undergraduate research importance benefits and challenges

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Int J Exerc Sci

Undergraduate Research: Importance, Benefits, and Challenges

Developing and maintaining undergraduate research programs benefits students, faculty mentors, and the university. Incorporating a research component along with a sound academic foundation enables students to develop independent critical thinking skills along with oral and written communication skills. The research process impacts valuable learning objectives that have lasting influence as undergraduates prepare for professional service. Faculty members at teaching intensive institutions can enhance learning experiences for students while benefiting from a productive research agenda. The university in turn benefits from presentations and publications that serve to increase visibility in the scientific community. Whether projects are derived through student-generated or mentor-generated means, students benefit from completion of exposure to the hypothesis-driven scientific method.

Does research have an appropriate place in the undergraduate curriculum of an exercise science-based department? Published findings, as well as personal experience, suggest that developing and maintaining undergraduate research benefits the students, the faculty mentors, the university or institution, and eventually society at large. Additionally, the scientific community places increasing importance on research performed at primarily undergraduate institutions. Since 1978, the Council on Undergraduate Research has promoted research opportunities for faculty and students at predominantly undergraduate institutions. This national organization of individual and institutional members currently represents over 900 colleges and universities with 3,000 members ( 1 ). The National Conferences for Undergraduate Research provides a venue for undergraduates to present findings at an annual meeting which featured 2,800 presenters in 2008 ( 4 ).

Our belief is that an exercise science curriculum provides students the opportunity to become responsible professionals of competence and integrity in the area of health and human performance. The components necessary for professional competency in exercise-related fields include an understanding of the basic concepts and literature in the health-related specialty that is being studied and knowledge of the terminology or technical language used professionally. Incorporation of research methodology and the hypothesis-driven scientific process can build on this foundation through the development of independent critical thinking skills as well as oral and written communication skills. Independent thinking can instill in the undergraduate student the confidence to form one’s own conclusion based on available evidence. Undergraduate students who took classes in the same department where the research projects occurred reported having increased independence of thought, a more intrinsic motivation to learn, and a more active role in learning ( 3 ). Thus, the research process has a very favorable impact on valuable learning objectives as undergraduates prepare for their respective professions.

Further benefits to the student have been reported and disseminated from the SURE study (Survey of Undergraduate Research Experiences) ( 3 ). Undergraduate students who completed a mentored research program identified multiple areas from which they benefited. Of interest to us as advisors of an undergraduate research curriculum were the following items, which were reported as being positively impacted by the research experience (for a complete list, see Figure 1 of Ref. 3 ):

Understanding the research process
Understanding how scientists work on problems
Learning lab techniques
Developing skills in the interpretation of results
The ability to analyze data
The ability to integrate theory and practice

However, participation in an undergraduate research experience also benefited students in areas that can reach beyond academia ( 3 ).

Having tolerance for obstacles
Learning to work independently
Understanding how knowledge is constructed
Self confidence
Understanding that assertions require supporting evidence
Clarification of a career path

These benefits persisted after a 9-month follow-up survey, suggesting some lasting changes in undergraduates’ perceptions of the value of research. The fact that participation in undergraduate research helps students clarify a career path is valuable not only for the student, but for society at large. Students who complete an undergraduate research opportunity report increased interest in careers in the areas of science, technology, engineering, or mathematics ( 7 ). After an undergraduate research experience, 68% of students stated they had some increased interest in pursuing a STEM career (i.e. Science, Technology, Engineering, or Mathematics) ( 7 ). Additionally, 29% developed a new expectation of obtaining a PhD due to the experience of undergraduate research ( 7 ). This increased interest in careers in STEM benefits society at large as students develop interest in highly skilled professions that promote independence, collaboration, and innovation.

One of our own students, in response to a departmental exit survey stated, “research methodology is an important portion of the curriculum because graduate schools and supervisors are impressed when they see this on your resume, plus it’s a great experience.” We certainly believe undergraduate research to be an advantage when seeking post-graduate training; however, experience in research methodology is beneficial to all students not just those seeking further training after graduation. Ethical study and application of the scientific process develops critical thinking and independence necessary for achieving the highest standards of quality in scholarship, service and leadership. Developing skills in critical thinking and communication will allow students to emerge as leaders in multiple professions after graduation.

Faculty mentors also benefit from the undergraduate research process. The faculty mentor can initiate or continue a productive research agenda while at a teaching intensive institution. Interactions with students in the research process can enhance teaching ( 1 ) through the use of the scientific process as a class objective and by incorporating lab skills into the research process. This again facilitates the students moving from classroom theory to practical experience to solidify learning. Further, the university or institution will benefit from the publications, abstracts, and local, regional, national, or international presentations that increase visibility in the scientific community.

