Harald A. Mieg is (Honorary) Professor of Metropolitan Studies and Innovation at Humboldt-Universität zu Berlin and the president of the Berlin Society for the Study of Science. Notable publications include The Social Psychology of Expertise (2001) and The Responsibility of Science (2022). Elizabeth L. Ambos served as Council on Undergraduate Research's (CUR's) fourth Executive Officer from 2012 to 2019. She was the founding Assistant Vice Chancellor for Research Initiatives and Partnerships for the twentythree-campus California State University (CSU) system. Angela Brew is the chair of the Australasian Council for Undergraduate Research (ACUR). She has published seven books including The Nature of Research (2001) and Research and Teaching (2006). In 2009, she was awarded a prestigious Australian National Teaching Fellowship to enhance undergraduate research engagement. Dominique M. Galli launched a successful biomedical research career at Indiana University–Purdue University Indianapolis, Indiana, and was later appointed Assistant Vice Chancellor for Research and Executive Director of the Center for Research and Learning. Judith Lehmann heads the international scholarship division at the Heinrich Böll Foundation, Berlin. She previously taught literature, cultural studies, and philosophy of science, steered cross-faculty projects at various universities, and directed the Argentinian office of the German Academic Exchange Service (DAAD).

• Foreword CUR; Foreword; 1. Introduction; Part I. Theory and Research on Undergraduate Research: 2. Theory and research on undergraduate research: An introduction; 3. Undergraduate research: A view from higher education; 4. Undergraduate research: The psychological view; 5. Undergraduate research: Socio-cultural perspectives; 6. Undergraduate research: A philosophical view; Part II. Implementation, Approaches, Methods: 7. Introduction; Part II. 1. 8. The Zurich framework; 9. Four components instructional design model, Maastricht; 10. Connected curriculum, UCL; 11. Humboldt reloaded, Hohenheim; 12. The US model at IUPUI; Part II. 2. Key Measures for the Implementation of Undergraduate Research: 13. Mentoring in undergraduate research: The teacher's role; 14. Inquiry approach and phases of learning in undergraduate research; 15. Assessment in undergraduate research; 16. Dissemination in undergraduate research: Challenges and opportunities; Part III. Disciplines: 17. Introduction; Part III. 1. Stem: 18. Undergraduate research in physics; 19. Undergraduate research in chemistry; 20. Undergraduate research in biology; 21. Undergraduate research in mathematics; 22. Undergraduate research in engineering; 23. Undergraduate research in data science; Part III. 2. Health: 24. Undergraduate research in medicine; 25. Undergraduate research in health sciences; 26. Undergraduate research in nursing; 27. Undergraduate research in exercise studies; Part III. 3. Social Sciences: 28 Undergraduate research in sociology; 29. Undergraduate research in psychology; 30. Undergraduate research in economics; 31. Undergraduate research in political science; Part III. 4. Humanities: 32. Undergraduate research in history; 33. Undergraduate research in English; 34. Undergraduate research in philosophy; 35. Undergraduate research in theology; Part III. 5. Arts and Design: 36. Undergraduate research in design; 37. Undergraduate research in architecture; 38. Undergraduate research in music; 39. Arts based research for undergraduate students; Part III. 6. Disciplines A–Z: 40. Undergraduate research in business schools; 41. Undergraduate research in early childhood education; 42. Undergraduate research in geography; 43. Undergraduate research in legal studies; 44. Undergraduate research in social work; 45. Undergraduate research in sustainability studies; 46. Undergraduate research in teacher education; Part IV. International Perspective: 47. Introduction; Part IV. 1. Americas: 48. Undergraduate research in the USA; 49. Undergraduate research in Canada; 50. Undergraduate research in Argentina; 51. Undergraduate research in Brazil; 52. Undergraduate research in Colombia; 53. Undergraduate research in Mexico; Part IV.2. 54. Undergraduate research in South Africa; 55. Undergraduate research in Nigeria; 56. Undergraduate research in Israel; 57. Undergraduate research in the UAE; Part IV. 3. Asia and Oceania: 58. Undergraduate research in China; 59. Undergraduate research in India; 60. Undergraduate research in Indonesia; 61. Undergraduate research in Japan; 62. Undergraduate research in Australia; 63. Undergraduate research in New Zealand; Part IV. 4. Europe: 64. Undergraduate research in Austria; 65. Undergraduate research in France; 66. Undergraduate research in Germany; 67. Undergraduate research in Italy; 68. Undergraduate research in the Netherlands; 69. Undergraduate research in Portugal; 70. Undergraduate research in Russia; 71. Undergraduate research in Scandinavia; 72. Undergraduate research in the UK; Part V. Avenues for Developing Undergraduate Research: 73. Synopsis and introduction: Towards a democratization of knowledge; 74. Community-based undergraduate research; 75. Interdisciplinary undergraduate research; 76. Digital undergraduate research; 77. Cross-cultural undergraduate research.

