Mentored Undergraduate Research and Creative Endeavors

MURACE – Enriching Students’ Lives through Mentored Research and/or Creative Endeavor Opportunities

 "The origination of the undergraduate research concept is lost in the mists of time although it likely began well over half a century - perhaps 3/4 of a century - ago in that unique-to-America educational phenomenon: the undergraduate liberal arts college" (Hakim 2000, p. ii).

READ about what students are saying about their research experiences and the role of MURACE in those experiences on the MONTHLY HIGHLIGHTS page.

WHERE DO I BEGIN ... the ... undergraduate research journey at a Liberal Arts University? Join other newbies monrhly in a causal setting lead by experience research students. Click HERE for more information.

SEARCHING for funding for that conference presentation?  Launch your search journey HERE 

INTERESTED IN EARNING an income this summer doing something intellectually important, then MURACE (Mentored Undergraduate Research and Creative Endeavors) has funding for you for summer research? The beginning of your paid intellectual journey this summer START HERE

How is Undergraduate Research Defined and What are the Benefits

The Council of Undergraduate Research (CUR) defines it as ...

"An inquiry or investigation conducted by an undergraduate student that makes an original, intellectual, or creative contribution to the discipline(s)."

Benefits of Undergraduate Research

UR is quickly becoming a signature feature of the public liberal arts experience (Cech, 1999). Undergraduate students engaging in research acquire a spirit of inquiry and creativity, grow intellectually, develop leadership abilities, independence, initiative,  sound judgment, persistence, alertness, and patience (Kuh, Kinzie, Schuh, and Whitt, 2010) – all of which are dispositions that lead to successful lives and high productivity (Kinkel and Henke, 2006). Moreover, strong positive correlations exist between this type of student engagement and increased student retention (Jones, Barlow, and Villarejo, 2010). UR allows faculty mentors to maintain enthusiasm, professional competence, and scholarly productivity. In several cases, the participating university gains regional, national, and international recognition and may become an institution of the first choice for the best students. Collaborations beyond the campus involving current and future undergraduates have the potential of being transformational while at the same time, giving value to local communities.

Expected Outcomes

Mission Statement of Successful Undergraduate Research at Georgia College

Georgia College aspires to graduate students with creative and problem-solving dispositions that prepare them to be the next leaders of the free world. As the state’s designated public liberal arts university, Georgia College connects teaching excellence with learning beyond the classroom to provide unique UR experiences for students. A small student to faculty ratio coupled with student-centered faculty provides a platform for a faculty mentor to engage student-scholars in inquiry investigations that make an original intellectual or creative contribution to the discipline.     

MURACE supports the GC Mission

“To provide support for academically engaged transformative learning experiences that develop intellectual, professional, and civic skills; and dispositions that enable graduates to thrive in an information-intensive and diverse global society enriching the lives of students and their local and global communities.”

MURACE Adopts the CUR Statement on Diversity

MURACE adopts and adheres to the Council on Undergraduate Research by being committed to inclusivity and diversity in all of our activities, therefore MURACE will increase and nurture participation of individuals and groups that have been traditionally underrepresented in undergraduate research.

Georgia College's Definition of Successful Undergraduate Scholarly Activities

Mentorship: collaborative; serious interactions; clear goals; focus on the student; focus on the student learning process; intellectual engagement of the student and disciplinary socialization.

Originality: meaningful contribution by the student; it should be entirely or partially novel; it is OK to reveal more questions than answers.

Acceptability: employs techniques and methodologies that are both appropriate and recognized in the discipline; includes a reflective/ synthetic component that is appropriate to the discipline.

Dissemination: ideally there needs to be a final, tangible product for which both the process and results are peer-reviewed, critiques, juries, judged, etc.; but we recognize that UR is a continuum between student (process centered) and outcome (product-centered) activities and we value and recognize all student-initiated participation in inquire in and outside of the classroom.

Source: Rosalie Richards, Ryan Brown,  Kalina Manoylov, Hauke Busch, Robin Lewis (2011)  

A Vision for Undergraduate Research at Georgia College                                                               


Dr. Doreen Sams, Ph.D.
MURACE Faculty Coordinator of Undergraduate Research and Creative Endeavors
A Division of GC Journeys - Please visit the Website for details
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