Book Chapter Resources and Links

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Chapter 1: Finding the Tools to Become a Scholar

Bain, K. (2012). What the best college students do. Cambridge, MA: Harvard University Press.

Narrative form, lots of interviews of experiences of students and earlier book about college faculty

Lindsey, P. (2012) Getting from College to Career: Your Essential Guide to Succeeding in the Real World. New York: Harper.

Wisker,G. (2009). The Undergraduate Research Handbook. London: Palgrave Macmillan.

Has a how-to focus—explaining different methodological approaches to research with a primary focus on the social sciences.

An Economic Argument for College:

The cost of college rose from an average of $4,600 per year in the 1970s to nearly $15,000 per year in 2013. In the period between 1970 and 2013 as a whole, those with a bachelor’s degree earned about $64,500 per year and those with an associate’s degree earned about $50,000 per year, while those with a high school diploma earned only $41,000 per year.

A Social Argument for College :

Among survey respondents who graduated from a four-year college, 74% say their college education was very useful in helping them grow intellectually; 69% say it was very useful in helping them grow and mature as a person; and 55% say it was very useful in helping them prepare for a job or career.

Good links to information about why if you’re African-American and/or Latinx, it’s particularly important to go to college!

Chapter 2: Get Started with Undergraduate Research:
What, Why, and How:

More about Meta learning and research:

UNC Office for Undergraduate Research:

CUR student events:

Underrepresented researchers in some areas have their own societies. For example, some Black academic and professional organizations start with “National” because American indicated the primarily White organization:

National Association of Black Educators

National Association of Black Engineers

Association of Black Psychologists

Black Doctoral Network, Inc.

Association of Black Sociologists

Association of Black Anthropologists

National Association of Hispanic and Latino Studies

Society of Black Archaeologists

Association of Latina and Latino Anthropologists

National Latina/o Psychological Association

Individual colleges and universities have data about the gender and racial backgrounds of students and researchers by major and discipline: and:

Information about how tenure and how research is changing: university

Summer research programs and internships:

Resources to find funding for undergraduate research:

Initiatives to include underrepresented scholars in all forms of research:

Ford Foundation

Mellon Mays Undergraduate Fellowship

National Science Foundation

McNair Scholars Program

Articles on the benefits of undergraduate research:

Bauer, K. W., & Bennett, J. S. (2003). Alumni perception used to assess undergraduate

research experience. Journal Of Higher Education74(2), 210-230.

Brakke, D. F., Crowe, M. L., & Karukstis, K. (2009). Perspective: Reasons deans and provosts (and presidents) should value, support, and encourage undergraduate research. CUR Quarterly, 30(1), 10-15.

Cosgrove, T. J. (1986). The effects of participation in a mentoring-transcript program on freshmen. Journal of College Student Personnel. 27, 199-124.

Finley, A., & McNair, T. (2013). Assessing high-impact learning for underserved students.

Goodwin, T., Holmes, B., & Hoagland, K. E. (1999). How to get started in

research. Washington, DC: Council on Undergraduate Research.

Hakim, S., Ryan, D. J., & Stull, J. C. (2000). Restructuring education: Innovations and evaluations of alternative systems. Greenwood Publishing Group.

Jones, M. T., Barlow, A. E. L., Villarejo, M. (2010). Importance of undergraduate research for minority persistence and achievement in biology. Journal of Higher Education, 81(1), 82-115.

Kardash, C.M. (2000). Evaluation of an undergraduate research experience: Perceptions    of undergraduate interns and their faculty mentors. Journal of Educational     Psychology, 92(1), 191-201.

Kinzie, J., Gonyea, R., Shoup, R., & Kuh, G. D. (2008). Promoting persistence and success of underrepresented students: Lessons for teaching and learning. New Directions for Teaching and Learning, 2008(115), 21-38.

Kuh, G. D. (2003). What we’re learning about student engagement from NSSE: Benchmarks for effective educational practices. Change: The Magazine of Higher Learning, 35(2), 24-32.

Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E. J., & Associates. (2010). Student success in college: Creating conditions that matter (2nd ed.). San Francisco, CA: Jossey-Bass.

Lopatto, D. (2003). The essential features of undergraduate research. Council on Undergraduate Research Quarterly, 24(139-142).

Lopatto, D. (2006). Undergraduate research as a catalyst for liberal learning. Peer Review, 8(1), 22-25.

Lopatto, D. (2007). Undergraduate research experiences support science career decisions and active learning. CBE-Life Sciences Education, 6(4), 297-306.

Lopatto, D. (2010). Undergraduate research as a high-impact student experience. Peer Review, 12(2), 27.

Mabrouk, P. A., & Peters, K. (2000). Student perspectives on undergraduate research (UR) experiences in chemistry and biology. CUR Quarterly, 21(1), 25-33.

Merkel, C. A., & Baker, S. M. (2002). How to mentor undergraduate researchers. Washington, DC: Council on Undergraduate Research.K. Petrella and A. P. Jung, Undergraduate research: importance, benefitsand challenges, vol. 1, 2008.

Russell, S. H., Hancock, M. P., & McCullough, J. (2007, April 27). Benefits of undergraduate research experiences. Science, 316(5824), 548–549.

Seymour, E., Hunter, A., Laursen, S. L., & Deantoni, T. (2004). Establishing the benefitsof research experiences for undergraduates in the sciences: First findings from a three year study. Science Education, 88(4), 493-534.

Stocks, J., Ramey, J., & Lazarus, B. (2004). Involving faculty at research institutions inundergraduate research. In L. Kauffman & J. Stocks Reinvigorating the undergraduate experience: Successful models supported by NSF’s AIRE/RAIRE program, pp. 7-8. Washington, DC: Council on Undergraduate Research.

