Undergraduate Research in the Sciences

Engaging Students in Real Science

Anne-Barrie Hunter, Elaine Seymour, Sandra Laursen, Heather Thiry, Ginger Melton

• Publisher: Jossey-Bass
• Year: 2010
• Print ISBN: 9780470227572
• eBook ISBN: 9780470625637
• Edition: 1
• Topic: Education
• Subtopic: Higher Education

Undergraduate research enhances the learning experience of students in science, technology, engineering, and mathematics. Undergraduate Research in the Sciences offers a groundbreaking and practical research-based book on the topic. This comprehensive resource addresses how undergraduate research benefits undergraduate participants, including those populations that are underrepresented in the sciences; compares its benefits with other types of educational activities and experiences; and assesses its long-term value to students and faculty as both a scholarly and educational endeavor.

In laying out the processes by which these benefits are achieved, this important book can assist faculty and program directors with practical guidance for design and evaluation of both new and existing undergraduate research programs.

Praise for Undergraduate Research in the Sciences

"This meticulous, definitive study of the effects of working with a faculty member on research as an undergraduate confirms the overall value of the experience by taking us deep into the minds and actions of participants—both faculty and students. As a result we now have many more compelling reasons to get more students involved with research mentors and ways to optimize the benefits for all parties."—George D. Kuh, Chancellor's Professor and director, Indiana University Center for Postsecondary Research

"This timely book offers a unique, comprehensive analysis of undergraduate research in the sciences, based on the voices of college students and faculty mentors who have participated in these voyages of discovery. As our nation struggles to train more scientists, this book will be a valuable resource for designing undergraduate research experiences that can build our country's capacity for discovery and innovation."—Arthur B. Ellis, Vice Chancellor for Research, University of California, San Diego

"The text is written in a lucid and engaging style and will be a valuable guide to policymakers, academic administrators, and faculty members who want to find ways to engage undergraduates in the 'real work' of investigation."—Judith A. Ramaley, president, Winona State University

"This book is a 'must-read' for anyone who directs undergraduates in research. It presents an impressive and rigorous body of work that brings fresh insights into the field of undergraduate research. The next generation of scientists will benefit greatly from the findings and recommendations!"—Jo Handelsman, Howard Hughes Medical Institute Professor, Yale University

Chapter 1

What Is Undergraduate Research, and Why Does It Matter?

CONDUCTING RESEARCH IS an important culminating experience in the education of many undergraduate science students in the United States. This book describes the outcomes of undergraduate research (UR) experiences, the processes by which these outcomes are achieved, and the meaning of these outcomes for both students and the mentors who work with them on scientific research projects, based on our findings from a multiyear study of undergraduate research and its role in science education. An overarching theme in these findings is the notion of “real science,” which recurs throughout the comments of undergraduate research students and their advisors. Their work together on scientific research projects provides the experiences and observations that form the backbone of this book. The importance of “real science” for students’ educational and professional growth is evident in their own words:

It’s kind of scary, especially at the beginning. I was like, “How can someone like me be doing this?” [But now] I’m coming up with valuable information and it’s great. I mean, actually producing data and actually doing it, I felt like a scientist. But you really feel more like a scientist when you have something good! (female UR student, biology)

Once your superiors—whom you admire and look up to as scientists—start asking your opinion on a scientific matter. . . . Personally, it made me feel like I was actually a real physicist. (male UR alumnus, physics)

Presenting at a conference made me feel like I was a part of the scientific community. . . . I have been able to talk about my work and feel like an equal [with my advisor], and do it with other people [at my school]—but being able to do that with a total stranger was a really, really neat experience. It gave me a lot of confidence and made me feel like I was a real chemist! (female UR alumnus, chemistry)

A lot of things you do in school, like you do homework or whatever, and you never feel like you’re really doing something real. And this was one of the first things that I did that, like, really encompassed everything and really brought things together. It was one of the first times I really felt like I was really doing something. (male UR student, engineering)

Clearly, being “real” is important to students. So what makes a research project “real”? As we will show, real research is an investigation whose questions, methods, and everyday ways of working are authentic to the field. The research questions are well defined so that they can be systematically investigated, but, importantly—and unlike most questions in a classroom—their answers are unknown. Research results may not be quickly forthcoming, but they constitute a genuine contribution to the field if and when they do emerge. The research methods are ones used in the discipline and seen as valid by disciplinary experts. As in any other research project, the choice of methods may be constrained by intellectual, technical, or financial resources. For an undergraduate research project, such constraints may arise from the involvement of novices and the educational mission of their institution—but the term undergraduate research does not inherently rule out particular approaches to the research question. Perhaps most important, as we shall see throughout this book, students and faculty work together in ways that are typical of their field and authentic to the profession. Thus, students learn the intellectual and social practices of science by doing it. By engaging deeply themselves in a particular question, they begin to understand more generally how scientists engage questions and construct knowledge, and that this is a human activity in which they too could participate.

