Undergraduate research experiences support science career decisions and active learning

Abstract

The present study examined the reliability of student evaluations of summer undergraduate research experiences using the SURE (Survey of Undergraduate Research Experiences) and a follow-up survey disseminated 9 mo later. The survey further examines the hypothesis that undergraduate research enhances the educational experience of science undergraduates, attracts and retains talented students to careers in science, and acts as a pathway for minority students into science careers. Undergraduates participated in an online survey on the benefits of undergraduate research experiences. Participants indicated gains on 20 potential benefits and reported on career plans. Most of the participants began or continued to plan for postgraduate education in the sciences. A small group of students who discontinued their plans for postgraduate science education reported significantly lower gains than continuing students. Women and men reported similar levels of benefits and similar patterns of career plans. Undergraduate researchers from underrepresented groups reported higher learning gains than comparison students. The results replicated previously reported data from this survey. The follow-up survey indicated that students reported gains in independence, intrinsic motivation to learn, and active participation in courses taken after the summer undergraduate research experience.

Figure 1.

The figure illustrates the mean learning gains for each sample of student respondents. Year 2003 data were first reported in Lopatto (2004).

Figure 2.

Comparative evaluation of learning gains for students who initiated plans for further science education as a result of their undergraduate research experience and students who discontinued plans for further science education as a result of their undergraduate research experience. The group labeled “science” was attracted to science, whereas the group labeled “no science” changed away from science. FU, follow-up.

Figure 3.

The bar chart shows the percentage of respondents who reported their behavior in courses in their field after the completion of a summer undergraduate research experience. The three items were as follows: “I feel that I have become better able to think independently and formulate my own ideas”; “I feel that I have become more intrinsically motivated to learn”; and “I feel that I have become a more active learner.”