Undergraduate Scientists: Measuring the Outcomes of Research Experiences from Multiple Perspectives (US-MORE)

让本科生参与研究被认为是一种强有力地吸引学生学习科学、技术、工程和数学（STEM）的经历，并使学生进入STEM职业。本研究项目考察了参与本科生研究如何影响学生对参与者的体验的重要性，并探讨了学生成果与这些类型的体验的目标和活动之间的关系。以化学和物理领域为重点，主要是定性研究调查了学生及其导师通常报告的结果，以确定内在和外在因素以及研究经历特征与学生特征之间的共同关系。利用迭代分析方法，研究人员记录并分析了与学生属性和以前的STEM经验相关的研究经验的结构和实施。此外，这项多地点研究还检验了这些经历对参与STEM的影响的假设，以及参与研究经历如何导致致力于从事STEM职业。这项研究的结果将发表在科学教育研究期刊上，并在由专业协会主办的会议上发表。

Involving undergraduate students in research is recognized as an experience that powerfully engages students in science, technology, engineering, and mathematics (STEM) and launches students into STEM careers. This research project examines how participation in undergraduate research impacts students in terms of the significance of the experience for the participants and explores the relationship between student outcomes and the goals and activities of these types of experiences. Focusing on the fields of chemistry and physics, the largely qualitative study investigates commonly reported outcomes for students and their mentors to identify intrinsic and extrinsic factors and common relationships between features of the research experience and student characteristics. Utilizing an iterative analytic approach, the investigators document and analyze the structure and implementation of the research experience in relation to student attributes and previous experiences with STEM. In addition, the multi-site study examines hypotheses about the impact of these experiences on engagement in STEM and how participation in a research experience leads to commitment to pursue a career in STEM. Findings from the study are to be published in science educational research journals and presented at meetings sponsored by professional societies.