The scientific community also recognizes the importance of undergraduate research. Several national agencies have directly identified undergraduate research for funding initiatives. Funding for undergraduate research has been specifically identified by National Science Foundation which recently allocated $33 million for the Research Experiences for Undergraduates Program (REU) ( 6 ). This competitive mechanism typically funds an undergraduate student for a 10 week mentored project with a $3,000 – 4,000 stipend. The National Institute of Health has also announced the R15 mechanism or AREA grant which can provide an institution with up to $150,000 over 1 to 3 years for faculty mentored research at traditionally teaching institutions ( 5 ). An additional national funding opportunity for undergraduate students is the Howard Hughes Undergraduate Research Fellows Program providing a $2,600 stipend and possible tuition waiver ( 2 ).

Fifteen years ago, the faculty in our department had the foresight to require each senior to complete an individual research project. The implementation of a research project was quite a progressive idea for 1993, particularly in an undergraduate department housed within a liberal arts university whose mission was almost exclusively teaching focused. At the time, students in our department designed their projects, collected data, and presented their results in a single 15 week semester. The process of completing the research project has endured numerous transformations throughout the years and has morphed into its current state, a year-long faculty mentored research endeavor. The students learn research methodology and develop their research projects in one semester, while data is collected, analyzed, and presented during the second semester. The capstone assignments for the research projects include a journal-style manuscript, a poster presentation, and an oral presentation given to the faculty and staff of the department. Additionally, all students are required to present their research at local or state conferences and many have gone on to present at regional, national, and even international conferences.

Two schools of thought predominate when determining the research topics: a student-generated research topic versus a mentor-generated research topic. The former requires the student to perform a thorough literature review prior to the development of the project to ensure the project is novel. The student must then develop his or her own faculty-mentored methodology in order to appropriately answer the research question. This method provides a well-rounded research experience; however, the projects tend to be less sophisticated when compared to the mentor-generated projects. The more classic, mentor-generated projects often provide students with the opportunity for greater exposure to advanced laboratory techniques. However, as these projects are ongoing the student has less input into research design and methodology. Each method has its unique benefits and limitations, yet both result in excellent research experiences for the students. The decision to choose one method over the other often is dictated by the interests and future goals of the individual student. Those students who are interested in graduate or professional school tend to migrate towards mentor-generated projects in order to gain additional laboratory experience, though students can and often do chose a student-generated projects.

As we look to the future of our undergraduate research program, we continue to pursue opportunities to improve the quality of instruction and mentoring provided to our students with the hope that this will enrich the research experience for our students. We believe the greatest limitation to an established undergraduate research curriculum is monetary support. Many universities have an Undergraduate Research Office that provides small stipends for the students to travel and present research. We have found that our students are willing to present at regional or national conferences, but many do not have the funds for travel, registration, and professional membership dues, and therefore, often choose not to present their research. Thus, if we desire our students to gain the valuable experience of presenting at larger conferences (other than state or local), the financial burden lies with the student and/or the department. However, the precedent has been set within our university and other universities to seek external donations from community members who are committed to the development of future scientists. Such donations could provide the stimulus for increased research activity by making available stipends for students as well as for faculty mentors. The additional financial support would not only increase the quality of the research projects, but could also provide the much-needed support for students to present their data at larger conferences.

As faculty, we believe the research experience is extremely valuable for our students. It provides multiple benefits to students and faculty, as described above. However, those that have mentored research projects know it can be a trying or frustrating experience at times. Therefore, it is particularly gratifying to hear our students speak positively about the research process. One student reported last year, “I am really glad that I had the opportunity to complete a research project. It is an excellent tool for learning how to perform research, but also it has taught me skills I can use to complete any task.” For our purposes, this may be the primary goal of undergraduate research: students learn how to perform research, but they also learn problem-solving skills that translate to arenas beyond the classroom or laboratory.

Undergraduate Research: Importance, Benefits, and Challenges

Affiliation.

1 Samford University, Birmingham, Alabama, USA.
PMID: 27182299
PMCID: PMC4739295

Keywords: Student involvement; exercise science professional development; science-based methodology.

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Office of Undergraduate Research

Why undergraduate research.

Developing mentoring relationships

Mentors play a critically important role in students’ research and creative experiences, challenging students to try new things and offering a window onto the thinking of an experienced researcher or practitioner. A mentor who knows you well can advise you about your undergraduate career and your next steps after graduation; s/he will also be able to write a more detailed letter of recommendation than a professor who knows you only in a classroom context.

