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This study analyzed terminal degree and career choices of students who performed undergraduate research. In one analysis, the study compared terminal degree and career choices between a course-based undergraduate research experience (CURE) and traditional non-course-based undergraduate research experiences at one primarily undergraduate institution (PUI). Students who pursued postbaccalaureate programs chose terminal degrees at levels exceeding 75%, with no significant difference between a CURE experience and a traditional research experience. Analysis of terminal degree and career choices at four PUIs providing traditional research experiences showed a marked difference in the number of students pursuing terminal degrees. Two PUIs showed rates > 75%, whereas students at the other two PUIs pursued terminal degrees <50% of the time. The majority of students not pursuing terminal degrees chose M.S. degrees in education and healthcare. An analysis was also performed among students participating in traditional summer undergraduate research on a research-intensive university (RIU) campus with a medical school. Students were accepted from two programs, an NIH IDeA Network of Biomedical Research Excellence (INBRE) program recruiting students from the RIU and an NSF Research Experiences for Undergraduates (REU) program recruiting undergraduates from rural PUIs and minority-serving institutions, particularly tribal colleges. Analysis showed that >70% of the students who pursued postbaccalaureate programs chose terminal degrees. INBRE undergraduates displayed a marked preference for the M.D. degree (73.9% vs. 17.4%), whereas the REU students chose the Ph.D. degree (75.0% vs. 22.9%). American Indian students were also analyzed separately for career choice and showed an equal preference for the M.D. and Ph.D. degrees when pursuing postbaccalaureate education. Overall, the results provide evidence that undergraduate student research stimulates student careers in areas needed by the nation’s citizen stakeholders.
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An Exploration across Institution Types of Undergraduate Life Sciences Student Decisions to Stay in or Leave an Academic-Year Research Experience
Undergraduate research is one of the most valuable activities an undergraduate can engage in because of its benefits, and studies have shown that longer experiences are more beneficial. However, prior research has illuminated that undergraduates encounter challenges that may cause them to exit research prematurely. These studies have been almost exclusively conducted at research-intensive (R1) institutions, and it is unclear whether such challenges are generalizable to other institution types. To address this, we extended a study previously conducted at public R1 institutions. In the current study, we analyze data from 1262 students across 25 public R1s, 12 private R1s, 30 master’s-granting institutions, and 20 primarily undergraduate institutions (PUIs) to assess 1) to what extent institution type predicts students’ decisions to persist in undergraduate research and 2) what factors affect students’ decisions to either stay in or consider leaving their undergraduate research experiences (UREs) at different institution types. We found students at public R1s are more likely to leave their UREs compared with students at master’s-granting institutions and PUIs. However, there are few differences in why students enrolled at different institution types consider leaving or choose to stay in their UREs. This work highlights the importance of studying undergraduate research across institutions.
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- Award ID(s):
- 1644236
- PAR ID:
- 10342761
- Author(s) / Creator(s):
- ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; more »
- Editor(s):
- Spell, Rachelle
- Date Published:
- Journal Name:
- CBE—Life Sciences Education
- Volume:
- 20
- Issue:
- 3
- ISSN:
- 1931-7913
- Page Range / eLocation ID:
- ar47
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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The importance of undergraduate research experiences (UREs) has been increasingly defended and documented in the last decades. As a consequence of its popularity, internships, summer camps and other types of UREs have become more competitive and harder for students to access, and, in the last years, colleges, universities and educative centers have developed an interest in offering their own opportunities in the form of Course-based Undergraduate Research Experiences (CUREs). This paper introduces a model for an accessible, low-cost, high-efficiency CURE in Mathematics with the involvement of collateral STEM disciplines like Statistics, Data Science or Business. The model is a work-in-progress that has been offered and tested for two academic years (2021-22 and 2022-23), with the course delivered in the fall and its fruits coming throughout the whole year. This paper presents a justification of the CURE and its design and a description of the methodology used, the challenges surpassed and the results obtained during those first two editions or iterations, including publications, exposure in national conferences and other success data. It emphasizes the key aspects that make the course simple and exportable, so the reader acquires the know-how and can easily instrument the course at their own institution. The CURE was developed at a two-year college as part of a larger NSF-awarded project, and has established connections with four-year institutions, high schools, national and international professional associations, journals and conferences, employers, private investors and government agencies.more » « less
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Abstract BackgroundThough minoritized undergraduate engineering students earn less than 25% of engineering bachelor's degrees, minority‐serving institutions (MSIs) are leading the way in producing a large percentage of those underrepresented engineering bachelor's degree holders. However, much of the published research about the experiences of underrepresented engineering students occurs within the context of predominantly White institutions. Upon deeper inspection into the apparent success of some MSIs, graduation rates of specific minoritized populations (e.g., Black students) remain critically low. This suggests that there is more to be learned about how to better support Black engineering students' success. PurposeWe explored the experiences of Black undergraduate engineering students at a large public doctoral university with very high research activity. Design/MethodWe used interpretative phenomenological analysis to understand the experiences of eight participants. FindingsWe inductively developed two themes to describe how Black engineering students experience success at a Hispanic‐serving institution, which include building success networks and implementing rules of engagement. ConclusionParticipants enacted their cultural capital to construct their circles of success through the intentional engagement of others, resources, and themselves to realize success. This work sheds light on how Black students describe what it means to be successful in their engineering environment.more » « less
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1187/cbe.21-04-0108
