Author
Listed:
- Holly C. White
(University of Maine)
- Katharine J. Ruskin
(University of Maine)
- Alison Jolley
(Te Puna Ako – Centre for Tertiary Teaching and Learning, UniversityofWaikato)
- Nathan Flint
(University of Maine)
- Debra M. Allen
(University of Maine)
- Karen N. Pelletreau
(University of Maine)
- Brian J. Olsen
(University of Maine)
- Joan E. Ferrini-Mundy
(University of Maine)
- John C. Volin
(University of Maine
University of Maine)
Abstract
Undergraduate research experiences offer a range of positive academic and affective student outcomes. However, these benefits often do not reach all students, as research experiences are often selective, favor high-achieving students, focus on STEM fields, and typically target students in their third or fourth year of undergraduate studies. To address this issue, the University of Maine implemented the Research Learning Experiences (RLEs), a series of semester-long course-based research experiences in conjunction with pre-semester bridge experiences that are open and accessible to all incoming first-year students. The RLE courses spanned STEM and non-STEM disciplines while focusing on research and academic exploration as well as social engagement. Pre- and post-surveys from RLE participants (n = 153) and a comparison group (n = 159) demonstrate several positive student outcomes. We found that RLE students reported a greater sense of belonging to their course, belonging to the university, and research identity compared to their peers, regardless of discipline. These outcomes were largely consistent across student demographics. For all students, greater belonging (university and course) was positively associated with first-year retention, highlighting the importance of designing undergraduate research experiences that incorporate social connections and cohort-building in the first semester. These results contribute to our understanding of course-based research experiences undertaken by students from an array of majors and backgrounds, specifically, that they can produce positive outcomes in both STEM and non-STEM majors. This program can serve as a model for institutions aiming to broaden participation in undergraduate research across disciplines, particularly in the first semester.
Suggested Citation
Holly C. White & Katharine J. Ruskin & Alison Jolley & Nathan Flint & Debra M. Allen & Karen N. Pelletreau & Brian J. Olsen & Joan E. Ferrini-Mundy & John C. Volin, 2025.
"Research Learning Experiences for First-Year Undergraduate Students: Belonging, Research Identity, and Retention,"
Research in Higher Education, Springer;Association for Institutional Research, vol. 66(3), pages 1-30, March.
Handle:
RePEc:spr:reihed:v:66:y:2025:i:3:d:10.1007_s11162-025-09836-8
DOI: 10.1007/s11162-025-09836-8
Download full text from publisher
As the access to this document is restricted, you may want to search for a different version of it.
Corrections
All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:spr:reihed:v:66:y:2025:i:3:d:10.1007_s11162-025-09836-8. See general information about how to correct material in RePEc.
If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.
We have no bibliographic references for this item. You can help adding them by using this form .
If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Sonal Shukla or Springer Nature Abstracting and Indexing (email available below). General contact details of provider: http://www.springer.com .
Please note that corrections may take a couple of weeks to filter through
the various RePEc services.