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Inquiry into the College Classroom (review)

ing some multi-campus initiatives. The authors realistically acknowledge the financial and structural conditions that support these activities and summarize the barriers that must be overcome, e.g., faculty reward systems, the time-consuming nature of mentoring undergraduates, and limited financial and administrative support for such efforts. Hu and his co-authors conclude that the weight of evidence unequivocally shows that participating in research and creative activities is associated with student success and desired outcomes of college. However, not all students have equal access to such experiences. Sobering disparities exist according to gender, race or ethnicity, academic preparation, and disciplinary and institutional characteristics. Although the authors do not refer to empirical evidence in this regard, recent research based on the National Survey of Student Engagement would document this point (Kuh, 2008). The authors recommend expanding opportunities and narrowing participation gaps by linking research assistantships to non-need-based financial aid, creating organizational structures that support these activities, and cultivating an institutional culture that values and promotes these opportunities. Finally, they suggest additional research that is needed to explore how undergraduate research contributes to subsequent creativity and innovation, how and why different features of research programs affect students, and how to control for participation bias when examining the effects of engaging in these activities. This monograph is an excellent resource, providing an instructive overview of the value of participating in undergraduate research and creative activities and offering valuable suggestions about how colleges and universities can induce more students to take part. The authors have done a laudatory job of synthesizing and organizing a substantial body of literature. The conceptual and theoretical explanations of the benefits of participating in undergraduate research are rich and nuanced. The literature review is thorough and clearly presented, with an emphasis on instructive institutional examples. The section on institutional examples is especially strong as it offers many unique and rich descriptions of campus programs that seem to be working well. However, scholars and practitioners who want a more exhaustive treatment and a deeper understanding of what types of students benefit from participating in undergraduate research will have to look elsewhere or conduct their own research, as the authors admit. Readers desiring more information about various approaches to involving students in undergraduate research should consult Council on Undergraduate Research publications that also include many other institutional examples.