The relationship between undergraduate research participation and subsequent research performance of early career STEM graduate students

Journal of Higher Education

Volumn 86, Issue 6, 2015, Pages 834-863

  Gilmore, Joanna ^a   Vieyra, Michelle ^b   Timmerman, Briana ^c   Feldon, David ^d   Maher, Michelle ^e  

^a Charleston County School District   (United States)

^b UNIVERSITY OF SOUTH CAROLINA AIKEN   (United States)

^c National Research Center for Career and Technical Education at SREB   (United States)

^d UTAH STATE UNIVERSITY   (United States)

^e UNIVERSITY OF MISSOURI KANSAS CITY   (United States)

Author keywords

STEM; Undergraduate research

Indexed keywords

EID: 84945903556     PISSN: 00221546     EISSN: 15384640     Source Type: Journal    
DOI: 10.1353/jhe.2015.0031     Document Type: Article

References (67)

1. Association of American Colleges and Universities (2008). High impact educational practices: What they are, who has access to them, and why they matter. Washington, DC. Retrieved from http://www.neasc.org/downloads/aacu_high_impact_2008_final.pdf
2. Bauer, K. W., & Bennett, J. S. (2003). Alumni perceptions used to assess undergraduate research experience. The Journal of Higher Education, 74(2), 210-230.
3. Blanton, R. L. (2008). A brief history of undergraduate research, with consideration of its alternative futures. In R. Taraban & R. Blanton (Eds.), Creating effective undergraduate research programs in science: The transformation from student to scientist (pp. 233- 246). New York: Teachers College Press.
4. Bowman, N. A. (2010). Can 1st-year college students accurately report their learning and development? American Educational Research Journal, 47(2), 466-496.
5. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 35-42.
6. Burke, L. A., & Cummins, M. K. (2010). Using undergraduate student-faculty collaborative research projects to personalize teaching. College Teaching, 50(4), 129-133.
7. Carnegie Foundation. (2014). Carnegie classifications institutional profiles. Retrieved from http://classifications.carnegiefoundation.org/lookup_listings
8. Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning and instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Erlbaum.
9. Council on Undergraduate Research. (2005). Joint statement on principles of support of undergraduate research, scholarship and creative activities. Retrieved from http:// www.cur.org/SummitPosition.html
10. Craney, C., McKay, T., & Morris, J. (2011). Cross-discipline perceptions of the undergraduate research experience. The Journal of Higher Education, 82(1), 92-113.
11. Creswell, J. W., & Plano Clark, V. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
12. Dunning, D., Johnson, K., Ehrlinger, J., & Kruger, J. (2003). Why people fail to recognize their own incompetence. Current Directions in Psychological Science, 12(3), 83-87.
13. Ericsson, K. A., & Charness, N. (1994). Expert performance: Its structure and acquisition. American Psychologist, 49(8), 725-747.
14. Fairweather, J. (2008). Linking evidence and promising practices in science, technology, engineering, and mathematics (STEM) education: A status report. Commissioned paper presented at NRC workshop on Evidence on Selected Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics (STEM) Education; Washington, DC. Retrieved from http://www7.nationalacademies.org/bose/Fairweather_ CommissionedPaper.pdf
15. Fechheimer, M., Webber, K., & Kleiber, P.B. (2010). How well do undergraduate research programs promote engagement and success of students? CBE Life Science Education, 10(2): 156-163.
16. Feldon, D. F. (2007). The implcations of research on expertise for curriculum and pedagogy. Educational Psychology Review, 19, 91-110.
17. Feldon, D. F., Maher, M. A., Hurst, M., & Timmerman, B. E. (2015) Faculty mentors,' graduate students,' and performance-based assessments of students' research skill development. American Educational Research Journal, 52(2), 334-370.
18. Feldon, D. F, Peugh, J., Timmerman, B. E., Maher, M. A., Hurst, M., Strickland, D., Gilmore, J., Stiegelmeyer, C. (2011). Graduate students' teaching experiences improve their methodological research skills. Science, 333(6045), 1037-1039.
19. Feldon, D. F., Timmerman, B.E., Stowe, K. A., & Showman, R. (2010). Translating expertise into effective instruction: The impacts of cognitive task analysis (CTA) on lab report quality and student retention in the biological sciences. Journal of Research in Science Teaching, 47(10), 1165-1185.
