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The Relationship between Undergraduate Research Participation and Subsequent Research Performance of Early Career STEM Graduate Students

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  • Joanna Gilmore
  • Michelle Vieyra
  • Briana Timmerman
  • David Feldon
  • Michelle Maher

Abstract

Undergraduate research experiences have been adopted across higher education institutions. However, most studies examining benefits derived from undergraduate research rely on self-report of skill development. This study used an empirical assessment of research skills to investigate associations between undergraduate research experiences and research skill performance in graduate school. Research experience characteristics including duration, autonomy, collaboration, and motivation were also examined. Undergraduate research experience was linked to heightened graduate school performance in all research skills assessed. While autonomy and collaboration were highlighted in student interviews, duration was most strongly correlated to significant increases in research skill performance. Based on these findings, we advocate for the inclusion of research experiences into the undergraduate science curriculum coupled with the creation of centralized offices of undergraduate research and faculty incentives for involving undergraduates in their research.

Suggested Citation

  • Joanna Gilmore & Michelle Vieyra & Briana Timmerman & David Feldon & Michelle Maher, 2015. "The Relationship between Undergraduate Research Participation and Subsequent Research Performance of Early Career STEM Graduate Students," The Journal of Higher Education, Taylor & Francis Journals, vol. 86(6), pages 834-863, November.
    • Handle: RePEc:taf:uhejxx:v:86:y:2015:i:6:p:834-863
    DOI: 10.1080/00221546.2015.11777386
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    Cited by:

    1. Katelyn M Cooper & Logan E Gin & Barierane Akeeh & Carolyn E Clark & Joshua S Hunter & Travis B Roderick & Deanna B Elliott & Luis A Gutierrez & Rebecca M Mello & Leilani D Pfeiffer & Rachel A Scott &, 2019. "Factors that predict life sciences student persistence in undergraduate research experiences," PLOS ONE, Public Library of Science, vol. 14(8), pages 1-30, August.
    2. Sara E. Grineski & Danielle X. Morales & Timothy W. Collins & Shawna Nadybal & Shaylynn Trego, 2022. "A US National Study of Barriers to Science Training Experienced by Undergraduate Students during COVID-19," IJERPH, MDPI, vol. 19(11), pages 1-19, May.
    3. Rishita Bhatt & Bernadette West & Sunita Chaudhary, 2020. "Biomedical career enrichment programs: Exploring women and minority participants’ motivators and outcomes," PLOS ONE, Public Library of Science, vol. 15(2), pages 1-27, February.

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