This article was originally published as: Message for the Special Issue: Undergraduate Research, Scholarship, and Creative Inquiry
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Abstract
Academic and professional practice development is taking an ever-more dominant role in higher education and is evolving through undergraduate research, scholarship, and creative inquiry (URSCI) in the undergraduate curriculum, particularly in courses involving interdisciplinary and multidisciplinary modules/subjects. Such courses are critical to engaging students in more meaningful and deeper learning experiences and enabling them to experience real-world issues, all while developing various disciplinary and professional skills as part of both a specific content area and more general competencies. By developing and enhancing URSCI skills, graduates from higher education institutions gain the agility to adapt to changes in the world. Inter- and multi-disciplinary approaches are required to tackle global challenges such as climate change, food security, and public health. Such engagements and experiences are particularly important as employers increasingly expect graduates to have higher-order literacies and communication skills in addition to their discipline-specific knowledge. This special issue, therefore, presents original work and nuanced ways that faculties around the world actively engage students in URSCI.
Authors
- Anisa Vahed (Durban University of Technology, South Africa)
- Helen Walkington (Oxford Brookes University, United Kingdom)
- Jenny Olin Shanahan (Bridgewater State University, United States of America)
- Sibusiso Moyo (Stellenbosch University, South Africa)
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