As Merkel (2001) points out, the use of the term undergraduate research has not always been clear—indeed, the term research itself has different meanings in different disciplines and settings. The Council on Undergraduate Research (CUR, n.d) offers a broad-based definition: “An inquiry or investigation conducted by an undergraduate student that makes an original intellectual or creative contribution to the discipline” (see also Wenzel, 2003). This language is inclusive of CUR’s multidisciplinary audience, but in its lack of mention of faculty guidance or mentoring, it does not fully describe UR as typically practiced in the sciences. As we shall describe, the research advisor ’s role is critical in guiding students’ work and inducting them into the intellectual and social ways of the profession. The way that UR advisors work with students parallels the master-apprentice relationship that is traditional in many professions, including graduate education in science.

A note is in order to clarify our choice of language. Throughout this book, we commonly use the terms science, scientist, and scientific with the intent to include psychology, mathematics, and engineering, at least with respect to UR in these fields. The acronym STEM, standing for science, technology, engineering, and mathematics, is also used, but this acronym is sometimes inelegant and comes with neither a corresponding adjective nor a term for the individuals who practice it. The studies that we discuss in the bulk of the book involve mainly students and faculty in the natural sciences, but they also include mathematicians, engineers, computer scientists, and psychologists. Our intent is to be fully inclusive while avoiding unwieldy language.

In this book, we restrict our discussion to intensive, multiweek research experiences in the sciences, mathematics, and engineering that involve student collaboration with faculty or other experienced scientists, and we refer to this as the apprenticeship model. Moreover, we argue that the goals and practices of apprentice-model UR are shaped and sustained by its value as both an educational activity for students and a scholarly activity for their research advisors. Because course -based inquiry is generally driven by educational concerns only, we intentionally exclude it from our definition of undergraduate research. Although course-based inquiry is important and still too uncommon in undergraduate STEM education, it should not be conflated with the apprenticeship model of undergraduate research, for reasons that we hope become apparent in this book.

Undergraduate research is widely conducted in the sciences, led by faculty at primarily undergraduate institutions (PUIs) across the United States. At research universities too, faculty whose laboratories include graduate students, postdoctoral researchers, and technicians often also host undergraduate researchers. We use the term faculty-led UR to refer to all such research experiences that are largely initiated and directed by faculty themselves and hosted by individual research groups, with modest or no coordination at the departmental or institutional level.

More recently, universities and government laboratories have sponsored structured research programs, sometimes with the goal of recruiting students from groups that are nationally underrepresented in fields. We call these structured UR programs because they often include UR along with organized training, presentation and professional development activities, and other kinds of academic and financial support. Many involve a particular cohort of students who enter the program together and participate for longer than just one summer. While some practices differ in these varied contexts and, to a lesser extent, by discipline, UR experiences in the United States appear to have in common several features:

• A well-defined research project designated to the student or a student team, connected in some way to an ongoing effort in the research group or to an area of scholarly interest of the supervising researcher

• Multiweek immersion—often full time for ten weeks during the summer, though UR may also be carried out through the academic year

• Individualized guidance from an experienced scientist

There is growing interest in earlier entry to UR, but at this time, most students participate in UR as college juniors, seniors, or rising seniors in the summer between the junior and senior years (American Society for Biochemistry and Molecular Biology, 2008; Russell, 2006).

History of Undergraduate Research

The idea that undergraduates should conduct real investigations is not new. The California Institute of Technology traces the origins of its undergraduate research program to Arthur Noyes ’s tenure as chemistry department chair beginning in 1920, touting an early publication by two students who later became Nobel laureates (McMillan & Pauling, 1927; Merkel, 2001). A century ago, Drinker (1912) surveyed the practice of UR at undergraduate medical colleges, one of which dated its own UR efforts to 1895. A proponent of UR, Drinker argued that medical students “have a right to gain some notion of what investigation entails,” but “the doing of fixed experiments in fixed hours does not entail the exercise of investigative faculties other than those of the most mechanical nature” (p. 730).