20. Finlay, S., & Faulkner, G. (2005). Tête à tête: Reading groups and peer learning. Active Learning in Higher Education, 6(1), 32-45.
21. Foertsch, J., Alexander, B., & Penberthy, D. (2000). Summer research opportunity programs (SROPs) for minority undergraduates: A longitudinal study of program outcomes 1986-1996. Council of Undergraduate Research Quarterly, 20(3), 114-119.
22. Fox, M. F., & Mohapatra, S. (2007). Social-Organizational characteristics of work and publication productivity among academic scientists in doctoral-granting departments. The Journal of Higher Education, 78(5), 542-571.
23. Gafney, L. (2005). The role of the research mentor/teacher: Student and faculty views. Journal of College Science Teaching, 34(4), 52-56.
24. Gardner, S. K. (2008). "What's too much and what's too little?": The process of becoming an independent researcher in doctoral education. The Journal of Higher Education, 79, 326-350.
25. Gates, A. Q., Teller, J. P., Bernat, A., & Delgado, N. (1999). Meeting the challenge of expanding participation in the undergraduate research experience. Journal of Engineering Education, 88(4), 409-414.
26. Gilmore, J., Strickland, D., Timmerman, B. E., Maher, M. & Feldon, D. (2010). Weeds in the flower garden: An exploration of plagiarism in graduate students' research proposals and its connection to enculturation, ESL, and contextual factors. International Journal for Educational Integrity, 6(1), 13-28.
27. Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. York, UK: Higher Education Academy. Retrieved from http://business.heacademy.ac.uk/ assets/documents/resources/publications/DevelopingUndergraduate_Final.pdf
28. Hefferan, K. P., Heywood, N. C., & Ritter, M. E. (2002). Integrating into field trips and classroom learning a capstone undergraduate research experience. Journal of Geography, 101, 183-190.
29. Houlden, R. L., Raja, J. B., Collier, C. P., Clark, A. F., & Waugh, J. M. (2004). Medical students' perceptions of an undergraduate research elective. Medical Teacher, 26, 659-661.
30. Hunter, A. B., Laursen, S. L, & Seymour, E. (2007). Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development. Science Education, 91(1), 36-74.
31. Johnson, R. L., Penny, J., and Gordon, B. (2000). The relation between score resolution methods and interrater reliability: An empirical study of an analytic scoring rubric. Applied Measurement in Education, 13(2), 121-138.
32. Johnson, R. L., Penny, J., Gordon, B., Shumate, S. R., and Fisher, S. P. (2005). Resolving score differences in the rating of writing samples: Does discussion improve the accuracy of scores? Language Assessment Quarterly: An International Journal, 2(2), 117-146.
33. Jones, B. F., Wuchty, S., & Brian U. (2008). Multi-university research teams: Shifting impact, geography, and stratification in science. Science, 322, 1259-1262.
34. Jones, M. T., Barlow, A. E. L., & Villarejo, M. (2010). Importance of undergraduate research for minority persistence and achievement in biology. The Journal of Higher Education, 81(1), 82-115.
35. Kardash, C. M. (2000). Evaluation of undergraduate research experience: Perceptions of undergraduate interns and their faculty mentors. Journal of Educational Psychology, 92(1), 191-201.
36. Kinkead, J. (2003). Learning through inquiry: An overview of undergraduate research. New Directions for Teaching and Learning, 93, 5-17.
37. Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problembased, experiential, and inquiry-based teaching. Educational Psychologist, 41, 75-86.
38. Kuhn, D., & Pease, M. (2008). What needs to develop in the development of inquiry skills? Cognition and Instruction, 26, 512-559.
39. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
40. Lopatto, D. (2003). The essential features of undergraduate research. Council of Undergraduate Research Quarterly, 24, 139-142.
41. Maher, M., Gilmore, J., Feldon, D., & Davis, T. (2013). Cognitive apprenticeship and the supervision of science and engineering research assistants. The Journal of Research Practice, 9(2), 1-22.
42. Nagda, B. A., Gregerman, S. R., Jonides, J., von Hippel, W., & Lerner, J. S. (1998). Undergraduate student-faculty research partnerships affect student retention. Review of Higher Education, 22, 55-72.
43. National Academy of Sciences. (2007a). Rising above the gathering storm: Energizing and employing America for a brighter economic future. Washington, DC: National Academies Press. Retrieved from http://www.utsystem.edu/competitive/files/RAGSfullreport. pdf