> What do students say?

Making a big campus feel smaller.

Participation in research, scholarship, or creative activity can help you find your niche on campus. The close relationships that are developed through sustained work together give a sense of community to research groups, labs, and teams.

Changing your perspective on ignorance and failure

Scholarly inquiry has a way of putting all that you do not know into stark relief, while rarely working quite as expected. As you learn to think like a researcher, you begin to see ignorance and failure not as personal shortcomings but as opportunities to ask questions, reframe problems, and try new approaches.

Cultivating an understanding of research design and methodology

Hands-on experience conducting original research supports students’ understanding of how to design investigations, how to make appropriate methodological choices, and how to implement different techniques and methods.

Developing a range of transferable skills

While some of your learning will be research-specific, undergraduate research also develops transferable skills with broad application, including critical thinking, problem solving, communication, collaboration, and independence.

Exploring career and graduate education options

Undergraduate research and creative activity offer students opportunities to gain hands-on experience in fields of interest to them. This experience often prompts realizations about what kinds of work students enjoy most and what career paths they wish to pursue.

Undergraduate Research as a High-Impact Educational Practice

First Online: 22 December 2020

Cite this chapter

Patrick Blessinger 3 &
Nancy H. Hensel 4

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The demand for higher education of all types has increased substantially around the world. This has motivated higher-education institutions to expand and improve their services by placing greater emphasis on academic quality and student experience in order to increase student retention and graduation rates. A growing number of educational institutions around the world have adopted undergraduate research because it has been shown to be a high-impact educational practice for students. However, there are many ways to utilize undergraduate research depending on several factors such as learning domain, academic discipline, and field of study as well as learning objectives sought. Therefore, there are different models of undergraduate research being used around the world by colleges and universities. As undergraduate research continues to become more international, higher-education institutions are learning from each other about how best to adopt it within their own institution.

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Blessinger, P., Hensel, N.H. (2020). Undergraduate Research as a High-Impact Educational Practice. In: Hensel, N.H., Blessinger, P. (eds) International Perspectives on Undergraduate Research. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-53559-9_1

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UNDERGRADUATE RESEARCH: IMPORTANCE, CHALLENGES AND SUCCESS STORIES

The significance of undergraduate research is recognized worldwide (Bauer & Bennett, 2003; Lopatto, 2004; Russell et al., 2007). Although only selected graduates engage in post-graduate research, getting proper undergraduate research training can help students make informed decisions about their future. Besides, undergraduate research opportunities enhance students' learning gains, support their cognitive and personality development and encourage them to become more self-directed learners. Despite this importance, however, diverse challenges hinder the integration of research in undergraduate education, ranging from low budgets, inadequate facilities, lack of students' interest, low emphasis on research in certain departments and research inactive faculty members. The present paper aims to highlight the importance of undergraduate research to enhance student engagement and create a rich university environment. The first part of the paper presents an overview of key definitions and benefits of undergraduate research. This is followed by a more practical part that surveys a number of success stories around the world, challenges that hinder similar success in other institutions and finally recommendations for effective integration of research in undergraduate education.

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Course-based undergraduate research experiences, or CUREs, are increasingly common because they engage undergraduates in research at schools lacking a research infrastructure or cannot accommodate large undergraduate populations in internship-style research. Course-based undergraduate research experiences are lauded for their scientific and instructional authenticity as they present cognitive demands that learners would encounter in the real world and engage students in scientific practices that encourage them to view themselves as scientists and position themselves as contributors to the scientific body of knowledge. In addition, CUREs may influence students’ academic and career paths more than internship-style research experiences, which typically serve to confirm students’ prior academic or career choices. Here, efforts to integrate science research experiences into undergraduate courses are reviewed. Theory informing the design and implementation of CUREs is described, CURE models, mechanisms, and impacts are summarized, and an evaluation of research on CUREs is offered, including the quality of the measures and shortcomings or gaps. Results are described from our own qualitative, interpretive study of how CUREs can be tools for undergraduate self-authorship, specifically: (1) ways in which undergraduates’ views about the source of scientific knowledge change as they participate in course-based research, (2) ways in which undergraduates’ scientific identities change as they participate in course-based research, and (3) ways in which undergraduates’ views about their relationship with science change as they participate in course-based research. The profiles of six undergraduates who represent the range of developmental transformation toward self-authorship are described. The chapter concludes with recommendations for further study and practice of CUREs.