Drinker and his survey respondents postulated outcomes of UR little different from those claimed by practitioners today: in doing research, students must bring to bear both “imagination” and “high scientific accuracy” (p. 730). Students learn “the difficulty of putting a problem on a working basis” (p. 730) and experience “an intellectual awakening” (p. 736) that is as valuable to the “practical man” as to the “laboratory man” (p. 732). Respondents presumed that doing research helped to recruit students into the profession of research, but also argued that research-derived critical thinking skills transferred to other fields. “All of us believe in its value,” wrote one dean, “otherwise we would discourage it—not, I fancy, for the value of the scientific results obtained, but for its educational value on the picked men and the belief that the group of the serious workers in medical science will be recruited from this body of students” (p. 736). A follow-up report (Starr, Stokes, & West, 1919) indicated that opportunities for undergraduate research had “increased greatly since 1912” (p. 311).

In her review of the history of UR, Merkel (2001, 2003) traces the beginnings of organized UR activities at research universities to MIT ’s program, started in 1969 (Massachusetts Institute of Technology, 2000, n.d.). At liberal arts colleges, undergraduate research was under way, at least in chemistry departments, by the postwar science boom of the 1940s and 1950s, further spurred in the 1960s by post-Sputnik concerns about American competitiveness in science and technology (Bunnett, 1984; Craig, 1999; Neckers, 2000; Trzupek & Knight, 2000; see also Crampton, 2001; Hansch & Smith, 1984; Pladziewicz, 1984). Participants in a 1959 conference on teaching and research debated whether scientific research was an appropriate activity for undergraduate colleges, or instead a cost- and time-intensive distraction from faculty ’s main work of teaching (Spencer & Yoder, 1981). In the mid-1980s, college presidents met at Oberlin College to draw attention to the success of liberal arts colleges in producing large numbers of science majors who went on to science careers and science Ph.D.s. Prompted by findings such as Spencer and Yoder’s (1981) analysis of research activity in chemistry departments at liberal arts colleges and the number of their graduates who earned Ph.D.s in chemistry, the Oberlin report lauded student-faculty collaborative research as a major contributor to strong science education at these schools (Crampton, 2001; Gavin, 2000;). Accounts of UR in this era are consistent in portraying UR as a form of faculty scholarship particular to PUIs, initiated and sustained by individual determination, scrappy grantsmanship, and grassroots networks (in addition to sources cited above, see Doyle, 2000; Mohrig & Wubbels, 1984; Pladziewicz, 1984). Faculty valued research as a means to stay scientifically up to date and connected to their discipline, and thus fresh in the classroom; obtain equipment useful in laboratory courses; and build a positive reputation for their department. They recognized UR’s positive side effects for students, but had not claimed them in public until withdrawal of National Science Foundation (NSF) funding for undergraduate science education in 1981 forced them to reconsider how they might finance faculty development, course improvement, and student research activity (Mohrig & Wubbels, 1984; National Science Foundation, n.d.).

As the arguments caught on that UR was not only important as scholarship for faculty at PUIs but also high-quality science education for students, the profile of UR rose among funding agencies and professional organizations. In the mid-1980s, the NSF initiated the Research at Undergraduate Institutions program to support UR through single -investigator grants from the research directorates (Council on Undergraduate Research, 2006). This was followed by the Research Experiences for Undergraduates (REU) program, now in its third decade, which supplies site grants to support undergraduates to work on research (National Science Foundation, n.d.). (Both programs were predated by NSF’s Undergraduate Research Program, which made awards between 1971 and 1981.) The Howard Hughes Medical Institute began to award undergraduate science education grants that often supported UR programs, and the American Chemical Society’s Petroleum Research Fund, the Camille and Henry Dreyfus Foundation, and Research Corporation all offered research grant programs with tracks targeted to faculty working primarily with undergraduates. CUR was founded by chemists in 1978 as an organization to promote and support student research in PUIs. The National Conference on Undergraduate Research began in 1987 to provide an opportunity for student researchers to present their work, and disciplinary professional societies began to include poster sessions for undergraduate research student presenters as part of their conference programs.

In the 1990s, national reports such as the Boyer Commission report (1998) cited UR as a practice that could contribute to improving undergraduate science education, move students from didactic to inquiry-based learning experiences, and reduce the dichotomy between teaching and research (see Katkin, 2003; Merkel, 2001, 2003). The 1990s also marked the accelerated development of programs to recruit and retain students from underrepresented groups, which often incorporated undergraduate research. If the early decades were the years for grassroots growth of UR, the 1980s the decade of its professionalization among faculty, and the 1990s the decade of recognition by policymakers of UR as an educational practice, then the 2000s appear to begin the era of evaluation and research. After “decades of blind faith ” in the benefits of UR (Mervis, 2001a), researchers and evaluators have begun to identify its outcomes, assess their prevalence, and examine how they come about. We review these studies in detail in Chapter Two.

