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In Uganda, smallholder farmers produce about 70% of the food but receive very low prices on the sales channels they use. To improve farmers' livelihoods, other innovative sales channels such as farmers' markets (FMs) have to be explored. Therefore, the study aimed to determine the potential of establishing farmers' markets in Uganda, focusing on Kampala district.

A qualitative methodology was used to understand farmers' perceptions and the factors that could influence the success of the farmers' markets. In addition, the potential of FMs has been analyzed through the components of the Localized Agri-Food System (LAFS).

The respondents had a positive perception of the farmers' markets, and farmers have an urgent need for other sales channels that could be profitable for them. Factors that could influence the success of the FMs were highlighted, including infrastructure in the marketplace, transportation and taxation by the government.

The study had a limited sample size of the farmers, and it was carried out in 3 divisions of Kampala district, an urban area; thus, the findings cannot be generalized to fit the other regions of Uganda.

The LAFS showed that the foundation for establishing FMs is available; however, it has to be strengthened through the coordination of different stakeholders that work with the farmers.

The undergraduate research experience program is a funding program offered by the Qatar National Research Fund. The purpose of the program is to provide hands-on research experience for undergraduate students in order to increase their capacity for future research activities. However, leading a team of unexperienced researchers can be challenging. Minimal literature exists of how to overcome these challenges and provide a positive learning experience for novice researchers. The purpose of this paper is to: 1) describe a ‘situated learning’ framework, and teaching methods and approaches that may be helpful for future researchers to actively engage students in the research learning process; 2) describe our own experiences with creating a professional community of research using a team approach; and, 3) offer some practical strategies for scaffolding students to gain research skills through working in close proximity to more experienced colleagues. Helpful situated learning strategies included active engagement of students throughout the project, setting meaningful activities, meeting regularly as a team, scaffolding student learning, setting both individual and group work, assigning specific roles, engaging students in dissemination activities, sharing responsibility, and fading control of project activities to the students as their competency increased. Using a structured mentoring strategy resulted in students being actively engaged in all stages of the project. This approach helped to overcome many challenges of working with novice researchers. It was also rewarding to observe the growth of young researchers through the experiences that they gained in working as members of a research community of practice.