Pathways to Undergraduate Research Experiences: a Multi-Institutional Study

Mahatmya, Duhita; Morrison, Janet A.; Jones, Rebecca; Garner, Pamela W.; Davis, Shannon N.; Manske, Jill M.; Berner, Nancy J.; Johnson, Ann; Ditty, Jayna L.

doi:10.1007/s10755-017-9401-3

Cited by 21 publications

(32 citation statements)

References 23 publications

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“…Further, they can highlight to a student how important it can be to find a research experience that is flexible with their time if the student has a constrained schedule, as well as emphasize the potential importance of identifying an area of research that is interesting to the student. However, students should be made aware that not all students get to participate in research [88,89], and that no research experience will be perfect. Thus, they should decide what aspects of a research experience (e.g.…”

Section: Discussionmentioning

confidence: 99%

Factors that predict life sciences student persistence in undergraduate research experiences

et al. 2019

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Undergraduate research experiences (UREs) have the potential to benefit undergraduates and longer UREs have been shown to lead to greater benefits for students. However, no studies have examined what causes students to stay in or consider leaving their UREs. In this study, we examined what factors cause students to stay in their UREs, what factors cause students to consider leaving their UREs, and what factors cause students to leave their UREs. We sampled from 25 research-intensive (R1) public universities across the United States and surveyed 768 life sciences undergraduates who were currently participating in or had previously participated in a URE. Students answered closed-ended and open-ended questions about factors that they perceived influenced their persistence in UREs. We used logistic regression to explore to what extent student demographics predicted what factors influenced students to stay in or consider leaving their UREs. We applied open-coding methods to probe the student-reported reasons why students chose to stay in and leave their UREs. Fifty percent of survey respondents considered leaving their URE, and 53.1% of those students actually left their URE. Students who reported having a positive lab environment and students who indicated enjoying their everyday research tasks were more likely to not consider leaving their UREs. In contrast, students who reported a negative lab environment or that they were not gaining important knowledge or skills were more likely to leave their UREs. Further, we identified that gender, race/ethnicity, college generation status, and GPA predicted which factors influenced students’ decisions to persist in their UREs. This research provides important insight into how research mentors can create UREs that undergraduates are willing and able to participate in for as long as possible.

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Section: Discussionmentioning

confidence: 99%

Factors that predict life sciences student persistence in undergraduate research experiences

et al. 2019

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“…The four universities used in this study were the home institutions of the project team, thus facilitating access to the populations. Detailed information on the instrument, the sample, sampling procedures, and overall descriptive analysis can be found in Mahatmya et al (2017).…”

Section: Datamentioning

confidence: 99%

“…In two institutions (labeled R3 and M1), administrators randomly selected students to participate. The remaining two institutions (labeled A&S and R1) administered the survey to all students (see Mahatmya et al, 2017, for more details on institutional-specific sampling procedures). Selected students were asked to complete an anonymous online survey via SurveyMonkey during the 2014-2015 academic year; no extra credit or course credit was given for participation.…”

Section: Datamentioning

confidence: 99%

Research Motivations and Undergraduate Researchers’ Disciplinary Identity

Davis

Wagner

2019

Sage Open

Self Cite

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Disciplinary identity, or connection to a particular academic discipline, is constructed through a developmental process across a scholar’s academic life course. Using unique data from an online survey of students at four different colleges and universities, we investigate the extent to which disciplinary identity among undergraduate researchers reflects motivations for participating in research and varies by student discipline. We document key differences in disciplinary identity based upon two internal motivators, intellectual interest and grit, as well as demographic characteristics. We discuss implications for institutions and undergraduate programs desiring to encourage students to participate in undergraduate research.

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“…Some universities engage first-year students (freshmen) in a research experience 9 and they showed a positive and significant relation between students who took undergraduate research and their first-year satisfaction and fourth-year GPA. In addition, Mahatmya et al 10 examined students' perception on undergraduate research programs before they enrolled in them. The results showed that social and experiential reasons are the key motivators for students to participate.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, Mahatmya et al. 10 examined students’ perception on undergraduate research programs before they enrolled in them. The results showed that social and experiential reasons are the key motivators for students to participate.…”

Section: Introductionmentioning

confidence: 99%

Seeding undergraduate research experience: From Georgia Tech to KFUPM case study

Al-Ghadhban

Muqaibel

AlRegib

et al. 2018

International Journal of Electrical Engineering & Education

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In this paper, implementation and outcomes of an undergraduate research course are presented. The associated gains and learning outcomes of the course are evaluated and benchmarked with other international undergraduate research experiences. The course was offered to undergraduate students at King Fahd University of Petroleum and Minerals (KFUPM). The research group structure adopts Georgia Tech model. The paper summarizes the course structure, content, and best practices. In addition, the results of undergraduate research experience survey are presented and analyzed. The students reported significant gains in understanding of the research process and significant improvements in writing and oral presentation skills.

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Pathways to Undergraduate Research Experiences: a Multi-Institutional Study

Cited by 21 publications

References 23 publications

Factors that predict life sciences student persistence in undergraduate research experiences

Factors that predict life sciences student persistence in undergraduate research experiences

Research Motivations and Undergraduate Researchers’ Disciplinary Identity

Seeding undergraduate research experience: From Georgia Tech to KFUPM case study

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