriate materials. In 2006 the library time in ways that permit more effective further enhanced its support by initiat- engagement through specialized one-on- 244 College & Research Libraries May 2009 one reference and research consultation, the needs of academic communities they discipline-specific instruction, first-year serve and of which they are a part, so they learning community involvement, and should investigate similar opportunities development and support of an improved at their institutions and develop suitable librarian Web presence in teaching and approaches. There are several possible learning. In this way the library responds strategies for formal library engagement to the changing academic culture, making with undergraduate research, depend- more immediate contributions in obvious ing upon goals and structures of local pedagogy and adding value to structures programs and libraries. Lessons learned outside the library. from the IUPUI experience may serve to The changing environment has had pro- inform other libraries in their engagement found effects on trends in library services with undergraduate research programs. and on the roles and identity of academic As a starting point, this model may show libraries and librarians.31 There continues promise for other institutions to follow or to be great concern in the literature about adapt in their engagement. the direction and future of academic librarianship.32 In his model for transition of the Some Recommended Strategies for academic library, David W. Lewis offers a Engagement five-part strategy that includes developing Develop Appropriate Awareness and “partnerships with other campus units Understanding that support research, teaching, and learn- Because mentored undergraduate re- ing.”33 Similarly, he advocates that libraries search often is not immediately evident “Reposition library and information tools, to them, librarians must make themselves resources, and expertise so that they are aware of this pedagogy and its implica- embedded into the teaching, learning, tions for their practice. They should and research enterprises,” emphasizing become familiar with the literature of “external, not library-centered, structures undergraduate research and the work of and systems.”34 This essentially blurs “the related professional organizations such boundaries that separate the library from as CUR and NCUR. They should pay the rest of the campus and the external particular attention to those organiza- information environment.”35 In Lewis’s tions’ Web sites38 and peruse the Council model, reference and library instruction on Undergraduate Research Quarterly for change so that in-person interactions with examples of undergraduate research faculty and students are enhanced and activities and concerns. Further, they relationships with them strengthened.36 should identify undergraduate research The IUPUI approach to library partner- programs on their own campuses and ship with the CRL and other campus cultivate relationships with faculty who units is consistent with the strategy laid administer and participate in them. out by Lewis, in which he cites centers for teaching and learning and undergraduate Identify and Create Opportunities research programs as examples of places Informed by knowledge of undergradu- to reposition librarians.37 ate research pedagogy, and of activities The work of CRL librarians has en- and programs at their institutions, librar- tailed both contributing and learning, ians must seek opportunities for formal as well as involvement in a variety of involvement and collaboration. This may capacities that are not normally seen as build upon existing strengths and skills, librarian work. This engagement is in a albeit in possibly new areas. Librarians developing stage and librarians are ex- should initiate relationships with faculty ploring additional ways to involve their and programs, beginning by extending colleagues in supporting undergraduate existing library services that may not research. It is vital that librarians meet adequately reach and serve this particular A Model of Engagement in the Academic Community 245 clientele. Libraries might focus first on mentors become more effective teachers, delivering more informed and targeted and helping the library become more ef- services to student researchers and their fective and better integrated in the life of mentors. They also must be amenable the undergraduate research community. to adapting those existing services and strategies. One obvious opportunity is Develop New Frameworks for Working adapting services to assist reference staff with Students and Faculty in identifying and understanding the Bearing in mind that the work and pro- needs of researchers and mentors, thus grams of undergraduate research exist better serving them through reference, largely outside the curriculum, librarians consultation, and