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Undergraduate Research: Importance, Benefits, and Challenges

John K. Petrella , Samford University Follow Alan Jung , Samford University Follow

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Petrella, John K. and Jung, Alan (2008) "Undergraduate Research: Importance, Benefits, and Challenges," International Journal of Exercise Science : Vol. 1 : Iss. 3. Available at: https://digitalcommons.wku.edu/ijes/vol1/iss3/1

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Undergraduate Research: Importance, Benefits, and Challenges.

Author information, affiliations.

Petrella JK 1

International Journal of Exercise Science , 15 Jul 2008 , 1(3): 91-95 PMID: 27182299 PMCID: PMC4739295

Abstract

Free full text .

Undergraduate Research: Importance, Benefits, and Challenges

Understanding the research process

Understanding how scientists work on problems

Learning lab techniques

Developing skills in the interpretation of results

The ability to analyze data

The ability to integrate theory and practice

However, participation in an undergraduate research experience also benefited students in areas that can reach beyond academia ( 3 ).

Having tolerance for obstacles

Learning to work independently

Understanding how knowledge is constructed

Self confidence

Understanding that assertions require supporting evidence

Clarification of a career path

The scientific community also recognizes the importance of undergraduate research. Several national agencies have directly identified undergraduate research for funding initiatives. Funding for undergraduate research has been specifically identified by National Science Foundation which recently allocated $33 million for the Research Experiences for Undergraduates Program (REU) ( 6 ). This competitive mechanism typically funds an undergraduate student for a 10 week mentored project with a 3 , 000 – 4 , 000 s t i p e n d . T h e N a t i o n a l I n s t i t u t e o f H e a l t h h a s a l s o a n n o u n c e d t h e R 15 m e c h a n i s m o r A R E A g r a n t w h i c h c a n p r o v i d e a n i n s t i t u t i o n w i t h u p t o 150,000 over 1 to 3 years for faculty mentored research at traditionally teaching institutions ( 5 ). An additional national funding opportunity for undergraduate students is the Howard Hughes Undergraduate Research Fellows Program providing a $2,600 stipend and possible tuition waiver ( 2 ).

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Ten simple rules to make the most out of your undergraduate research career

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Citation: Yu M, Kuo Y-M (2017) Ten simple rules to make the most out of your undergraduate research career. PLoS Comput Biol 13(5): e1005484. https://doi.org/10.1371/journal.pcbi.1005484

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Funding: The authors received no specific funding for this work.

Competing interests: The authors have read the journal's policy and have the following conflicts: MY is a blogger at the PLOS Early Career Researcher (ECR) Community blog. No other competing interests exist.

In 2008, the Council on Undergraduate Research (CUR), a national organization founded in 1978 that promotes research opportunities for faculty members and undergraduates, featured 2,800 presenters in their annual undergraduate conference. Today, it has developed to include numerous disciplines ranging from biochemistry to theater and drama, and nearly 10,000 members and over 900 universities have participated in its endeavor to promote undergraduate research [ 1 ]. These statistics not only highlight the prevalence of undergraduates participating in research but also demonstrate the importance of research in undergraduate education.

Many undergraduates have reported numerous benefits from participating in research. In a study involving about 4,500 undergraduates that participated in undergraduate research opportunities sponsored by the National Science Foundation, respondents reported an increased level of understanding, resilience, and confidence in performing research and motivation to apply for graduate school programs [ 2 ]. In another analysis of 76 student interviews from four liberal arts colleges, undergraduates believed they have gained more laboratory (lab) techniques and have developed an attitude to “thinking and working like a scientist” [ 3 ]. These lab techniques and research attitudes are essential, as they help undergraduates develop better research habits and the solid foundation of knowledge and experience needed for their future research careers. For instance, knowing how to manage large datasets effectively, such as large patient genetic datasets and electronic health records, and designing proper algorithms and computational models to analyze data are essential skills for undergraduates interested in computational biology. In addition, unlike classroom learning, undergraduate research provides hands-on experience that allows undergraduates to gain a deeper understanding of the scientific process and to develop better research habits.

Despite the multiple benefits that research offers, undergraduates sometimes struggle and feel overwhelmed with the research process. Some undergraduates may not be familiar with the dynamics of the lab and may be afraid to interact with their lab colleagues and mentors. Other undergraduates may not completely understand the purpose of their work and feel overwhelmed by not knowing the results of their experiments before performing them. These consequences could, in turn, have detrimental effects on the relationship between undergraduates and their lab colleagues and decrease the motivation for undergraduates to pursue research in the future [ 4 – 5 ]. In light of these concerns, we propose ten simple rules constructed from our experiences as a college senior and a professor who has worked with undergraduate researchers that would help undergraduates enjoy and intellectually enrich their research experiences. Although this article may have components that are covered elsewhere [ 6 – 10 ], it extends and refines some advice from earlier articles so that they are more suitable for undergraduates.

