We conclude by discussing some of the key successes and challenges of developing programs that facilitate undergraduate research by upper-level students, and suggest a number of concepts that should be considered by individuals developing and assessing new programs. Therefore, for each of these examples, we describe the context, specific design, and required student assessments. Although similarities exist across these programs, their differences allow for specific secondary objectives to be met, which are often unique to institutions and/or departments. Lastly, we describe several models of implementing an optional honors thesis for students. Fourth, we describe models in which a senior thesis is a graduation requirement for all students. Third, we describe multiple examples of integrating research into “capstone” courses for seniors. Second, we detail a peer-mentored research system, in which seniors mentor groups of first through third year students. First, we describe multiple models of faculty-mentored group-based research. In this last article of a three-part series, we describe models for integrating research into advanced stages of the undergraduate curriculum, specifically for juniors and seniors. The 2019 annual meeting of the Society for Neuroscience included a workshop on integrating research into the curriculum at primarily undergraduate institutions (PUIs).
Therefore, inclusion of research into the academic curriculum ensures all students can access this important training. Integration of such training into the undergraduate experience, however, can be challenging at institutions without extensive research programs, and may inadvertently exclude some populations of students. The benefits of undergraduate training in research are significant.
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