Current National Context for Undergraduate Research

In this book, we examine UR at the local level as an educational experience for students and as an educational and scholarly activity of faculty and departments. However, this local practice takes place in a national context of high interest in UR as an educational strategy, influenced by the traditional role of the research apprenticeship in scientists ’ education and by growing interest in students’ development of thinking skills important for public science literacy.

Scientists, educators, and government and industry leaders have raised concerns over the supply and quality of STEM-trained workers needed to maintain American technological and economic leadership in a globally competitive economy (for a recent high-profile report, see National Research Council, 2007; for a summary of such reports, see Project Kaleidoscope, 2006). Since 1980, the number of nonacademic science and engineering jobs has grown at more than four times the rate of the U.S. labor force as a whole (National Science Board, 2008). Increasing the diversity of the science workforce is another “urgent need,” given changing demographics, decreasing numbers of foreign citizens entering the U.S. STEM workforce, and growing international competition for scientific and engineering talent (Committee on Equal Opportunities, 2004). Equally important, concerns for equity and justice demand that all Americans have equal opportunities to enter the high-status, well-paid positions typically offered by science and engineering careers. Economic competitiveness too depends on a diverse workforce, because diversity fosters greater innovation and problem solving (Chubin & Malcom, 2008; Page, 2007). However, at higher levels of STEM education in many fields, the proportion of both women and people of color declines sharply—the so-called leaky pipeline—and progress in bringing their representation up to match the general population has been slow (National Science Foundation, 2007b). Thus, availability and access to high-quality STEM education remain critical for meeting U.S. workforce needs and providing equal opportunity for all citizens.

While multiple solutions to these pressing problems lie throughout the spectrum of K-12 and higher education, many calls for reform have focused on making undergraduate STEM education more practical, relevant, engaging, and grounded in research on how people learn (Bransford, Brown, & Cocking, 1999; Handelsman et al., 2004; Project Kaleidoscope, 2006; Seymour, 2002; Wieman, 2007). For example, the American Association of Colleges and Universities has called for higher education institutions to foster more “empowered, informed, and responsible learners” (Greater Expectations National Panel, 2002). The Boyer Commission (1998) urged that research-based learning become the standard in undergraduate education, particularly at research universities. National bodies have called for increased opportunities for student-centered, inquiry-based learning, including undergraduate research, in the STEM disciplines (Kuh, 2008; National Research Council, 1999; National Science Foundation, 1996). Many faculty and institutions are exploring the addition of “research-like” components to regular courses and labs (see DeHaan, 2005). Although different wording is often used, these efforts in undergraduate STEM education parallel efforts in K-12 education to incorporate scientific inquiry as both a strategy for teaching scientific concepts and an element of the curriculum. The aim is for students to develop not only conceptual understanding of the big ideas of science, but also the abilities to conduct an investigation and the understandings of science as a human process of constructing scientific knowledge (National Research Council, 1996; see also Laursen, 2006).

Undergraduate research is relevant to these national concerns because it is commonly believed to be “invaluable” for “engaging, training and inspiring undergraduates (many from underrepresented groups) to pursue higher . . . degrees” (National Science Foundation, 2007a, p. 10) and to have “central importance” in “preparing scientists” (American Society for Biochemistry and Molecular Biology, 2008, p. 19). UR may be seen as one end of a spectrum of educational strategies that engage students, both a model for and a culmination of classroom-based inquiry (see, for example, Healey & Jenkins, 2009; Karu...

Table of contents

• Title Page
• Copyright Page
• The Authors
• Foreword
• Preface
• Acknowledgements
• Chapter 1 - What Is Undergraduate Research, and Why Does It Matter?
• Chapter 2 - What Is Known About the Student Outcomes of Undergraduate Research?
• Chapter 3 - What Do Students Gain from Conducting Research?
• Chapter 4 - Are the Gains from Research Unique?
• Chapter 5 - What Are the Career and Longer-Term Impacts of Undergraduate Research?
• Chapter 6 - How Do Minority Students Benefit from Research?
• Chapter 7 - How Do Research Advisors Work with Students?
• Chapter 8 - How Do Research Advisors Mentor, Advise, and Evaluate Students?
• Chapter 9 - What Are the Costs and Benefits to Research Advisors?
• Chapter 10 - Summary, Implications, and Issues for the Future
• Appendix A - Interview Samples
• Appendix B - Research Design and Methodology
• Appendix C - Interview Protocols
• Appendix D - Detailed Frequency Counts for Observations of Student Gains
• References
• Index