Rule 1: Start early

As an undergraduate, you may not know what type of research project you would like to pursue or whether it fits into your future research career. Therefore, it is essential to start early to explore and develop your research interests and goals. Your goal could be to gain more research experience before attending graduate school or to determine whether you prefer working in the industry to working in academia. Or, you might be new to research and hope to determine whether you would incorporate it into your future career or not. Whatever your reason is, be sure to start early to give yourself ample time to reflect on your goals and interests.

Finding the right research lab could take more than emailing several professors or research managers; it might require meeting a member of a lab at a conference or taking a tour of the lab to determine if it is the right fit. You might even consider joining professional research societies or research networks at your university to explore which areas are actively shaping the field and network with other researchers. For instance, the International Society for Computational Biology (ISCB) hosts numerous conferences and forums for computational biologists and students to network and promote their scientific research. It also has a career center for students and researchers to find jobs and be recognized for their talents [ 11 ]. Additionally, if you expect to publish during your undergraduate research career, you might want to start early to ask other professors and students within your department or look up the publication patterns of the potential mentor’s research group on the lab website.

As you become a new member of a lab, you might need some time to acclimate to the new lab environment and determine your commitment to doing research. You may find that life catches you off guard as you start to juggle between classes, jobs, and extracurricular activities, thus causing you to not find enough time to do research. Starting early, such as during your freshman or sophomore year, would provide you with ample time to explore your research goals and interests and participate in meaningful research activities.

Rule 2: Know your foundational knowledge and skills

When you begin searching for undergraduate research positions, it is helpful to have already taken the recommended courses related to your research experience. Many professors would evaluate your knowledge and competence in a particular field to predict your success in the lab. Having the background knowledge in the research area of your chosen lab will help you understand the science behind the studies and experiments that are performed and will serve as useful foundational knowledge should you decide to pursue an independent research project in the future. For instance, while a computational biology lab might have a variety of lab members each with a different set of skills, such as a statistician, bioinformatician, or a software developer, it is helpful to have taken courses in computer science, programming, statistics, and biology before joining the lab. If your lab participates in a lot of programming activities, you might also consider brushing up on your coding and programming skills and taking a variety of Massive Open Online Courses (MOOCs) in computer science and programming [ 12 – 13 ]. Another way to gain more foundational knowledge is to read as much as you can about the topics pertaining to your chosen research lab from peer-reviewed journal articles, especially the papers that your chosen lab has published, or from popular science magazines. Table 1 lists some useful online resources for undergraduates to gain additional background preparation for their research experiences.

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While it is important to have the foundational knowledge before entering a lab, you should also remember to provide yourself enough time to do research (Rule 1). The process of finding the right time to do research can be complicated and may require you to seek additional help. For instance, you might consider discussing undergraduate research with potential mentors or advisers within your department. You might even visit the career center or take some research methodology or independent study courses at your university to determine if you are prepared. While starting research in your junior or senior year reduces the likelihood of publishing, you might have more foundational knowledge from your classes and have a more individualized approach to achieve your research goals and interests. Whatever it is you choose to do, make sure that you exploit the resources around you and give yourself enough time to decide when is the right time to do research.

Rule 3: Let passion guide your research interests and goals

Like with many things in life, your interests and passions should help guide you to which research projects and fields you would like to pursue. Being interested in and passionate about the subject matter helps alleviate some of the mental and physical burden you may feel when spending countless hours in the lab. Before accepting an undergraduate research opportunity, you should ask yourself the following questions:

Is this research opportunity related to my academic interests?
What kind of research experience am I looking for, and what do I hope to gain from the experience?
How much time am I willing to commit, and what skills do I have that would contribute to this experience?
Do the professors whom I work for have similar academic interests as I do?

While many universities host many conferences and discussion forums in which professors, graduate students, and undergraduate researchers present their work, these events are also an opportunity for aspiring undergraduate researchers to meet with presenters and explore their academic interests. Take advantage of them! Exploring the websites of different research labs and other forms of apprenticeship should not be overlooked, as they are opportunities to gauge your interest in those fields and whether the research lab you are interested in is a good fit for you or not.

