Employing quasi-experimental methods to relate first-year student participation in research with faculty to desired outcomes
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Date
2016-11-12
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Association for the Study of Higher Education Annual Conference
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Abstract
Undergraduate research opportunities with faculty are becoming increasingly common and previously been found to positively influence student learning. However, the literature on this activity is generally weak methodologically and/or is not generalizable. This study uses quasi-experimental
methods to examine the influence of research with faculty using a large national sample. We found that research with faculty experiences had significant and positive effects on
multiple aspects of student engagement for a sample of first-year students, particularly student-faculty
interaction. Additionally, we found differential effects of undergraduate research participation between STEM and non-STEM majors. Implications for policy and practice are discussed.
Description
Paper presented at the annual meeting of the
Association for the Study of Higher Education, Columbus, OH, November 2016.
Keywords
undergraduate research, high-impact practice, student engagement, first-year students, STEM, student-faculty interaction
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Presentation