Chapter 3: How to Fit Research In with Everything Else:
Time and Energy Management

Researchers are always assessing their time and energy management skills—they have to because they’re always working on something different! If you’ve read Chapter 3 of Highest Honors, you’re already working on your time and energy management. Here are some resources that you can use as you’re scheduling to fit research in with everything else:

Task lists:





Google calendar


Time/energy management tips for scholars:

Adjusting to college time and energy:

Top 10 Misconceptions about College

5 Apps that Can Help Students Manage College Life

Time Management Worksheets (from Oregon State)

Time Management Presentation from the Student Success Conference (U Mass Amherst)

Career and Time Management Strategies for Clinical and Health Services Researchers

For researchers:

Time Management Tips for Authors and Scholars

Challenges to time/energy management:



Dealing with Distractions:

Getting More Done in Less Time

Tackling Productivity Challenges

Determine your optimal time of day by using this quiz developed by biologists:

Time/energy management books for scholars:

The Black Academic’s Guide to Winning Tenure, Rockquemore & Laszloffy

How to Write a Lot, Silvia

Writing your Journal Article in 12 Weeks, Belcher

Chapter 4: Research with Professors and Mentors

US News and World Report Rankings with types of colleges explained:

What different kinds of professors earn:

Mentorship researchers:

Research on

Mentoring map:

Office hours:

Authorship Guidelines:

If you don’t see your area listed here, especially if you are working in a humanities discipline, it may be because the discipline has not recommended specific authorship guidelines. In that case, definitely make sure you ask your mentor or adviser for their particular guidelines.

Accountability in Research, Vol. 15, No. 2, Feb 2008: pp. 0–0 Accountability in Research ETHICAL AND LEGAL CONSIDERATIONS REGARDING DISPUTED AUTHORSHIP WITH THE USE OF SHARED DATA:

American Mathematical Society (AMS):


Authorship statement:

American Psychological Association (APA):

General guidelines:

Tips for students:

Authorship determination scorecard:

Authorship agreement:

International Committee of Medical Journal Editors (ICMJE)


National Institute of Health Guidelines: (p. 10)

Ghost and guest authorship:

Views on credit for student research work:

Chapter 5: Writing and Presenting Research

Chapter 5

Genres of research writing:

Style guides:

How styles are different:

Editing your work:

Paramedic method:

Self-editing guidelines:

Academic and professional organizations:

Association for Psychological Science

Society for Personality and Social Psychology

Preparing successful literature reviews:

Grey literature:

Undergraduate research conferences:

Sigma Xi Annual Meeting and Student Research Conference

National Conference on Undergraduate Research

Stanford Undergraduate Psychology Conference

Research abstracts:

Giving research talks:

Creating research posters:

Journal article writing:

Undergraduate journals:

American Journal of Undergraduate Research:

ANTHROJOURNAL: The Collegiate Journal of Anthropology:

Berkeley Scientific Journal:

Caltech Undergraduate Research Journal:

Catalyst: Rice Undergraduate Science & Engineering Review:

Columbia Undergraduate Journal of History:

Critical Theory and Social Justice Journal of Undergraduate Research:

Elon Journal of Undergraduate Research in Communications:

First_Gen Voices:

Harvard Political Review:

International Journal of Exercise Science:

Journal of Undergraduate Ethnic Minority Psychology:

Journal of Undergraduate Research:

Learning and Teaching: The International Journal of Higher Education in the Social Sciences:

Southern California International Review:

UC Berkeley Comparative Literature Undergraduate Journal:

Undergraduate Journal of Middle East Studies:

From Dissertation to Book:

Social media and academic writing:

Book reviews:

Creating a high-quality resume:

Writing a quality CV as well as examples of CVs:

Writing for a nonacademic audience:

Chapter 6: Underrepresented Scholars in the Academy: Making a Way

The full text of WEB DuBois’s essay “The Talented Tenth”

AACU’s focus on diversity in research:

NSF sponsored HBCU UP to support research scholars at HBCUs:

Other great funding sources for underrepresented scholars:

Research on why diversity is good for research:

Challenging racism in research:

The website gives overview of and resources for reducing stereotype threat in classrooms:

This website provides more than 2,000 links to prejudice-related resources, including databases with prejudice researchers and social justice organizations and interactive exercises on prejudice, stereotyping, and discrimination:

Underrepresented scholars and trust:

Resources for addressing discrimination, stereotype threat, imposter syndrome, and solo status:

Presumed Incompetent:

How to file a discrimination complaint and what your rights are when you do so:

Restorative Justice:

Overview of and resources for reducing stereotype threat in education:

Reducing stereotype threat: a review of social-psychological intervention studies on improving the achievement of Black students:

Resources on Race Related Stress:

Black Lives Matter movement:

It Gets Better campaign:

Examples of deficit and other unethical approaches to research:

Tuskegee Timeline:

Critiques of Hart and Risley (1995):


Hilliard, Asa – The Intellectual Strengths of Black Children and Adolescents: A

Ted Wachtel, Defining Restorative, International Institute for Restorative   Practices (2013).

Chapter 7: In Conclusion: Research in Action

John F. Kennedy, “Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength for our nation.”

Transformative and social action approaches to learning: and

Resources for service learning: Campus Compact:

Public Scholars:

Public intellectuals:

Community Based Participatory Research


Broader Impacts

Summary from American Sociological Association on increasing the number of underrepresented scholars:

Pay It Forward Mentoring Conference:

Council on Undergraduate Research (CUR):

Resources on civic engagement:

Research on why following your calling is important: