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Four key agents—faculty instructors, research coaches, first-year students, and university administrative staff—supported implementation. This preliminary evaluation indicates benefits for students, faculty, and coaches, while highlighting pitfalls in imposing outcomes from related initiatives that may not fit the first-year 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/the-canadian-journal-for-the-scholarship-of-teaching-and-learning-issue-1-abstract/595611/",{"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/the-canadian-journal-for-the-scholarship-of-teaching-and-learning-issue-1-abstract/595611.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the 2014 pilot program’s main purpose?","Question",{"text":112,"@type":113},"It aimed to organize, support, and promote curriculum-based research experiences as an integral part of participating first-year courses.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did students in the initiative carry out research in these courses?",{"text":117,"@type":113},"Students typically worked in groups to develop research questions, investigate them using discipline-appropriate methodologies, and disseminate results.",{"name":119,"@type":110,"acceptedAnswer":120},"What benefits did the evaluation report for faculty and research coaches?",{"text":121,"@type":113},"Faculty reported increased interest in engaging learners, reflection on teaching strategies, and practical support from research coaches; coaches reported improved professional skills, experience in lesson planning and facilitation, and a shift in how they facilitate undergraduate learning.","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},595611,1792188570,{"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":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 7 | Issue 1 | Article 3 |\n| --- | --- |\n| 6-11-2016\u003Cbr>Engaging First-year University Students in Research: Promise, Potentials, and Pitfalls\u003Cbr>Sarah L. Sangster\u003Cbr>University of Saskatchewan, [sarah.sangster@usask.ca](sarah.sangster@usask.ca)\u003Cbr>Kara L. Loy\u003Cbr>University of Saskatchewan, [kara.loy@usask.ca](kara.loy@usask.ca)\u003Cbr>Sheryl D. Mills\u003Cbr>University of Saskatchewan, [sdm746@mail.usask.ca](sdm746@mail.usask.ca)\u003Cbr>Karen L. Lawson\u003Cbr>University of Saskatchewan, [karen.lawson@usask.ca](karen.lawson@usask.ca)\u003Cbr>Follow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea)\u003Cbr> Part of the Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, and the Educational Methods Commons |  |\n\nRecommended Citation  \nSangster, Sarah L.; Loy, Kara L.; Mills, Sheryl D.; and Lawson, Karen L. (2016) \"Engaging First-year University Students in Research: Promise, Potentials, and Pitfalls,\" The Canadian Journal for the Scholarship of Teaching and Learning: Vol. 7: Iss. 1, Article 3.  \nAvailable at: [http://ir.lib.uwo.ca/cjsotl_rcacea/vol7/iss1/3](http://ir.lib.uwo.ca/cjsotl_rcacea/vol7/iss1/3)  \nEngaging First-year University Students in Research: Promise, Potentials, and Pitfalls  \nAbstract  \nIn 2014, the Undergraduate Research Initiative at the University of Saskatchewan implemented a pilot project to organize, support, and promote curriculum-based research experience as an integral aspect of participating first-year courses. The framework for the course-based initiative was the research arc; usually in groups, students in these classes would develop a research question, investigate it using discipline-appropriate methodologies, and disseminate the results. Nine classes (Agriculture, Animal Bioscience, Environmental Science, Women’s and Gender Studies, Psychology, Kinesiology, and Interdisciplinary Studies) participated in this program pilot. There were four key agents in the program: faculty instructors, research coaches, students in participating first-year classes, and university administrative staff.  \nThis preliminary evaluation of the pilot suggests that first-year undergraduate research experiences have potential to benefit the undergraduate student participants as well as the faculty and research coaches involved. The primary benefits that faculty reported experiencing included an increased interest in ways to engage learners, reexamination of and reflection on their teaching strategies, the pragmatic support ofa research coach helping with their workload, and an invigoration of their research. The primary benefits to research coaches included enhancement of their professional skills, experience in lesson planning and facilitation, CV building, and an ideology shift in how to best facilitate learning for undergraduate students. The most prominent benefits for undergraduate students appeared to be that they gained a better idea about how researchers think and work, that they increased their understanding of how research works, and that their own research and professional skills had improved.  \nEarly, bottom-up evaluation identified characteristics of implementation that appear to best facilitate achievement of the initiative’s outcomes and identified the potential pitfall of imposing outcomes, from related but distinct initiatives, that may not be achievable or optimal in in the setting of first-year classes. The results of this evaluation suggest that rather than gaining clarity or focus, first-year students in course-based research experiences might gain awareness of their personal potential, of the potential of research, and of their career/educational options.  \nEn 2014, l’Université de la Saskatchewan a mis en oeuvre un projet pilote, la Undergraduate Research Initiative (Initiative de recherche pour étudiants de premier cycle) dont l’objectif était d’organiser,","cbCaiqiGIV6iRfvM","https://ap.wps.com/l/cbCaiqiGIV6iRfvM","pdf",609909,36,"English","# Abstract\n## Pilot design and research arc\n## Participating classes and key agents\n## Reported benefits\n## Evaluation findings and implementation pitfalls","[{\"question\":\"What was the 2014 pilot program’s main purpose?\",\"answer\":\"It aimed to organize, support, and promote curriculum-based research experiences as an integral part of participating first-year courses.\"},{\"question\":\"How did students in the initiative carry out research in these courses?\",\"answer\":\"Students typically worked in groups to develop research questions, investigate them using discipline-appropriate methodologies, and disseminate results.\"},{\"question\":\"What benefits did the evaluation report for faculty and research coaches?\",\"answer\":\"Faculty reported increased interest in engaging learners, reflection on teaching strategies, and practical support from research coaches; coaches reported improved professional skills, experience in lesson planning and facilitation, and a shift in how they facilitate undergraduate learning.\"}]","The Canadian Journal for the Scholarship of Teaching and Learning - Issue 1 - Abstract | PDF",1792081475,91]