Moreover, being enthusiastic about the subject matter helps improve the chemistry you have with your lab director or with your research colleagues (Rules 4 and 6). While your colleagues and mentors are always willing to help you, it would make a better impression and would facilitate more dynamic discussions if you care about the topic. Your mentors and lab colleagues are also more motivated to help you with your project.

Rule 4: Build positive relationships with your lab colleagues

As you become a new member of a research team, it is critical to be familiar with the dynamics of the lab and build good relationships with your research colleagues. Every lab has its own unique qualities. Some labs, such as basic science labs, may have a large team of senior researchers or graduate students performing experiments to investigate certain phenomena and developing assays on biofluid samples. Other labs, such as social science labs, may have a large team of graduate or undergraduate research assistants enrolling human participants to investigate a certain phenomenon. You might even have a research lab that involves a lot of collaborative research partnerships, sometimes international, with other labs. This is particularly true for labs that are largely interdisciplinary in nature or require highly technical equipment and expertise, such as a computational biology lab or a particle physics lab. There are also some labs that involve a small team of professors analyzing historical data, such as those in the humanities. Regardless of what type of research lab you are in, try to analyze the dynamics among the lab members, as this would help you acclimate to the new environment. You should also learn the expectations of your lab colleagues, as it would help you establish good research habits. Should you decide to have your own lab in the future, understanding lab dynamics and building good relationships with your research colleagues would help you understand your future undergraduate trainees and become a better mentor. Additionally, you should always treat your lab colleagues with respect as this would improve your relationship with them. They could serve as future collaborators, connections, or resources, as they may have more experience in certain research areas than you. Having occasional discussions or chats with them is another way to build better relationships with your lab colleagues.

Rule 5: Keep an open mind and do not be afraid to ask questions

As an undergraduate, you may not be expected to know how to develop a research question that leads to a significant discovery and is feasible to answer within a limited amount of time. Or, you might be working in a large lab with so many open research questions and projects that you may not have the autonomy to develop your own research project. It is thus important to keep an open mind. Try to learn techniques and obtain new knowledge by having conversations with your senior colleagues. You should also allow your research mentor to guide you and give you advice, such as networking opportunities at professional research societies (Rule 1). Remember that learning how to do scientific research takes some time and effort (Rule 7), and your mentor is there to help you formulate your research project and guide you toward answering that question. Even after you have demonstrated competence in the lab, you should still keep an open mind, as there may be moments where you are inspired with a novel idea that may be relevant to your work. For instance, you might read an interesting news article about a study relevant to your research and wish to incorporate it into your project (Rule 10). Or, you might receive some useful advice from a conversation with a lab colleague and hope to include it into your work (Rule 4).

In addition to keeping an open mind, you should not be afraid to ask your senior colleagues any question regarding your research project or a particular research field. Asking questions is a great way to make an impression and foster open communication with your lab colleagues. It also allows you to learn more about a certain project you might not understand or any networking or presenting opportunity (Rule 9) that may be helpful for your future research career.

Rule 6: Foster open communication with your research mentor and maintain a work/life balance

Research requires a significant amount of your time and energy and may take a mental and physical toll on your health, particularly if you are doing research during the school year. It is thus important to foster open communication with your research mentor. Remember that your mentor is providing you with the time and resources you need to succeed in the lab, so it is essential that you remain honest about your availability and work. Be sure to let your mentor know about your availability and goals working in the lab during the semester. Research should also be equally balanced with other extracurricular activities that you enjoy, as they would help you maintain a good work/life balance and could be helpful for your future career.

Fostering open communication with your mentor also demonstrates your initiative and progress to your mentor. As your research mentors may be busy with teaching and other scholarship endeavors, it is helpful to set up weekly meetings with them to demonstrate your progress and obtain constructive feedback for your work. You will build a stronger connection with your mentor and your mentor will be more likely to help you by writing you a strong letter of recommendation or helping you coauthor a peer-reviewed paper. If you encounter any moment in which the data you have collected do not meet your expectations, you should still discuss your progress with your mentor at least once per week, because you may fall into a vicious cycle in which you work hard to try to produce positive results in vain. During these instances, your mentor may slightly alter your research project so that you would not fall into that trap and lose motivation in doing research.

