Authors and Advisors


Dr. Elizabeth Perry-Sizemore

Dr. Elizabeth Perry-Sizemore is Head of Social and Behavioral Sciences at Randolph College, where she is also the Catherine Ehrman Thoresen and William Thoresen Chair of Economics, and Professor of Economics. At Randolph she has directed the Summer Research Program, chaired the Symposium of Artists and Scholars, and helped design the RISE program, which awards grants to students to pursue scholarly and creative endeavors.

She is a Social Sciences Councilor with the Council on Undergraduate Research and the student research module coordinator for Starting Point: Teaching and Learning Economics (National Science Foundation Grant DUE0817382, $497,953, PIs: M. Maier, C. Manduca, K. McGoldrick, S. Simkins).

Dr. Rosalie Richards

Dr. Rosalie Richards is a porphyrin chemist with research interests in equity in higher education. She has directed numerous award-winning undergraduate research senior theses and high school student research projects. She serves frequently as institute facilitator for the Council on Undergraduate Research, and as consultant to colleges and universities on high-impact educational practices and faculty development.

She is the Associate Provost for Faculty Development and Professor of Chemistry and Education at Stetson University. At Stetson, she is responsible for entrepreneurial leadership of all aspects of faculty development with a focus on ensuring academic excellence and innovation such as advancing undergraduate research and creative inquiry.

Prior to this, she was the first Kaolin-Endowed Chair in Science Education, Georgia Eminent Scholar, and Professor of Chemistry at Georgia College & State University. At Georgia College, she led the Institutionalizing Undergraduate Research Initiative, which elevated the practice and impact of mentored student research. At Spelman College, she served as the first NASA-NSF Model institutions for Excellence Scholar-Teacher in Chemistry.

Lead advisors

Dr. Julio Rivera

Dr. Julio Rivera researches "Big Data" problems and applies methodologies emphasizing "Business Geographics," which integrates Geographic Information Science (GIS), visualization techniques, and statistics. He brings this approach to problems in Marketing, Real Estate, Retail Site Selection, Economic Geography, and Data Analytics and challenges students to use these methods to solve problems and conduct research. He has directed numerous undergraduate student senior thesis projects, many of which were presented at regional and national conferences. He was the recipient of the 2002 Carthage College Distinguished Teaching Award, and is an Emeritus President of the Council on Undergraduate Research. Rivera regularly serves as a consultant to other colleges and universities as they develop undergraduate research programs. He serves as a consultant to government, business, and higher education and served as the Provost of Carthage College overseeing all aspects of the College's academic administration (2010–14).

Professor Stuart Hampton-Reeves

Stuart Hampton-Reeves is Professor of Shakespeare Studies and Research-Informed Teaching, and Director of Research for the Faculty of Culture and the Creative Industries at the University of Central Lancashire, UK. He is Chair of the British Conference of Undergraduate Research.


Dr. William Campbell

Bill Campbell holds the AB from Kenyon College and Ph.D. in philosophy from Washington University, St. Louis. He has taught philosophy and served as an administrator at several institutions, most recently as Director of Grants and Research at University of Wisconsin – River Falls. He retired from that position in 2010 and launched Campbell Grants & Research, LLC. He consults with colleges, universities, and non-profits on grant proposals, leads proposal-writing workshops, and serves as external evaluator of programs, offices, and grant-funded projects. He is the author of The Power to Learn: Helping Yourself to College Success (Wadsworth, 1991; 1996) and the co-editor of New Paradigms for College Teaching (with Karl Smith; Interaction Books, 1996). He is an active member of the Council on Undergraduate Research, and has served CUR as Councilor, Treasurer, President, and General Representative.

Accessibility advisor

Wilma Alexander

Wilma Alexander is a Fellow of the Higher Education Academy with Masters in Human-Computer Interaction, Linguistics, and Information Science. She has over 15 years of experience as a manager with the online learning team at the University of Edinburgh, where she specialized in usable and accessible digital practice, tutored on the groundbreaking Masters in Digital Education, and developed online staff training on accessible e-learning and online tutoring skills. Since retiring from the University at the end of 2015, Wilma has provided consultancy services on all aspects of online learning, with a special focus on accessibility and usability issues.

Course structure



  • Introduction
  • Learning outcomes

Course files

    Module 1: The benefits of undergraduate research

    • Identifying and articulating the benefits of undergraduate research
    • Research and cognitive development outcomes
    • How do research experiences impact student success?
    • Communicating the benefits of your undergraduate research project to others
    • Module summary

    Module 2: Maximizing the benefits of undergraduate research: Integrating undergraduate research into the curriculum

    • Recognizing the prerequisite skills
    • Taking a scaffolding inventory
    • Identifying opportunities to scaffold and embed
    • Looking beyond the department
    • Module summary

    Module 3: Maximizing the benefits of undergraduate research: Making the transferable transparent

    • Are you prepared to mentor with a transferable skills orientation?
    • From research skills to career skills
    • Intentional design to create meaning and value
    • The future is now
    • Module summary

    Module 4: Practical matters: Obtaining and maintaining support

    • Modeling is mentoring
    • Transforming resource management into transferable skill development
    • Evaluating readiness to manage resources and stakeholders
    • Module summary


  • Course summary
  • Resource bank
  • References

Course features

Course features include:

  • Video interviews with students discussing their undergraduate research experiences
  • An overview of the benefits of integrating undergraduate research into the curriculum.

Supporting institutions

  • Clark Atlanta University
  • Indiana University – Purdue University Indianapolis
  • Johnson C. Smith University
  • Oakland University
  • Tulane University
  • University of Nebraska – Omaha
  • University of Southern Maine
  • University of Texas at El Paso
  • University of Westminster
  • University of Wisconsin – Eau Claire
  • University of Wisconsin – Platteville
  • University of Wisconsin – River Falls
  • University of Wisconsin – Stevens Point