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Factors affecting the number and type of student research products for chemistry and physics students at primarily undergraduate institutions: A case study

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  • Birgit Mellis
  • Patricia Soto
  • Chrystal D Bruce
  • Graciela Lacueva
  • Anne M Wilson
  • Rasitha Jayasekare

Abstract

For undergraduate students, involvement in authentic research represents scholarship that is consistent with disciplinary quality standards and provides an integrative learning experience. In conjunction with performing research, the communication of the results via presentations or publications is a measure of the level of scientific engagement. The empirical study presented here uses generalized linear mixed models with hierarchical bootstrapping to examine the factors that impact the means of dissemination of undergraduate research results. Focusing on the research experiences in physics and chemistry of undergraduates at four Primarily Undergraduate Institutions (PUIs) from 2004–2013, statistical analysis indicates that the gender of the student does not impact the number and type of research products. However, in chemistry, the rank of the faculty advisor and the venue of the presentation do impact the number of research products by undergraduate student, whereas in physics, gender match between student and advisor has an effect on the number of undergraduate research products. This study provides a baseline for future studies of discipline-based bibliometrics and factors that affect the number of research products of undergraduate students.

Suggested Citation

  • Birgit Mellis & Patricia Soto & Chrystal D Bruce & Graciela Lacueva & Anne M Wilson & Rasitha Jayasekare, 2018. "Factors affecting the number and type of student research products for chemistry and physics students at primarily undergraduate institutions: A case study," PLOS ONE, Public Library of Science, vol. 13(4), pages 1-17, April.
    • Handle: RePEc:plo:pone00:0196338
    DOI: 10.1371/journal.pone.0196338
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    References listed on IDEAS

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    Cited by:

    1. Traci A Giuliano & Isham E Kimbell & Emily S Olson & Jennifer L Howell, 2022. "High impact: Examining predictors of faculty-undergraduate coauthored publication and presentation in psychology," PLOS ONE, Public Library of Science, vol. 17(3), pages 1-29, March.

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