Undergraduate Research Annotated Bibliographies

Lopatto, D. (2010). Undergraduate research as a high-impact student experience. Peer Review, 12, .

Lopatto (2010) described the benefits of UR and that standardized measures of those benefits can be accomplished using online assessments like the SURE survey. He also discussed the importance of a research community that can include peer mentors. The author also focused on the importance of integrating UR into the curriculum during the academic year. One potential model is CURE. He concluded with a discussion of future directions that includes interdisciplinary research.

Bauer, K. W. Bennett, J. S. (2003). Alumni perceptions used to assess undergraduate research experience. The Journal of Higher Education, 74, 210-230. doi: 10.1353/jhe.2003.0011

Past studies have examined current students’ perceptions of UR. These authors asked University of Delaware alumni about their participation in a number of campus activities, including UR. They were asked to rate whether their skills were enhanced because of their undergraduate degree on 32 items (e.g., write effectively, use statistics or math formulas, carry out research, maintain openness to new ideas, etc.). Some participants had participated in the university’s formal UR program (URP alumni), some stated they had engaged in UR but were not in the formal program (self-reported UR), and some had not engaged in UR (non-research alumni). URP alumni reported the most benefits from engaging in UR when compared to the other two groups, particularly for those who had completed a senior thesis. Both research groups stated that they were better able to carry out research than the non-research alumni group, with the highest scores from the URP alumni. URP alumni also scored higher than non-research alumni on other skills like intellectual curiosity, acquiring information independently, acting as a leader, and speaking effectively. For all alumni who engaged in research, those who participated for longer expressed greater benefit from the experience. UR had clear benefits for students as measured by their attitudes and self-reported skills.

Gilmore, J. Vieyra, M. Timmerman, B. Feldon, D. Maher, M. (2015). The relationship between undergraduate research participation and subsequent research performance of early career STEM graduate students. The Journal of Higher Education, 86, 834-863.

While many studies on the benefits of UR have used self-report measures, this study used research skill performance in graduate school as its main measure. All students were first year graduate students in a STEM program. They wrote research proposals at the beginning and end of their first year of graduate school. Some of these students had engaged in UR as undergraduates and some had not. Two trained raters independently evaluated the proposals using a pre-established rubric (composed of four subscales) and inter-rater reliability was high. On the pre-proposal, students with UR experience outperformed those without UR experience on 3 of the 4 subscales (Data Presentation, Results, Total Score). On the post-proposal, students with UR also outperformed the other group on all parts of the rubric except Introduction and Context. The authors underscored the importance of UR for successful graduate school performance.

Hill, J Walkington, H (2016). Developing Graduate Attributes through Participation in Undergraduate Research Conferences. Journal of Geography in Higher Education, 40(2), 222-237.

Hill, J Walkington, H France, D (2016). Graduate attributes: implications for higher education practice and policy. Journal of Geography in Higher Education, 40(2), 155-163.

Ketcham, Caroline J Hall, Eric E Miller, Paul C (2017). Co-Mentoring Undergraduate Research: Student, Faculty and Institutional Perspectives. Perspectives on Undergraduate Research and Mentoring, 6(1), . http://blogs.elon.edu/purm/files/2017/10/final_Ketcham-Hall-Miller_main.pdf

Kinkead, J. (2003). Learning through inquiry: An overview of undergraduate research. New Directions for Teaching and Learning, 93, 5-17.

Kinkead (2003) defined UR, explored its importance in the undergraduate experience, and identified key UR programs at various institutions. She noted that although the elite students (honors) are typically engaged in UR, at risk and underrepresented students also benefit from engaging in UR. Kinkead (2003) also discussed institutional UR issues like administration, funding, and resources.

Kneale, P Edwards-Jones, A Walkington, H Hill, J (2016). Evaluating undergraduate research conferences as vehicles for novice researcher development. International Journal for Researcher Development, 7(2), .

Lopatto, D. (2007). Undergraduate research experiences support science career decisions and active learning. CBE-Life Sciences Education, 6, 297-306. doi: 10.1187/cbe.07-06-0039

Students engaging in summer research completed the SURE (Survey of Undergraduate Research Experiences) and an altered version again 9 months later to see if their perceptions changed over time. Students reported similar gains on both surveys on items like understanding of the research process and readiness for more demanding research. Some participants engaged in summer research programs away from their home institutions. These students reported higher scores on clarifying their career path, science writing skills, and self-confidence. These students were also more likely to finish their research project in the summer when compared to students who stayed at their own campus. Minority students reported similar gains (if not greater gains) than other students. Further, a comparison of summer survey and follow-up survey results showed that student perceptions were stable over time. The author concluded with a discussion of methodological issues in UR research.

Nicholson, Brittany A Pollock, Meagen Ketcham, Caroline J Fitz Gibbon, Heather M Bradley, Evan D Bata, Michelle (2017). Beyond the Mentor-Mentee Model: A Case for Multi-Mentoring in Undergraduate Research. Perspectives on Undergraduate Research and Mentoring, 6(1), . http://blogs.elon.edu/purm/files/2017/10/Nicholson_et_al_6.1.pdf