Rule 7: Learn research by doing it

An important part of learning the scientific research process is to actually perform the research. Without setting up the experiment and testing your hypothesis properly, you will never know the truth about your research question [ 14 ]. As you perform the experiment, you might find an interesting discovery or gain more experience in doing a particular technique. Doing research also helps you develop better research skills and learn how to deal with setbacks. Regardless of what happens after you perform the experiment, try not to grow too attached to your data and do not put much stress on yourself if your study fails to produce significant results. Instead, you should remain confident and learn from your hardships. Be sure to also have open discussions about your results with other scientists or your lab group. While contributing to a peer-reviewed publication is definitely an impressive accomplishment that many undergraduates aspire to achieve, try not to give yourself too much pressure should your research contributions not turn out the way you expected or do not meet the standards required for a peer-reviewed publication.

Another helpful way to learn the scientific research process is to gain different or more diverse research experiences, especially when your interests change or if things do not turn out the way you have expected. These could be in the form of working on a different project in the same lab or transitioning to another lab to develop a different set of skills. For instance, if your goal is to become an experimental biologist to test for particular types of bioactivity of a drug or biomarker at the cellular or molecular level but your research experience thus far has only focused on data mining in large, biological databases, you might consider moving to a lab that focuses on developing high throughput assays that test these biomarkers and drugs. Whatever your choice is, be sure to let your mentor know of your decision and do the necessary background preparation you need to succeed in the next step of your undergraduate research career (Rule 2). You should also thank your former mentor and lab colleagues, as they have invested some time, effort, and resources in you.

Rule 8: Be organized

Good organizational skills facilitate effective research and help you maintain a healthy lifestyle. Having an organized lab notebook or a folder with essential background research papers is critical for analyzing data or generating new ideas or proposals for your research project. Most importantly, being organized will help you tremendously when you present your results in a symposium or peer-reviewed publication, as it allows you to complete work in a timely manner. Good organizational skills also help you avoid being overwhelmed and overscheduling yourself with additional activities and other scholarly pursuits.

Rule 9: Find opportunities to present your work

As an aspiring scientist, you should try to find opportunities to present your work. This could range from having an elevator pitch with a committee member to presenting your work at a conference or in a peer-reviewed paper. These opportunities would not only improve your communication and interpersonal skills and publicize your accomplishments but would also allow you to network with other scientists. Many universities host symposiums during the school semester, and some conferences allow undergraduates to submit an abstract for peer-review. In addition, many summer research programs and postbaccalaureate research programs host poster sessions or other conferences at the end of the research session for students to present their work.

Rule 10: Keep up with the scientific literature

As an undergraduate researcher, it is helpful to keep up with the scientific literature, as it could provide some inspiration for your research project. For example, your research project might involve the role of a certain gene in the development of a disease and you might come across a scientific paper that cited a publicly available genetic database that could be helpful for your project. You might also have recently encountered an issue with your project for which another research group has just found a potential solution. These news items do not have to be peer-reviewed articles; they could include news from a variety of popular scientific news websites or magazines ( Table 1 ). Keeping up with the scientific literature also helps you gain some additional background knowledge and skills you may need to use in your research project (Rule 2).

Undergraduate research is an essential part of undergraduate education, as it offers many opportunities, ranging from developing the attitude to work as a researcher to networking and collaborating with other scientists. It is also fun and intellectually rewarding, as it allows you to uncover the truth about a phenomenon or develop better methods to investigate how the world works. These benefits are often not otherwise available in undergraduate education. Therefore, undergraduate research should be included in one’s undergraduate career if one is interested in pursuing research in the future. We hope that the advice and tips presented in this article will inspire and encourage other undergraduate researchers to enjoy and make the most out of their undergraduate research careers.

1. Council on Undergraduate Research. Washington, D.C. 2017. http://www.cur.org .
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Undergraduate Research Experiences for STEM Students: Successes, Challenges, and Opportunities (2017)

Chapter: 6 faculty impact and needs, 6 faculty impact and needs.

An important aspect of the undergraduate research experience (URE) is the participation of faculty, as they are responsible for most UREs (with the exception of apprenticeships in industry or other off-campus UREs). The faculty member will typically set the goals of the experience, design the overall experimental approach, gather relevant materials to introduce students to the questions to be addressed, organize the workflow, and serve as mentor. Although the hands-on training of students may be done by the faculty member, it may also be carried out under supervision of staff members, postdoctoral fellows, graduate students, other undergraduates in the URE, or combinations of these. The type of support the faculty member receives—financial, administrative, and access to facilities—can vary dramatically, depending on the type of URE (see Chapter 2 for an overview of program types), on the type of institution (community college versus four-year college versus research university), and the traditions and resources of the particular institution.