referral services. Librar- need to find suitable ways to engage ies also can extend and adapt information students involved in relatively unique literacy programs to include undergradu- projects in authentic settings. Librarians ate research activities and needs, which need to support these students’ essential will have several benefits and help further needs to acquire and build upon previous integrate information literacy into the scholarship, to help them to work effec- academic culture. Indeed, this would be tively in such contexts and add to the body in accordance with ACRL’s “Guidelines of scholarship. Once librarians engage for Instruction Programs in Academic formally, they will develop more specific Libraries,” which mentions (albeit cur- understandings of the work and needs of sorily) undergraduate research as a pro- researchers and mentors and be able to gram structure with which instruction identify ways to meet them on their terms programs can become engaged.39 to serve that community better. Consider- ing the nature of undergraduate research, Focus on Student-Mentor Relationships librarians must be willing to modify their The most critical objective of librarian approaches to service and develop new involvement may be to apply perspectives and creative strategies when necessary. and skills of information professionals They should work to understand and to develop methods of supporting and support research mentorship to the same enhancing student-mentor relationships. degree and with the same enthusiasm Just as librarians have worked to integrate they bring to course-based teaching and information literacy into the curriculum, learning. As libraries work to integrate they must devise ways to infuse their information literacy into the curriculum, presence into both the research and teach- they should broaden such efforts to in- ing aspects of these relationships. It is clude undergraduate research and other imperative that librarians understand the experiential learning pedagogies. dynamics of mentoring and find ways to support and enhance those relationships. Make Strong and Explicit Commitments A principal goal should be to strengthen Libraries must develop formal com- and influence the information aspects of mitments to and relationships with mentoring. For example, librarians should undergraduate research programs that understand how mentors address litera- are analogous to their support of teach- ture reviewing and information retrieval ing and learning within the curriculum. as part of research and seek ways to sup- These should occur both at the ad- port and influence such processes. They ministrative level and with individual need to better equip mentors and make librarians. Library administration must themselves available to them and their stu- promote and encourage staff and orga- dents for consultation and instruction in nizational involvement in undergraduate various settings. Overall, librarians’ goals research activities and demonstrate their should include helping students become importance in tangible ways. Administra- more effective information users, helping tors must communicate and partner with 246 College & Research Libraries May 2009 program administrators and show their libraries have developed relationships own commitment through their presence working in learning communities or other at and participation in events and activi- powerful pedagogies. Those partnerships ties. They should demonstrate genuine opened new roles and responsibilities support through allocation of financial for librarians and challenged traditional and human resources. For example, they views about the place of the library in the could assign personnel and contribute institution. Undergraduate research holds money for collections and space for ac- similar opportunities. tivities and events. They should identify Working with undergraduate re- librarians who have relevant experience searchers can be enjoyable and moti- and expertise, as well as existing involve- vating for librarians. In a time when ment and relationships with undergradu- many academic libraries experience less ate research. They should build on these in-person interaction with users, involve- and formalize them when possible by ment with the undergraduate research adjusting organizational structures and community provides another viable making formal personnel assignments opportunity to make a difference in the that are made clear in position descrip- academic lives of students and faculty. tions. Administrators and organizations Many academic librarians yearn for more must accept librarians’ involvement in-depth and meaningful engagement with undergraduate research as equal to with students and faculty. Because of the engagement with students and faculty nature of undergraduate research, it can in more familiar ways. Further, admin- provide librarians such