Abstract
Abstract
This study explores metaphors that emerged from students’ experiences with high-impact undergraduate research in a midsized Midwestern university in the USA. A metaphor analysis of 25 students’ essays revealed that they were most likely to frame their experiences with high-impact undergraduate research as a journey, sports, or architecture. Overall, there were more differences than similarities between the high-impact undergraduate research metaphors generated by students and those employed by faculty members in previous research. These findings have important implications for practice, as well as for future research about learning, teaching, and institutional change.
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@article{Meyer2026High,
title = {High-Impact Undergraduate Research Metaphors},
author = {Marcy Meyer},
journal = {Experiential Learning and Teaching in Higher Education},
year = {2026},
doi = {10.46787/elthe.v9.6253},
url = {https://doi.org/10.46787/elthe.v9.6253}
}
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