The Relationship between Undergraduate Research Participation and Subsequent Research Performance of Early Career STEM Graduate Students
| Autor: | David F. Feldon, Michelle Vieyra, Joanna Gilmore, Briana Eileen Timmerman, Michelle A. Maher |
|---|---|
| Rok vydání: | 2015 |
| Předmět: |
Medical education
Higher education business.industry Multimethodology media_common.quotation_subject 05 social sciences 050301 education Education Incentive Undergraduate research Transfer of training 0502 economics and business Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION 050207 economics Duration (project management) Psychology business 0503 education Inclusion (education) Autonomy media_common |
| Zdroj: | The Journal of Higher Education. 86:834-863 |
| ISSN: | 1538-4640 |
| DOI: | 10.1353/jhe.2015.0031 |
| Popis: | Undergraduate research experiences have been adopted across higher education institutions. However, most studies examining benefits derived from undergraduate research rely on self-report of skill development. This study used an empirical assessment of research skills to investigate associations between undergraduate research experiences and research skill performance in graduate school. Research experience characteristics including duration, autonomy, collaboration, and motivation were also examined. Undergraduate research experience was linked to heightened graduate school performance in all research skills assessed. While autonomy and collaboration were highlighted in student interviews, duration was most strongly correlated to significant increases in research skill performance. Based on these findings, we advocate for the inclusion of research experiences into the undergraduate science curriculum coupled with the creation of centralized offices of undergraduate research and faculty incentives for involving undergraduates in their research. |
| Databáze: | OpenAIRE |
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