opportunities istrators should allow and encourage and give them a more direct sense of librarians’ experimentation and develop- success and impact on teaching, learn- ment of new practices and collaborative ing, and research. Similarly, libraries relationships. Administration should can explore analogous opportunities promote scholarly collaboration between and models of engagement with other library personnel and mentors and pro- experiential learning enterprises, such gram administrators in research, publi- as service learning, internships, and cation, and participation in conferences study abroad. and programs. Undergraduate research presents opportunities for librarians to extend their Conclusion reach on campus and engage a larger Excellent library service begins with un- number and broader range of students, derstanding the community and position- faculty, and disciplines. This requires ing the library to be where users are when collaborative relationships in which library services and information resources librarians are partners with faculty and are needed. This implies a willingness to students. In such collaboration, librar- meet the community on their terms and ians must be open to new and creative to close service gaps that might exist. Un- strategies for contributing to education dergraduate research presents additional and scholarship. The result should be not opportunities to accomplish this in aca- only greater involvement but also greater demic communities. A key to this kind of impact in the academic community. This engagement will be a proper understand- model of engagement has the potential ing of users and a regard for what makes of helping build crucial connections in sense and may really be needed, rather which the library plays a vital and val- than blindly imposing processes, systems, ued role with visible impact. Productive and programs. In recent years, academic engagement in undergraduate research libraries have sought partnerships with can become a significant example of the other campus entities and programs enduring relevance of academic librari- involved in teaching and learning. Some anship. A Model of Engagement in the Academic Community 247

Notes 1. Susan H. Russell, Mary P. Hancock, and James McCullough, “Benefits of Undergraduate Research Experiences,” Science 316, no. 5824 (Apr. 27, 2007): 548–49. 2. National Conferences on Undergraduate Research, Joint Statement of Principles in Support of Undergraduate Research, Scholarship, and Creative Activities. Available online at www.ncur.org/ ugresearch.htm. [Accessed 30 August 2008]. 3. For a discussion of undergraduate research experiences as cognitive apprenticeships, see CarolAnne M. Kardash, “Evaluation of an Undergraduate Research Experience: Perceptions of Undergraduate Interns and their Faculty Mentors,” Journal of Educational Psychology 92, no. 1 (Mar. 2000): 191–201. 4. James M. Gentile, “Then and Now: A Brief View of Hope College Today,” in Academic Excellence: The Role of Research in the Physical Sciences at Undergraduate Institutions, ed. Michael P. Doyle (Tucson, Ariz.: Research Corporation, 2000): 79–85. 5. Council on Undergraduate Research, About CUR. Available online at www.cur.org/about. html. [Accessed 30 August 2008]. 6. National Conferences on Undergraduate Research, Joint Statement of Principles. 7. Ibid. 8. Joyce Kinkead, “Learning through Inquiry: An Overview of Undergraduate Research,” in Valuing and Supporting Undergraduate Research, ed. Joyce Kinkead (San Francisco, Calif.: Jossey- Bass Publishers, 2003), 5–17. 9. Boyer Commission on Educating Undergraduates in the Research University, Reinventing Undergraduate Education: A Blueprint for America’s Research Universities (Stony Brook, N.Y.: State University of New York, 1998). 10. Ibid., 15. 11. Ibid., 16. 12. Ibid., 17–18. 13. National Conferences on Undergraduate Research, Joint Statement of Principles ; David Lopatto, “The Essential Features of Undergraduate Research,”Council on Undergraduate Research Quarterly 23, no. 3 (Mar. 2003): 139–42; Martha H. Bowman and Frances K. Stage, “Personalizing the Goals of Undergraduate Research: Implementing Three Types of Goals,” Journal of College Science Teaching 32, no. 2 (Oct. 2002): 120–25; Joyce Kinkead, “Learning through Inquiry,” 5–17. 14. Toufic Hakim, “Soft Assessment of Undergraduate Research: Reactions and Student Per- spectives,” Council on Undergraduate Research Quarterly 18, no. 4 (June 1998): 189–92; Kardash, “Evaluation of an Undergraduate Research Experience,” 191–201; Russell S. Hathaway, Biren A. Nagda, and Sandra R. Gregerman, “The Relationship of Undergraduate Research Participation to Graduate and Professional Education Pursuit: An Empirical Study,” Journal of College Student Development 43, no. 5 (Sept./Oct. 2002): 614–31; John Ishiyama, “Does Early Participation in Un- dergraduate Research Benefit Social Science and Humanities Students?” College Student Journal 36, no. 3 (Sept. 2002): 380–87; David Lopatto, “Survey of Undergraduate Research Experiences (SURE): First Findings,” Cell Biology Education 3, no. 4 (Winter 2004): 270–77; Elaine Seymour, Anne-Barrie Hunter, Sandra L. Laursen, and Tracee Deantoni, “Establishing the Benefits of Re- search Experiences for Undergraduates in the Sciences: First Findings from a Three-Year Study,” Science Education 88, no. 4 (July 2004): 493–534; Russell, Hancock, and McCullough, “Benefits of Undergraduate Research Experiences,” 548–49. 