Sent to the guest editor who is leading this international collaboration, Dr Anisa Vahed at anisa4sure@gmail.com by the 20 December 2021.
You are invited to submit an abstract for a special edition on Enriching Academic & Professional Practice Expertise through Research, Scholarship, and Creative Inquiry in the Undergraduate Curriculum in the African Journal of Inter/Multidisciplinary Studies (AJIMS), ISSN (Print): 2663-4597 / ISSN (Online): 2663-4589.
A special edition on Enriching Academic & Professional Practice Expertise through Research, Scholarship, and Creative Inquiry in the Undergraduate Curriculum
The council on undergraduate research recently refined its definition of undergraduate research as “a mentored investigation or creative inquiry conducted by undergraduates that seeks to make a scholarly or artistic contribution to knowledge.” Integrating undergraduate research, scholarship, and creative inquiry (URSCI) into the curriculum, particularly courses which involve interdisciplinary and multidisciplinary modules/subjects, is critical to engage students with the objective of achieving the following learning outcomes described by Ewell (2001):
Knowledge outcomes relate to disciplinary or professional content that students can recall, relate, and appropriately use.
Skills outcomes refer to the learned capacity to do something – for example think critically, communicate effectively, productively collaborate, or perform specific technical procedures—as either an end in itself or as a pre-requisite for further development.
Attitudinal/Affective outcomes involve changes in beliefs or the development of values – for example empathy, ethical behaviour, self-respect, or respect for others.
Learned abilities involve the integration of knowledge, skills, and attitudes in complex ways that require multiple elements of learning. Examples include embracing leadership, teamwork, effective problem-solving, and reflective practice.