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Call for Vignettes for Highest Honors: A Guide to Undergraduate Research

August 17, 2015

Call for Vignettes: We’re soliciting vignettes (100 to 500 word written answers) to questions as listed for each chapter of Highest Honors: A Guide to Undergraduate Research. If your vignette is selected for publication in the book, you will receive $100.00 and will be required to sign a release form from Teachers College Press. Your vignette may be edited. You will be able to review the vignette and the chapter that it appears in several times before it goes to press.

Vignettes are due by June 1st 2016.

 Send questions and completed vignettes to

Chapter 1: Why This Book is Important

What does it mean to you to transition from being a student to being a scholar/undergraduate researcher?

What do you wish you’d known about college academics, especially undergraduate research, in your first year or two of college or when you were still in high school?

How did your definition of research change throughout your first year? For example, When did you understand what research was?

How is high school research different from research you do in college?

What questions should first-year students ask their professors at the beginning of the semester? What did you wish you had asked at that time?

What successes and challenges did you have your first year of college?

Chapter 2: Get Started with Undergraduate Research: What, Why, and How

 What do you see as the benefits of doing undergraduate research, both long-term and short-term?

How has research helped you become the person that you are?

How has research helped you to reach across traditional disciplinary boundaries?

How did you get started with research?

How did you find a research mentor?

What skills/tools did you need to be successful at your research?

How has your undergrad research advisor helped you? In your research? In your personal life?

Describe the single best thing about conducting research as an undergraduate student.

Did conducting research change your academic or career path? How so?

Chapter 3: How to Fit in Research with Everything Else: Time and Energy in College

How is your daily schedule different in college than it was in high school?

How did you make the transition to college, particularly research, time and energy management? What were some of your triumphs? Some of your challenges? What are you still working on?

How has learning how to create a calendar and schedule time for classes, research, and personal life make you a better student?

What strategies for time management have worked for you?

In what ways have perfectionism and procrastination intersected for you in the research context?

Chapter 4:Research with Professors and Mentors

How has a research mentor helped you navigate your research as well as aspects of your life at college or beyond?

How did you build a relationship with a research mentor?

How did you pick a research topic to explore?

How did you and your advisor work together to choose a research project for you?

How did you effectively deal with frustrations that you had with your professors, such as faculty not being responsive or available?

Chapter 5. Writing and Presenting Research

Share an experience presenting or publishing your work! What went well? What were the tough parts?

How does writing in college differ from the writing you did in high school?

What strategies were effective in writing strong research papers for class or in your own independent research?

Chapter 6. Challenges for Underrepresented Scholars: Making a Way

Have you faced discrimination in a research context? What did you do about it, if anything? If not, what might you do next time?

How has research been at the center of a social or cultural change for you?

Chapter 7: In Conclusion

Share an experience about how a community experience, service learning experience, or volunteer experience led to a research topic or project.

Describe the outcomes of a community based research experience. What were some of your greatest successes? What were some of the challenges and limitations?

Who has benefited from your participation in research? In what ways?

Describe a faculty research mentor who has made a positive difference in your life.

Describe a peer researcher who has made a positive difference in your life, such as a senior honors student.

What are some challenges you have had with helping others (e.g., family members, friends) understand your research, your major choice, or your intended career path?


WMSURE grants workshop

February 4, 2015


Confronting Racism Handout WMSURE on January 21, 2015.

January 21, 2015

Confronting Racism Handout from WMSURE on January 21, 2015.


Jeree (Harris) Thomas ’08, Attorney for the Just Children Program, will join us for a workshop on how to confront externalized and institutional racism at William and Mary. We will help you understand your rights at William and Mary student as well as state and federal laws concerning the 14th amendment and Civil Rights in Education. Please register here:

For more information contact Dr. Anne H. Charity Hudley at

To learn more about Jeree:

An Open Letter of Love to Black Students: #BlackLivesMatter

December 8, 2014


I just wrote to have my name added.

Originally posted on Black Space:

IMG_5465 Black students and professors, Beaumont Tower, Michigan State University, December 6, 2014. photo by Darryl Quinton Evans

We are Black professors.

We are daughters, sons, brothers, sisters, cousins, nieces, nephews, godchildren, grandfathers, grandmothers, fathers, and mothers.

We’re writing to tell you we see you and hear you.

We know the stories of dolls hanging by nooses, nigger written on dry erase boards and walls, stories of nigger said casually at parties by White students too drunk to know their own names but who know their place well enough to know nothing will happen if they call you out your name, stories of nigger said stone sober, stories of them calling you nigger using every other word except what they really mean to call you, stories of you having to explain your experience in classrooms—your language, your dress, your hair, your music, your skin—yourself, of you having to fight for all…

View original 1,575 more words

We Do Language is the College of William and Mary Book of the Month

December 5, 2013

Read about our research process here:

Linguistic Society of America 2013 Forum Lecture Video

October 5, 2013

On July 9, 2013, I gave a Forum Lecture at the Linguistic Society of America Summer Institute at the University of Michigan Ann-Arbor. Watch the lecture here!

Our second book, We Do Language: English Language Variation in the Secondary English Classroom, is available for pre-order!

October 5, 2013

Our book, We Do Language: English Language Variation in the Secondary English Classroom, will be released by Teachers College Press in November, and is now available for preorder on Teachers College Press, on Amazon, and on Barnes  & Noble.  Click here to view our book website and click here to like our page on Facebook!

Hi Res Cover


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