Undergraduate Research as Generative Metaphor: A Provocation


  • John Tagg Professor Emeritus, Palomar College


generative metaphor, undergraduate research, framing, re-framing


Students who engage in research as undergraduates appear to achieve many benefits compared to those who do not. But scaling up undergraduate research is challenging and faces inherent limits. Are there ways to achieve some of the benefits for students not directly involved in faculty research? Generative metaphors help us to view problems in a different frame, thus setting the problem differently and inviting different kinds of solutions. This article proposes using research as a generative metaphor for classroom learning and invites readers to rethink teaching and learning in light of what seems to work for undergraduate research.


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