[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598834-105":59,"doc-detail-598834-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","original-undergraduate-research-in-classroom-contexts-student-perceptions-of-a-scaffolded-approach","Original Undergraduate Research in Classroom Contexts - Student Perceptions of a Scaffolded Approach","","Original undergraduate research experiences were embedded within regular first-year composition, second-year psychology, and fourth-year English literature courses to examine how students understood and perceived the research process. The study tested a scaffolded model designed to support students across classroom contexts and levels, using student work, reflections, and interviews. Although the scaffold affected students' understanding, the overall effects did not differ significantly by level or context.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/original-undergraduate-research-in-classroom-contexts-student-perceptions-of-a-scaffolded-approach/598834/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/original-undergraduate-research-in-classroom-contexts-student-perceptions-of-a-scaffolded-approach/598834.png","ImageObject",300,407,{"name":92,"@type":93},"jay","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How was the scaffolded undergraduate research model implemented in this study?","Question",{"text":112,"@type":113},"The model was implemented across three courses: a first-year general education composition class, a second-year psychology class, and a fourth-year English literature seminar, using course-embedded research tasks and guided supports.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What kinds of evidence did the study use to understand student perceptions?",{"text":117,"@type":113},"The study analyzed student work produced for each class and collected student reflections and interviews to explore attitudes toward and perceptions of research.",{"name":119,"@type":110,"acceptedAnswer":120},"Did the scaffolded approach affect students differently by level or context?",{"text":121,"@type":113},"The scaffolded approach influenced students' understanding of the research process, but the effects did not vary significantly by level and context as expected.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598834,1792189337,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Original Undergraduate Research in Classroom Contexts: Student Perceptions of a Scaffolded Approach  \nKaren Manarin, April McGrath, and Miriam Carey Mount Royal University  \nThis article describes a model for supporting undergraduate research that can be adapted for very different classroom contexts; we implemented this model in a first-year general education composition class, a second-year Psychology class and a fourth-year English literature seminar. We examine student work created for each class as well as reflections and interviews to explore student attitudes towards and perceptions of research. While the scaffolded approach had an impact on students' understanding of the research process, the effects did not vary significantly by level and context as we had expected.  \nIntroduction  \nUneddergucaadiounaaltepracsecerchhat lesds taogaihighns in-imcriptiaccatl thinking skills, information literacy, and communication skills (Kuh, 2008; Lopatto, 2010) . These gains are particularly significant for students from under-served populations and for highachieving students (Brownell & Swaner, 2010; Taraban & Logue, 2012) . Some have made the ideological claim that if undergraduate research leads to learning gains, it should be available to all students at multiple points during their studies (Healey & Jenkins, 2009) .  \nThis project examined research projects embedded within regular undergraduate classes. In what follows, we describe a model that can be adapted for very different classroom contexts; we implemented this model in a first-year general education composition class, a second-year psychology class, and a fourth-year English literature seminar. We were interested in the following research questions: What do students identify as the purposes and challenges of research in an undergraduate context? Does a scaffolded approach to original undergraduate research impact students’ under-  \nstanding of the research process? Do these perceptionsand this impact vary with level and context? We look at student work created for the class, as well as student reflections and interviews. We summarize student attitudes to undergraduate research before and after experiencing the model. First, however, we situate this model within the research literature around undergraduate research and describe the undergraduate research scaffold.  \nBackground  \nThe Council on Undergraduate Research (2011) defines undergraduate research as “An inquiry or investigation conducted by an undergraduate student that makes an original intellectual or creative contribution to the discipline.” This definition allows for multiple forms of undergraduate research experiences across disciplines; however, it insists upon originality and focuses on a product. Others have argued that it is more accurate to describe undergraduate research as a series of activities along a continuum or continua. Healey and Jenkins (2009) situate activities on two axes: student role (from audience to participant) and focus (from product to process), leading to a four-quadrant model, while  \nWillison and O’Regan (2007) identify two key variables: degree of known-ness and degree ofstudent autonomy. The Research Skills Development Framework (2007) out of the University of Adelaide identifies different facets of research across levels based upon the amount of scaffolding provided to the student. These tools can be used to design different types of undergraduate research experiences, including those within a classroom.  \nMuch research into undergraduate research focuses on the co-curricular activities of highachieving students engaged in mentored relationships with faculty (Kardash, 2000; Lopatto, 2004; Hunter, Laursen, & Seymour, 2007; Russell, Hancock, & McCullough, 2007) . Research into undergraduate research experiences often relies upon self-report surveys (Kardash, 2000) or surveys of faculty members (Landrum & Nelsen 2002) . Linn, Palmer, Baranger, Gerard, and Stone (2015) argue for studies ","cbCainkh88ncYXMV","https://ap.wps.com/l/cbCainkh88ncYXMV","pdf",143350,"English","# Introduction\n# Background\n# The Undergraduate Research Scaffold","[{\"question\":\"How was the scaffolded undergraduate research model implemented in this study?\",\"answer\":\"The model was implemented across three courses: a first-year general education composition class, a second-year psychology class, and a fourth-year English literature seminar, using course-embedded research tasks and guided supports.\"},{\"question\":\"What kinds of evidence did the study use to understand student perceptions?\",\"answer\":\"The study analyzed student work produced for each class and collected student reflections and interviews to explore attitudes toward and perceptions of research.\"},{\"question\":\"Did the scaffolded approach affect students differently by level or context?\",\"answer\":\"The scaffolded approach influenced students' understanding of the research process, but the effects did not vary significantly by level and context as expected.\"}]","Original Undergraduate Research in Classroom Contexts - Student Perceptions of a Scaffolded Approach | PDF",1792087690]