Undergraduate research experiences : perspectives of professors and students on motivations, persistence, conditions, and impacts
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2009
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Abstract
This study examined the experience of undergraduate research from the perspectives of students and professors at a Canadian university. Considering existing research on the topic, the study was conducted to expand understanding of the complexities of the undergraduate research experience. Specifically, research aims focused on exploring motivations for participation, student persistence with their research, conditions for undergraduate research, and impacts of undergraduate research on student learning and development. The mixed method design included a student survey and interviews with students and professors involved with undergraduate research. Findings suggest that professors are intrinsically motivated and students are both intrinsically and extrinsically motivated. For professors, motivations for participation came from their own experiences as students and educators, from rewards such as satisfaction, and from what they observed as positive learning impacts on students. For students, their motivations for participation in undergraduate research were primarily goal directed as well as the valueadded factor to their educational experience. Relative benefits of contributions to student persistence varied in the study population by age, program, and whether the undergraduate research was a required component of their program. Based on survey results, the most important factor in students' persistence was that of guidance, such as directions and suggestions from professors and regular feedback about progress. This underscores the significance of the professor-student relationship in the undergraduate research experience. Qualitative results indicated that resources and culture were the most important conditions for effective undergraduate research. This finding was corroborated by results of the student survey as well. Findings from this study are consistent with existing research on the impacts of undergraduate research on student learning and development. Implications for professors and educational leadership are described, and specific recommendations are made to strengthen undergraduate research at the institution. While localized to one particular university, the findings are relevant to other education institutions for planning, implementing, and supporting high quality undergraduate research experiences that maximize student learning.
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Bibliography: p. 157-181
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Citation
Styles, J. L. (2009). Undergraduate research experiences : perspectives of professors and students on motivations, persistence, conditions, and impacts (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/2392