Chemical Education Today www.JCE.DivCHED.org • Vol. 82 No. 1 January 2005 • Journal of Chemical Education 15 Association Reports: CUR Community-Based Research A New Paradigm for Undergraduate Research in the Sciences by Kerry K. Karukstis edited by Kerry Karukstis Harvey Mudd College Claremont, CA 91711 Community-based research—research developed and conducted in service of unmet community-identified needs—is an increasingly popular experiential opportunity for undergraduates in the sciences (1). As with any new aca- demic venture, participants must address a variety of issues to ensure a successful educational outcome. In conjunction with symposia and workshops on community-based re- search, the Council on Undergraduate Research (CUR) conducted a survey (2) among the attendees at its 2004 Na- tional Conference to explore various models of community- based research. The benefits, challenges, and obstacles to this non-traditional approach to undergraduate research were also examined and are reported here. Identifying the Community Meeting attendees broadly interpreted the notion of “community” in community-based research. Stakeholders included not-for-profit community service and welfare or- ganizations, local governmental agencies, small businesses owned and operated in the locale, neighborhood groups, and even individuals who reside in the region. Local public and private schools, libraries, museums, and faith-based or- ganizations were also often cited as community examples. Any one or even a combination of these stakeholders may serve as the focus for undergraduate civic engagement. Critical Elements of Community-Based Research Survey participants were asked to delineate the elements that are necessary for research to be defined as community- based. Responders almost unanimously (97.1%) stated that such research requires the selected topic to be relevant to the local community and further agreed (79.4%) that the results needed to be presented to the local community. Viewing such research as inherently collaborative (75.0%), meeting partici- pants agreed that professional researchers in conjunction with the local community should choose the research topic (85.3%), collect the data (73.5%), present the data to the com- munity (77.9%), and present the data to policymakers (86.8%). However, research design, data analysis, and com- munication of results to the scientific community were more likely to be designated as activities to be performed entirely by professional researchers. The recommended stages of in- volvement for undergraduates included designing the research, collecting and analyzing the data, and presenting the results to both the local and scientific communities. Benefits of Community-Based Research A discussion on the benefits of community-based research separately considered the rewards for students and for faculty. For undergraduates, responders routinely cited the importance of learning real-world applications of a discipline, highlight- ing the relevance of science, and working on real problems. Indeed, the words “relevant” and “real-world” as well as “pur- pose” and “utility” appeared in more than 35% of the re- sponses. It is clear that the focus of community-based research is appealing to many students who want to see the practical value of science. One survey participant noted, “The greatest single benefit is probably showing students that what scien- tists do has a direct benefit to and impact on the larger com- munity that they daily live in” (2). For faculty, community-based research provides a con- nection to the local community, an opportunity to become involved and invested in the community in which they re- side. The service and outreach component of community- based research was viewed as an essential component that provided tremendous personal rewards. Nearly 90% of re- spondents viewed this form of research as “a chance to give back to the local community.” Many noted that such re- search activity provided a mechanism for blending seemingly separate roles of teaching, research, and service and reduc- ing the compartmentalization of faculty professional lives. Such efforts also enhance the visibility and image of the in- stitution. Improving town and gown relations is a positive outcome of community-based research cited by 75% of sur- vey participants. Obstacles and Challenges Meeting attendees were asked to identify the “greatest single philosophical or intellectual challenge of doing com- munity-based research.” Most responses focused on three is- sues. (1) Designing a meaningful research project involving a topic of mutual interest to both researcher and community was of paramount importance to participants and a common challenge. Additional factors that must be considered in for- mulating a particular research project include the research skills and time constraints of undergraduates and the availability of funding. (2) Once the project is defined, researchers struggle with insuring the scientific rigor of the investigation while being sensitive to the desire for community input and involve- ment. Most respondents assumed that community members would have little understanding of how scientific research is conducted and would require explanations of why scientific methodology is necessary. (3) Finally, survey participants ex- pressed concern over community-based research being ac- cepted as legitimate research by their disciplinary peers and by their institutions. When asked to identify “the greatest logistical obstacle” on their campuses for conducting community-based research, respondents cited time more than any other deterrent. The