15. Joseph R. Ferrari and Leonard A. Jason, “Integrating Research and Community Service: Incorporating Research Skills into Service Learning Experiences,” College Student Journal 30, no. 4 (Dec. 1996): 444–51; Ashley J. Campbell and Gerald D. Skoog, “Preparing Undergraduate Women for Science Careers: Facilitating Success in Professional Research,” The Journal of College Science Teaching 33, no. 5 (Mar./Apr. 2004): 24–26; Seymour, Hunter, Laursen, and Deantoni, “Establishing the Benefits of Research Experiences,” 493–534; Russell, Hancock, and McCullough, “Benefits of Undergraduate Research Experiences,” 548–49. 16. Biren A. Nagda, Sandra R. Gregerman, John Jonides, William von Hippel, and Jennifer S. Lerner, “Undergraduate Student-Faculty Research Partnerships Affect Student Retention,” Review of Higher Education 22, no. 1 (Fall 1998): 55–72; John Ishiyama, “Undergraduate Research and the Success of First Generation, Low Income College Students,” Council on Undergraduate Research Quarterly 22, no. 1 (Sept. 2001): 36–41. 17. John F. Kremer and Robert G. Bringle, “The Effects of an Intensive Research Experience on the Careers of Talented Undergraduates,” Journal of Research and Development in Education 24, no.1 (Fall 1990): 1–5; Usha Chandra, Sara Stoecklin, and Marion Harmon, “A Successful Model for Introducing Research in an Undergraduate Program,” Journal of College Science Teaching 28, no. 2 (Nov. 1998): 113–18; Ishiyama, “Undergraduate Research and the Success of First Generation, 248 College & Research Libraries May 2009

Low Income College Students,” 36–41; Karen W. Bauer and Joan S. Bennett, “Alumni Percep- tions Used to Assess Undergraduate Research Experience,” The Journal of Higher Education 74, no. 2 (Mar./Apr. 2003): 210–30; Russell, Hancock, and McCullough, “Benefits of Undergraduate Research Experiences,” 548–49. 18. Seymour, Hunter, Laursen, and Deantoni, “Establishing the Benefits of Research Experi- ences,” 493–534. 19. Ibid., 518–19. 20. Stephen K. Stoan, “Research and Library Skills: An Analysis and Interpretation,” College & Research Libraries 45, no. 2 (Mar. 1984): 99–109. 21. Carol C. Kuhlthau, “Developing a Model of the Library Search Process: Cognitive and Af- fective Aspects,” RQ 28, no. 2 (Winter 1988): 232–42; Carol C. Kuhlthau, “Inside the Search Process: Information Seeking from the User’s Perspective,” Journal of the American Society for Information Science 42, no. 5 (June 1991): 361–71. 22. Barbara Fister, “The Research Processes of Undergraduate Students,” The Journal of Aca- demic Librarianship 18, no. 3 (July 1992): 163–69; Barbara Valentine, “Undergraduate Research Behavior: Using Focus Groups to Generate Theory,” The Journal of Academic Librarianship 19, no. 5 (Nov. 1993): 300–304; Barbara Valentine, “The Legitimate Effort in Research Papers: Student Commitment versus Faculty Expectations,” The Journal of Academic Librarianship 27, no. 2 (Mar. 2001): 107–115; Gloria J. Leickie, “Desperately Seeking Citations: Uncovering Faculty Assump- tions about the Undergraduate Research Process,” The Journal of Academic Librarianship 22, no. 3 (May 1996): 201–08; Ethelene Whitmire, “A Longitudinal Study of Undergraduates’ Academic Library Experience,” The Journal of Academic Librarianship 27, no. 5 (Sept. 2001): 379–85; Ethelene Whitmire, “Disciplinary Differences and Undergraduates’Information-Seeking Behavior,” Journal of the American Society for Information Science and Technology 53, no. 8 (June 2002): 631–38. 23. Joseph R. Kraus, “Citation Patterns of Advanced Undergraduate Students in Biology, 2000–2002,” Science & Technology Libraries 22, no. 3/4 (2002): 161–79; Reba Leiding, “Using Citation Checking of Undergraduate Honors Thesis Bibliographies to Evaluate Library Collections,” College & Research Libraries 66, no. 5 (Sept. 2005): 417–29; Jake Carlson, “An Examination of Undergraduate Student Citation Behavior,” The Journal of Academic Librarianship 32, no. 1 (Jan. 2006): 14–22; Leslie Kriebel and Leslie Lampham, “Transition to Electronic Resources in Undergraduate Social Science Research: A Study of Honors Theses Bibliographies, 1999–2005,” College & Research Libraries 69, no. 3 (May 2008): 268–83. 24. Kraus, “Citation Patterns of Advanced Undergraduate Students in Biology, 2000–2002.” 