The Relationship between Undergraduate Research Participation and Subsequent Research Performance of Early Career STEM Graduate Students

Autor/inn/en	Gilmore, Joanna; Vieyra, Michelle; Timmerman, Briana; Feldon, David; Maher, Michelle
Titel	The Relationship between Undergraduate Research Participation and Subsequent Research Performance of Early Career STEM Graduate Students
Quelle	In: Journal of Higher Education, 86 (2015) 6, S.834-863 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
Schlagwörter	STEM Education; Graduate Students; Student Research; Student Participation; Prior Learning; Research Skills; Student Experience; Performance Based Assessment; Science Curriculum; Hypothesis Testing; Program Length; Time Factors (Learning); Pretests Posttests; Undergraduate Study; Mixed Methods Research; Interviews; Performance Factors; Schematic Studies; Personal Autonomy; Network Analysis; Student Motivation; Skill Analysis; Transfer of Training + Suchen Sie Ihr Suchwort? STEM; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Studentenforschung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Vorkenntnisse; Forschungsleistung; Studienerfahrung; Leistungsermittlung; Hypothesenprüfung; Hypothesentest; Grundstudium; Interviewing; Interviewtechnik; Leistungsindikator; Schematheorie; Individuelle Autonomie; Netzplantechnik; Schulische Motivation; Training; Transfer; Ausbildung
Abstract	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. (As Provided).
Anmerkungen	Ohio State University Press. 180 Pressey Hall, 1070 Carmack Road, Columbus, OH 43210-1002. Tel: 614-292-1407; Fax: 614-292-2065; Web site: http://www.ohiostatepress.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01