Harald A. Mieg is (Honorary) Professor of Metropolitan Studies and Innovation at Humboldt-Universität zu Berlin and the president of the Berlin Society for the Study of Science. Notable publications include The Social Psychology of Expertise (2001) and The Responsibility of Science (2022). Elizabeth L. Ambos served as Council on Undergraduate Research's (CUR's) fourth Executive Officer from 2012 to 2019. She was the founding Assistant Vice Chancellor for Research Initiatives and Partnerships for the twentythree-campus California State University (CSU) system. Angela Brew is the chair of the Australasian Council for Undergraduate Research (ACUR). She has published seven books including The Nature of Research (2001) and Research and Teaching (2006). In 2009, she was awarded a prestigious Australian National Teaching Fellowship to enhance undergraduate research engagement. Dominique M. Galli launched a successful biomedical research career at Indiana University–Purdue University Indianapolis, Indiana, and was later appointed Assistant Vice Chancellor for Research and Executive Director of the Center for Research and Learning. Judith Lehmann heads the international scholarship division at the Heinrich Böll Foundation, Berlin. She previously taught literature, cultural studies, and philosophy of science, steered cross-faculty projects at various universities, and directed the Argentinian office of the German Academic Exchange Service (DAAD).

• Foreword CUR; Foreword; 1. Introduction; Part I. Theory and Research on Undergraduate Research: 2. Theory and research on undergraduate research: An introduction; 3. Undergraduate research: A view from higher education; 4. Undergraduate research: The psychological view; 5. Undergraduate research: Socio-cultural perspectives; 6. Undergraduate research: A philosophical view; Part II. Implementation, Approaches, Methods: 7. Introduction; Part II. 1. 8. The Zurich framework; 9. Four components instructional design model, Maastricht; 10. Connected curriculum, UCL; 11. Humboldt reloaded, Hohenheim; 12. The US model at IUPUI; Part II. 2. Key Measures for the Implementation of Undergraduate Research: 13. Mentoring in undergraduate research: The teacher's role; 14. Inquiry approach and phases of learning in undergraduate research; 15. Assessment in undergraduate research; 16. Dissemination in undergraduate research: Challenges and opportunities; Part III. Disciplines: 17. Introduction; Part III. 1. Stem: 18. Undergraduate research in physics; 19. Undergraduate research in chemistry; 20. Undergraduate research in biology; 21. Undergraduate research in mathematics; 22. Undergraduate research in engineering; 23. Undergraduate research in data science; Part III. 2. Health: 24. Undergraduate research in medicine; 25. Undergraduate research in health sciences; 26. Undergraduate research in nursing; 27. Undergraduate research in exercise studies; Part III. 3. Social Sciences: 28 Undergraduate research in sociology; 29. Undergraduate research in psychology; 30. Undergraduate research in economics; 31. Undergraduate research in political science; Part III. 4. Humanities: 32. Undergraduate research in history; 33. Undergraduate research in English; 34. Undergraduate research in philosophy; 35. Undergraduate research in theology; Part III. 5. Arts and Design: 36. Undergraduate research in design; 37. Undergraduate research in architecture; 38. Undergraduate research in music; 39. Arts based research for undergraduate students; Part III. 6. Disciplines A–Z: 40. Undergraduate research in business schools; 41. Undergraduate research in early childhood education; 42. Undergraduate research in geography; 43. Undergraduate research in legal studies; 44. Undergraduate research in social work; 45. Undergraduate research in sustainability studies; 46. Undergraduate research in teacher education; Part IV. International Perspective: 47. Introduction; Part IV. 1. Americas: 48. Undergraduate research in the USA; 49. Undergraduate research in Canada; 50. Undergraduate research in Argentina; 51. Undergraduate research in Brazil; 52. Undergraduate research in Colombia; 53. Undergraduate research in Mexico; Part IV.2. 54. Undergraduate research in South Africa; 55. Undergraduate research in Nigeria; 56. Undergraduate research in Israel; 57. Undergraduate research in the UAE; Part IV. 3. Asia and Oceania: 58. Undergraduate research in China; 59. Undergraduate research in India; 60. Undergraduate research in Indonesia; 61. Undergraduate research in Japan; 62. Undergraduate research in Australia; 63. Undergraduate research in New Zealand; Part IV. 4. Europe: 64. Undergraduate research in Austria; 65. Undergraduate research in France; 66. Undergraduate research in Germany; 67. Undergraduate research in Italy; 68. Undergraduate research in the Netherlands; 69. Undergraduate research in Portugal; 70. Undergraduate research in Russia; 71. Undergraduate research in Scandinavia; 72. Undergraduate research in the UK; Part V. Avenues for Developing Undergraduate Research: 73. Synopsis and introduction: Towards a democratization of knowledge; 74. Community-based undergraduate research; 75. Interdisciplinary undergraduate research; 76. Digital undergraduate research; 77. Cross-cultural undergraduate research.

