The existing scholarship of teaching and learning covers many aspects of undergraduate research (UGR), but few articles discuss how the effort can and should be implemented as a high-impact practice (HIP). There is a rising tide of evidence-based support for HIPs; for equal access to HIPs; for the value of multiple HIP experiences in an undergraduate career; and as vehicles for greater student success, retention, and career readiness (Kuh, 2008; Brownell & Swaner, 2009; Finley & McNair, 2013; Kilgo, Sheets, & Pascarella, 2015). What we see in current HIPs scholarship is an effort to define what a quality HIP is in a way that can be assessed, promoted, and disseminated within and across institutions. This issue will encompass a holistic approach to incorporating undergraduate research as a HIP within a course, throughout a curriculum, across a campus and even system wide. The targeted audience for this issue is higher-education faculty, but topics may be beneficial to administrators and/or staff within offices of undergraduate research or other offices focused on student engagement and success.

We invite abstracts for data-driven articles, case studies, and reflective essays that challenge or innovate based on current literature, and critiques (information on article types and review questions). Abstracts particularly focused in the following areas are desired, but those relevant to any area of undergraduate research as a high-impact practice are welcome:

  •         Undergraduate Research as a Hallmark High Impact Practice
  •         Mentoring in Undergraduate Research as a High Impact Practice
  •         Assessing and Communicating the Impact of Undergraduate Research
  •         Embedding Undergraduate Research Across the Curriculum
  •         Communities of Practice for Undergraduate Research and Creative Activities
  •         Future Directions of Undergraduate Research

Please send abstracts of up to 300 words and author information to by December 1, 2019. Please use the subject line “JoSoTL Undergraduate Research Issue.” 

Authors will be notified by January 3, 2020, whether they have been selected to submit a manuscript. Completed manuscripts will be due April 8, 2020, with a target publication date of October 1, 2020. (Information on article types and review guidelines.)

The guest editors of this special issue are: Sara Evans, Department of Sociology and Criminal Justice, Kennesaw State University; Jocelyn Evans, Reubin O’D Askew Department of Government, University of West Florida; and Kristi Wilkim, Department of Communication Studies, University of Wisconsin Oshkosh Fon Du Lac.

Any questions may be addressed to JoSoTL’s Editor-in-Chief, Michael Morrone, or its Managing Editor, Christopher Young, at