Evaluating Undergraduate Research Experiences—Development of a Self-Report Tool

Maltese, Adam V.; Harsh, Joseph A.; Jung, Eunju

doi:10.3390/educsci7040087

Cited by 13 publications

(17 citation statements)

References 51 publications

(73 reference statements)

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“…Although engaging in UR during the first year is becoming more common (Lopatto, 2010), annual results of the National Survey of Student Engagement (NSSE, 2018) revealed that students who engage in UR during their first year are 6%, whereas it is 26% for seniors. It is, therefore, no surprise that studies on UR mostly explore the research experiences of students that are later in their undergraduate years or focused on the comparison of the experiences of novice and experienced undergraduate researchers (e.g., Cooper et al, 2019;Hunter et al, 2007;Hernandez, Schultz, Estrada, Woodcock, & Chance, 2013;Maltese et al, 2017;Thiry et al, 2011). Few studies investigated the students' research experience particularly in their first and sophomore years (i.e., early year research experience) (Bowman & Holmes, 2018;Mabrouk & Peters, 2000;Provencher & Kassel, 2017).…”

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confidence: 99%

Early year undergraduate researchers’ reflections on the values and perceived costs of their research experience

Ceyhan

Tillotson

2020

IJ STEM Ed

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Background Prior research reported that motivational beliefs that individuals attach to specific tasks predict continuing interest and persistence in the task. A motivational approach may be particularly useful for understanding undergraduate students’ engagement with research in their first and second years in college. The current study utilizes the expectancy-value theory of achievement motivation to qualitatively explore how much and in what ways early year undergraduate researchers value their research experience and what kinds of costs they associate with it. Results The results revealed that intrinsic value had the highest expression in participants’ motivation to engage in research. The second most expressed value type was the utility value of undergraduate research with regards to obtaining the desired outcomes, and attainment value played the least important role in participants’ motivation to engage in research. Findings also indicated that some of the participants associated a cost(s) to their research experience. The highest mentioned perceived cost was opportunity cost, where participants commented on losing other valued alternatives when engaging in research. Participants commented on the time, effort, or amount of work needed to engage in research, and a few participants commented on the emotional cost associated with their research experience in terms of the fear of failure. Conclusion As perceived cost is the least studied in the expectancy-value framework, this study contributes to cost values within college students, particularly about early year undergraduate researchers. The findings of this study can form the basis for future work on exploring ways to increase the values and decrease the costs students experience in their undergraduate research experiences.

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confidence: 99%

Early year undergraduate researchers’ reflections on the values and perceived costs of their research experience

Ceyhan

Tillotson

2020

IJ STEM Ed

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“…respondents may not interpret questions and scales the same way, may not have an accurate understanding of the subject they are asked about, and may not be entirely truthful (e.g. Schwartz, 1999;Maltese, Harsh, & Jung, 2017). In the 2018 cohort three student groups were observed during their first 4h field session using Fieldmove, and one group was observed using Fieldmove during the second 2½h field session.…”

Section: Methodsmentioning

confidence: 99%

Digital fieldwork with Fieldmove - how do digital tools influence geoscience students’ learning experience in the field?

Lundmark

Augland

Jørgensen

2020

Journal of Geography in Higher Education

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Third year geoscience students were introduced to digital tools for fieldwork, Fieldmove on iPads, in a capstone field mapping course at Oslo University, Norway. Despite little prior experience with digital tools for fieldwork, they became independent Fieldmove users in a few hours. They self-report positive cognitive impacts, including positive effects on quality of fieldwork, maps and reports. However, submitted course material suggest students achieved similar levels of understanding with and without digital tools. We hypothesize that students' confidence in their work increases when supported by digital tools, however, they may also overrate their proficiency due to the ease of collecting large data sets, and the professional look of the digital outputs. Students report both positive and negative effects on teamwork; observations suggest this reflects sharing of devices rather than use of digital tools per se. The students also report pronounced positive affective impacts, which appear to be the main effect of the digital tools in this study. Overall, the students are very positive to digital tools in fieldwork, preferring they were introduced early during the bachelor program, but after traditional field methods are learnt. When given a choice, most students chose to combine traditional and digital tools for their fieldwork.

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“…Additionally, students report positive gains in knowledge, disciplinespecific skills (Bangera, Harrington, and Fuller 2018;Hayden 2015;Kuh 2008), and skills applicable across disciplines (Craney et al 2011;Cuthbert, Arunachalam, and Licina 2012;Guertin and Clements 2018). Perhaps most important, students report growth in personal confidence (Bangera et al 2018;Cuthbert et al 2012), curiosity (Hensel 2018b;Lenhardt 2014;Maltese, Harsh, and Jung 2017), critical thinking (Allyn 2013; Hensel 2018b; Owens et al 2018), and perseverance or "grit" (Hayden 2015;Lopatto 2003). For first-year students in particular, the benefits may be even greater.…”

Section: Literature Reviewmentioning

confidence: 99%

Piloting an Oral History–Based CURE in a General Education Writing Course for First-Year Students

Parsons¹,

Parsons²,

Kohls³

et al. 2021

SPUR

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The authors of this study evaluate findings from a pilot implementation of a course-based undergraduate research experience integrated into a first-year general education writing classroom. In this initial pilot phase, two sections of the course were offered in fall 2018. Course partici-pants completed retrospective precourse and postcourse measures designed to assess the course’s impact on their acquisition of research skills and their confidence related to inquiry and research. Demographic data also were collected to explore outcomes of underrepresented minority and first-generation students. Findings show a statistically significant increase in perceived research skills and in confidence related to abilities as a researcher. Moreover, although there was not a large enough sample for statistical significance, first-generation students showed large gains in confidence.

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Evaluating Undergraduate Research Experiences—Development of a Self-Report Tool

Cited by 13 publications

References 51 publications

Early year undergraduate researchers’ reflections on the values and perceived costs of their research experience

Early year undergraduate researchers’ reflections on the values and perceived costs of their research experience

Digital fieldwork with Fieldmove - how do digital tools influence geoscience students’ learning experience in the field?

Piloting an Oral History–Based CURE in a General Education Writing Course for First-Year Students

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