Undergraduate Research Experiences Support Science Career Decisions and Active Learning

Abstract

The present study examined the reliability of student evaluations of summer undergraduate research experiences using the SURE (Survey of Undergraduate Research Experiences) and a follow-up survey disseminated 9 mo later. The survey further examines the hypothesis that undergraduate research enhances the educational experience of science undergraduates, attracts and retains talented students to careers in science, and acts as a pathway for minority students into science careers. Undergraduates participated in an online survey on the benefits of undergraduate research experiences. Participants indicated gains on 20 potential benefits and reported on career plans. Most of the participants began or continued to plan for postgraduate education in the sciences. A small group of students who discontinued their plans for postgraduate science education reported significantly lower gains than continuing students. Women and men reported similar levels of benefits and similar patterns of career plans. Undergraduate researchers from underrepresented groups reported higher learning gains than comparison students. The results replicated previously reported data from this survey. The follow-up survey indicated that students reported gains in independence, intrinsic motivation to learn, and active participation in courses taken after the summer undergraduate research experience.

A laboratory‐intensive course on the experimental study of protein–protein interactions

“…First, students have the opportunity to make relevant findings that could be continued in the context of a research project. The importance of undergraduate research in student learning has been shown many times [18][19][20]. While this class is not an independent research experience, students can use the findings gained in the course as a springboard for a more in-depth independent research project.…”

Using yeast to determine the functional consequences of mutations in the human p53 tumor suppressor gene: An introductory course‐based undergraduate research experience in molecular and cell biology

“…For example, it is important to consider what resources (personnel, reagents, space) can be devoted to a CURE, how the research project can be organized into discrete units of time, how potentially hundreds of students can work on a project that offers both enough similarities to provide a common curriculum and differences to give students a sense of project ownership, and how instructional guidance can ensure that students are thinking and learning, rather than simply “going through the motions.” Doing this at scale is particularly challenging. Yet, despite these challenges, studies indicate that both types of experiences improve students′ ability to engage in scientific practices and their desire to pursue additional research opportunities (e.g., 9, 10, 11, 12, 13). These findings have prompted national calls for implementation of CUREs at the introductory level 2.…”

Researching undergraduate social science research

“…Much is written about undergraduate research students' experience(s) in the natural sciences or science, technology, engineering and maths (STEM) subjects (see, e.g., Linn et al [2015]; Thiry and Laursen [2011]; Balster et al [2010]; Lopatto [2010Lopatto [ , 2007Lopatto [ , 2004; Shellito et al [2001] and Sabatini [1997]). However there are fewer discussions around undergraduate research where contexts and datasets span, or compare, the natural and social sciences (see, e.g., Jenkins [2009a, 2009b]; Taylor and Wilding [2009]; Russell, Hancock and McCullough [2007]; Kinkead [2003]; Hathaway, Nagda and Gregerman [2002]) and far fewer examples that focus solely on the social sciences (see, e.g., Kilburn, Nind and Wiles [2014]; Todd, Bannister and Clegg [2004]; Ishiyama [2002]).…”