Harald A. Mieg is (Honorary) Professor of Metropolitan Studies and Innovation at Humboldt-Universität zu Berlin and the president of the Berlin Society for the Study of Science. Notable publications include The Social Psychology of Expertise (2001) and The Responsibility of Science (2022). Elizabeth L. Ambos served as Council on Undergraduate Research's (CUR's) fourth Executive Officer from 2012 to 2019. She was the founding Assistant Vice Chancellor for Research Initiatives and Partnerships for the twentythree-campus California State University (CSU) system. Angela Brew is the chair of the Australasian Council for Undergraduate Research (ACUR). She has published seven books including The Nature of Research (2001) and Research and Teaching (2006). In 2009, she was awarded a prestigious Australian National Teaching Fellowship to enhance undergraduate research engagement. Dominique M. Galli launched a successful biomedical research career at Indiana University–Purdue University Indianapolis, Indiana, and was later appointed Assistant Vice Chancellor for Research and Executive Director of the Center for Research and Learning. Judith Lehmann heads the international scholarship division at the Heinrich Böll Foundation, Berlin. She previously taught literature, cultural studies, and philosophy of science, steered cross-faculty projects at various universities, and directed the Argentinian office of the German Academic Exchange Service (DAAD).

• Foreword CUR; Foreword; 1. Introduction; Part I. Theory and Research on Undergraduate Research: 2. Theory and research on undergraduate research: An introduction; 3. Undergraduate research: A view from higher education; 4. Undergraduate research: The psychological view; 5. Undergraduate research: Socio-cultural perspectives; 6. Undergraduate research: A philosophical view; Part II. Implementation, Approaches, Methods: 7. Introduction; Part II. 1. 8. The Zurich framework; 9. Four components instructional design model, Maastricht; 10. Connected curriculum, UCL; 11. Humboldt reloaded, Hohenheim; 12. The US model at IUPUI; Part II. 2. Key Measures for the Implementation of Undergraduate Research: 13. Mentoring in undergraduate research: The teacher's role; 14. Inquiry approach and phases of learning in undergraduate research; 15. Assessment in undergraduate research; 16. Dissemination in undergraduate research: Challenges and opportunities; Part III. Disciplines: 17. Introduction; Part III. 1. Stem: 18. Undergraduate research in physics; 19. Undergraduate research in chemistry; 20. Undergraduate research in biology; 21. Undergraduate research in mathematics; 22. Undergraduate research in engineering; 23. Undergraduate research in data science; Part III. 2. Health: 24. Undergraduate research in medicine; 25. Undergraduate research in health sciences; 26. Undergraduate research in nursing; 27. Undergraduate research in exercise studies; Part III. 3. Social Sciences: 28 Undergraduate research in sociology; 29. Undergraduate research in psychology; 30. Undergraduate research in economics; 31. Undergraduate research in political science; Part III. 4. Humanities: 32. Undergraduate research in history; 33. Undergraduate research in English; 34. Undergraduate research in philosophy; 35. Undergraduate research in theology; Part III. 5. Arts and Design: 36. Undergraduate research in design; 37. Undergraduate research in architecture; 38. Undergraduate research in music; 39. Arts based research for undergraduate students; Part III. 6. Disciplines A–Z: 40. Undergraduate research in business schools; 41. Undergraduate research in early childhood education; 42. Undergraduate research in geography; 43. Undergraduate research in legal studies; 44. Undergraduate research in social work; 45. Undergraduate research in sustainability studies; 46. Undergraduate research in teacher education; Part IV. International Perspective: 47. Introduction; Part IV. 1. Americas: 48. Undergraduate research in the USA; 49. Undergraduate research in Canada; 50. Undergraduate research in Argentina; 51. Undergraduate research in Brazil; 52. Undergraduate research in Colombia; 53. Undergraduate research in Mexico; Part IV.2. 54. Undergraduate research in South Africa; 55. Undergraduate research in Nigeria; 56. Undergraduate research in Israel; 57. Undergraduate research in the UAE; Part IV. 3. Asia and Oceania: 58. Undergraduate research in China; 59. Undergraduate research in India; 60. Undergraduate research in Indonesia; 61. Undergraduate research in Japan; 62. Undergraduate research in Australia; 63. Undergraduate research in New Zealand; Part IV. 4. Europe: 64. Undergraduate research in Austria; 65. Undergraduate research in France; 66. Undergraduate research in Germany; 67. Undergraduate research in Italy; 68. Undergraduate research in the Netherlands; 69. Undergraduate research in Portugal; 70. Undergraduate research in Russia; 71. Undergraduate research in Scandinavia; 72. Undergraduate research in the UK; Part V. Avenues for Developing Undergraduate Research: 73. Synopsis and introduction: Towards a democratization of knowledge; 74. Community-based undergraduate research; 75. Interdisciplinary undergraduate research; 76. Digital undergraduate research; 77. Cross-cultural undergraduate research.