The Relationship between Undergraduate Research Participation and Subsequent Research Performance of Early Career STEM Graduate Students
The Relationship between Undergraduate Research Participation and Subsequent Research Performance of Early Career STEM Graduate Students
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本科生研究参与与早期职业 STEM 研究生后续研究表现之间的关系
DOI：
10.1080/00221546.2015.11777386
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
M. Maher
中科院分区：
文献类型：
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作者：
Joanna A. Gilmore;Michelle L. Vieyra;B. Timmerman;David F. Feldon;M. Maher
本科生的研究经验已通过整个高等教育机构。然而，大多数研究从本科生研究中获得的好处依赖于技能发展的自我报告。本研究采用实证评估的研究技能，调查本科生的研究经验和研究生院的研究技能表现之间的关联。研究经验的特点，包括持续时间，自主性，协作和动机也进行了检查。本科研究经验与研究生院在所有研究技能评估中的表现有关。虽然在学生访谈中强调了自主性和协作性，但持续时间与研究技能表现的显着增加最为密切相关。基于这些研究结果，我们主张将研究经验纳入本科科学课程，再加上创建本科研究和教师激励本科生参与他们的研究的集中办公室。
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.