44. National Academy of Sciences. (2007b). Is America falling off the flat earth? Washington, DC: National Academies Press. Retrieved from http://www.sandia.gov/NINE/ documents/Augustine_FallingOfftheFlatEarth.pdf
45. National Research Council. (2000). Inquiry and the national science education standards. Washington, DC: National Academy Press.
46. National Science Board. (2015). Revisiting the STEM Workforce, A Comparison to Science and Engineering Indicators 2014, Arlington, VA: National Science Foundation (NSB-2015-10). Retrieved from http://www.nsf.gov/pubs/2015/nsb201510/nsb201510. pdf
47. Pearson, M., & Brew, A. (2002). Research training and supervision development. Studies in Higher Education, 27(2), 135-150.
48. President's Council of Advisors on Science and Technology (2012). Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. Retrieved from http://www.whitehouse.gov/sites/default/ files/microsites/ostp/pcast-executive-report-final_2-13-12.pdf
49. Russell, S. H. (2008). Undergraduate research opportunities: Facilitating and encouraging the transition from student to scientist. In R. Taraban & R. L. Blanton (Eds.), Creative effective undergraduate research programs in science (pp. 53-80). New York: Teachers College Press.
50. Russell, S. H., Hancock, M. P., & McCullough, J. (2007). The Pipeline: Benefits of undergraduate research experiences. Science, 316(5824), 548-549.
51. Seymour, E., & Hewitt, N. (1997). Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: Westview.
52. Seymour, E., Hunter, A. B., Laursen, S., L, & DeAntoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three-year study. Science Education, 88(4), 493-534.
53. SJB Research Consulting Inc. (2006). The Summer Undergraduate Program in Engineering Research at the University of California, Berkeley (SUPERB-IT Program): Final Evaluation Report. New York, NY.
54. Stage, F. K., & Kinzie, J. (2009). Reform in undergraduate science, technology, engineering, and mathematics: The classroom context. The Journal of General Education, 58(2), 85-105.
55. State Educational Technology Director's Association. (2008). Science, technology, engineering, and math. Retrieved from http://www.learning.com/press/pdf/Science- Technology-Engineering-Mathematics-STEM-Report.pdf
56. Strassburger, J. (1995, May). Embracing undergraduate research. American Association of Higher Education (AAHE) Bulletin, 47, 3-5.
57. Summers, M., & Hrabowski, F. (2006). Preparing minority scientists and engineers. Science, 311(5769), 1870-1871.
58. Suskie, L. A. (2009). Assessing student learning: A common sense guide. San Francisco: Jossey-Bass.
59. Thiry, H., Laursen, S. L., Hunter, A. (2011). What experiences help students become scientists? A comparative study of research and other sources of personal professional gains for STEM undergraduates. The Journal of Higher Education, 82(4), 357-388.
60. Timmerman, B. E., Feldon, D., Maher, M., Strickland, D., & Gilmore, J. (2013). Performance- based assessment of graduate student research skills: Timing, trajectory, and potential thresholds. Studies in Higher Education, 38(5), 693-710.
61. Timmerman, B. E., Strickland, D., Johnson, R. L., & Payne, J. (2011). Development of a 'universal' rubric for assessing students' scientific reasoning skills using scientific writing. Assessment and Evaluation in Higher Education, 36(5), 509-547.
62. Vandermaas-Peeler, M., Nelson, J., Ferretti, L., & Finn, L. (2011). Developing expertise: An apprenticeship model of mentoring undergraduate research across cohorts. Perspectives on Undergraduate Research Mentoring, 1(1), 1-10.
63. Vieyra, M., Gilmore, J., & Timmerman, B. E. (2011). Requiring research may improve retention in STEM fields for underrepresented women. Council of Undergraduate Research Quarterly, 32(1), 13-19.
64. Waite, S., & Davis, B. (2011). Developing undergraduate research skills in a faculty of education: Motivation through collaboration. Higher Education Research and Development, 25(4), 403-419.
65. Walker, G. E., Golde, C., Jones, L., Conklin Bueschel, A., & Hutchings, P. (2008). The formation of scholars: Rethinking doctoral education for the twenty-first century. San Francisco: Jossey-Bass.
66. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, MA: Cambridge University Press.
67. Zydney, A. L., Bennett, J. S., Shahid, A., & Bauer, K. W. (2013). Impact of undergraduate research experience in engineering. The Journal for Engineering Education, 91(2), 151-157.