25. See, for example, George D. Kuh and Robert M. Gonyea, “The Role of the Academic Li- brary in Promoting Student Engagement in Learning,” College & Research Libraries 64, no. 4 (July 2003): 256–82; Studying Students: The Undergraduate Research Project at the University of Rochester, ed. Nancy F. Foster and Susan Gibbons (Chicago: Association of College and Research Libraries, 2007). 26. See, for example, Hannelore B. Rader, “Information Literacy 1973–2002: A Selected Litera- ture Review,” Library Trends 51, no. 2 (Fall 2002): 242–59; Gregory A. Crawford and Jessica Feldt, “An Analysis of the Literature on Instruction in Academic Libraries,” Reference & User Services Quarterly 46, no. 3 (Spring 2007): 77–88; Association of College and Research Libraries, “Informa- tion Literacy Competency Standards for Higher Education,” September 1, 2006, available online at www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.cfm (accessed 30 August 2008); Association of College and Research Libraries, “Objectives for Information Literacy Instruc- tion: A Model Statement for Academic Librarians,” September 1, 2006, available online at www. ala.org/acrl/acrlstandards/objectivesinformation.cfm (accessed 30 August 2008); Association of College and Research Libraries, “Guidelines for Instruction Programs in Academic Libraries,” September 6, 2006, available online at www.ala.org/acrl/acrlstandards/guidelinesinstruction. cfm (accessed 30 August 2008); Association of College and Research Libraries, “Guidelines for University Library Services to Undergraduate Students,” September 1, 2006, available online at www.ala.org/ala/acrl/acrlstandards/ulsundergraduate.cfm (accessed 30 August 2008). 27. For an example of an exception, see Bowman and Stage, “Personalizing the Goals of Un- dergraduate Research,” 122–23. 28. Anthony Stamatoplos, “An Annotated Bibliography of Faculty Mentoring of Undergradu- ate Research,” Council on Undergraduate Research Quarterly 26, no. 2 (Dec. 2005): 84–89. 29. Kathryn J. Wilson, Mary Crowe, Sharon J. Hamilton, and Anthony C. Stamatoplos, “Using Electronic Portfolios to Assess Student Learning as a Result of Undergraduate Research” (National Science Foundation CCLI Grant #0618617, 2006–2009). 30. Kathryn J. Wilson and Edward L.F. González, “The Benefits of Integrating Faculty Librar- ians with Campus Funded Undergraduate and Graduate Research Programs.” Paper presented at the 21st National Conference on Undergraduate Research (NCUR), San Rafael, Calif., Apr. 12–14, 2007. A Model of Engagement in the Academic Community 249

31. For recent discussions of trends in academic library use, see Charles Martell, “The Elusive User: Changing Use Patterns in Academic Libraries 1995 to 2004,”College & Research Libraries 68, no. 5 (Sept. 2007): 435–44; Christen Cardina and Donald Wicks, “The Changing Roles of Academic Reference Librarians Over a Ten-Year Period,” Reference & User Services Quarterly 44, no. 2 (Winter 2004): 133–42; American Library Association, “Changing Roles of Academic and Research Librar- ies,” Apr. 18, 2007, available online at www.ala.org/ala/acrl/acrlissues/future/changingroles.cfm (accessed 30 August 2008); Lyman Ross and Pongracz Sennyey, “The Library is Dead, Long Live the Library! The Practice of Academic Librarianship and the Digital Revolution,” The Journal of Academic Librarianship 34, no. 2 (Mar. 2008): 145–52. 32. Gregg Sapp and Ron Gilmour, “A Brief History of the Future of Academic Libraries: Predic- tions and Speculations from the Literature of the Profession, 1975–2000—part one, 1975–1989,” portal: Libraries and the Academy 2, no, 4 (Oct. 2002): 553–76; Gregg Sapp and Ron Gilmour, “ABrief History of the Future of Academic Libraries: Predictions and Speculations from the Literature of the Profession, 1975–2000—part two, 1990–2000,” portal: Libraries and the Academy 2, no, 4 (Jan. 2003): 13–34; James L. Mullins, Frank R. Allen, and Jon R. Hufford, “Top Ten Assumptions for the Future of Academic Libraries and Librarians: A Report from the ACRL Research Committee,” C&RL News 68, no. 4 (Apr. 2007): 240–41, 246; Bill Crowley, Renewing Professional Librarianship: A Fundamental Rethinking (Westport, Conn.: Libraries Unlimited, 2008). 33. David W. Lewis, “A Strategy for Academic Libraries in the First Quarter of the 21st Cen- tury,” College & Research Libraries 68, no. 5 (Sept. 2007): 420. 34. Ibid., 420. 35. Ibid., 428. 36. Ibid., 425. 37. Ibid., 425. 38. Council on Undergraduate Research, “CUR—Council on Undergraduate Research,” available online at www.cur.org (accessed 30 August 2008); National Conferences on Undergraduate Research, “National Conferences on Undergraduate Research,” available online at www.ncur. org (accessed 30 August 2008). 39. Association of College and Research Libraries, “Guidelines for Instruction Programs in Academic Libraries.” JobLIST The #1 source for jobs in Library and Information Science and Technology

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