Research institutions are anchors for communities, industries and regions, to address social problems​​, where “teaching undergraduates in a research environment is good for the development of knowledge because students help make our campuses better anchors and better hubs” (Owen-Smith 2021, p. 50).​​

Think how most people interact with universities is through their own undergraduate education – for many it begins with their own academic journey in higher education. It is ever more pressing to consider how our students may love, build community, become thought leaders, and tomorrow’s workforce because of the experiences they have in higher education. And as the research reflections illuminate in this issue of Range, the range of experiences are dynamic and incredibly meaningful.

The students whose contributions appear in this publication are due to a range of opportunities, thanks to the faculty, staff, and student partnerships. These opportunities look like internships​, funded research (UROP, SPUR, grants, research scholarships or faculty funds)​, independent study / course credit​, volunteer research​, experiencing research development​ (i.e., methods courses / research fundamental classes or research workshop with the OUR Education Series, VPR RED, and with research dissemination (Presenting or publishing)​. The last issue of Range, I reflected on change. And for this one I turn to hope. 

Research has been a vital thread of hope in a sea of change. As the US experienced the recession of 1958, the National Science Foundation (NSF) funded the first Undergraduate Research Participation Program and NASA was formed that year.​ As Civil rights movements and the Third World Liberation organized in the 1960s, Undergraduate Research Opportunity Programs proliferated throughout the US, with the first in 1967 with MIT​. Who was doing research, what is considered research, how research is accomplished has always bent with and count to the changing tide of the political landscape. ​As the Berlin Wall fell in 1987, NSF resumed funding through the NSF Research Experiences for Undergraduates (Barney 2017). And, that same year OUR was formed as the Undergraduate Research Opportunity Program (since then, having grown into an Office). ​Between 2002 and 2017 NSF supported thousands of undergraduates – $1.12 billion. ​Our hope is in the future of researchers, workforce, and leaders – undergraduates. 

The Office of Undergraduate Research is committed to supporting faculty and students with high impact experiences in higher education where researchers are anchors for our communities, solving problems that shapes our collective future.  We do this work in collaboration with mentors, research teams, and the enthusiasm of our students. This publication reflects this commitment across the disciplines. 

Annie Isabel Fukushima, Ph.D
Associate Dean, Undergraduate Studies

Acknowledgements

Special thanks to the journal student editors America Cox and Kishan Thambu. I am also appreciate of the Office of Undergraduate Research team who are vital to supporting student success with research: Cindy Greaves (Associate Director), Shelly Parker (Academic Program Manager), Angie Leiva (Academic Program Coordinator), Sara Cody (Academic Program Coordinator), and Bradley De Boer (Academic Outreach Coordinator). OUR’s team also comprises of undergraduate leaders who serve as ambassadors for the office, in addition to America and Kishan during 2024 – 2025 academic year: Sofia Flowers, Kalista Leggitt, Megan McCormick, Ali Nopper, Isabella Scalise, and Abigail Stringfellow.

Bibliography

Barney, C.C. (2017). “An Analysis of Funding for the NSF REU Site Program in Biology from 1987 to 2014.” Council on Undergraduate Research 1, 1, https://www.cur.org/journal-article/an-analysis-of-funding-for-the-nsf-reu-site-program-in-biology-from-1987-to-2014/

Owen-Smith, J. (2018). Research Universities and the Public Good: Discovery for an Uncertain Future. California: Stanford University Press.