This chapter examines the impact of UREs on faculty beyond their role as mentor (see Chapter 5 for a discussion of mentoring). It situates UREs within the faculty context by describing the teaching-research nexus (TRN), which highlights the tension between teaching responsibilities and research productivity. The chapter then provides a more nuanced discussion of the impacts of UREs on faculty with respect to tenure and promotion, productivity, and motivation. Building upon these impacts, the final section addresses the support systems and needs of faculty to ensure their involvement and success in UREs.

TEACHING-RESEARCH NEXUS

One of the primary complicating factors associated with understanding the impact on faculty of participation in UREs is the tension in the relationship between teaching activities and research activities. Although there is not consensus on the precise definition of the TRN ( Jenkins, 2004 ; Wareham and Trowler, 2007 ), this concept attempts to describe the multiple links between teaching and research that can benefit student learning and outcomes. 1 The typical conceptualization is to consider the relationship between teaching and research within an institution and the alignment between institutional priorities, mission, and expectation of faculty work. But a broader view of how to enhance teaching and learning could examine the relationship at multiple levels—institution, faculty, and student—to better understand how these factors interact and then how UREs might fit into this framework. The breakdown of the different factors includes:

How the institution views the relationship between teaching and research (level of integration into the curriculum): for example, emphasizing the results from research versus emphasizing research processes and problems;
The role of the student in the teaching-research relationship: students are treated as the audience versus students are treated as participants; and
The role of the faculty member in the teaching-research relationship: teaching is teacher-focused versus teaching is student-focused.

A considerable amount of the extant TRN research literature has focused on how research enhances teaching ( Prince et al., 2007 ). In practice, the faculty are impacted by curricular demands (i.e., whether the focus is purely on content versus emphasizing the research process) and the role of the student (i.e., whether students are treated as audience or participants). The campus climate impacts the relationship between teaching and research, which in turn shapes the choices faculty make in planning and implementing UREs. The TRN literature has primarily focused on two types of programs: “research-based” and “research-led,” although Healy (2005) has identified a few other approaches and the URE literature suggests a continuum rather than a strict dichotomy ( Auchincloss et al., 2014 ). In a research-based program, the curriculum emphasizes students as participants, as well as placing emphasis on the research process and problems. Research-based programs would likely be considered a URE. Alternatively, in a research-led program, the curriculum is structured around

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1 See http://trnexus.edu.au [November 2016].

teaching subject content and students are treated as the audience. So there is more emphasis on content rather than the experience of research. For example, a research-led program is similar to a “cookbook” course that relies heavily on examples from the research literature and prespecified research methods to facilitate learning the content. With a focus on subject content, the research-led design is most closely associated with a traditional “information transmission” academic model. This type of teaching model is often seen as being in direct conflict with research productivity as it takes time away from engaging in research; however, some view the research-based model as a way for students to learn while contributing to the faculty member’s research productivity ( Brew, 2013 ; Kim et al., 2003 ; Layzell, 1996 ; Presley and Engelbride, 1998 ; Verburgh et al., 2007 ). Another potential issue with a “research-based” class is the role of the faculty member as a mentor guiding the student’s learning, engagement in the field, and identity as a science, technology, engineering, and mathematics (STEM) researcher. This mentoring function may conflict with the goal of having the student help maximize the faculty member’s research productivity. In a “research-led” class the faculty member’s research is not involved and this potential conflict is avoided.

In addition to curricular demands and faculty motivations, the variability across institutions and departments with respect to the TRN is also important ( Elsen et al., 2009 ; Marsh and Hattie, 2002 ). To illustrate how the TRN might differ depending upon the type of university, consider the role of the faculty member at a typical community college and the role of a faculty member at a research-intensive university. The role that these two faculty members play may be very different with respect to their institution’s demands on teaching and research productivity, which influences their views on participating in UREs. At most community colleges, in addition to lack of resources (i.e., facilities and capital), heavy teaching expectations have been identified as a significant barrier for faculty interested in providing UREs ( Hewlett, 2009 ; Langley, 2015 ; Perez, 2003 ), and research productivity (as it is traditionally defined) is not a significant priority. However, as the Community College Undergraduate Research Initiative highlights, there are many community colleges that are increasingly incorporating undergraduate research into the standard curriculum. 2

A very different scenario may exist for the early career scientist at a research-intensive university, where actual and perceived conflicts between teaching responsibilities and research productivity can lead to some unique tensions associated with the URE ( Brownell and Tanner, 2012 ; Dolan and Johnson, 2010 ; Laursen et al., 2012 ). Where tensions are high, faculty may look toward engaging in courses that are more “research-based,” as they

2 For additional information on this initiative, see http://www.ccuri.org [November 2016].

may offer a better opportunity for contributions to the faculty member’s research program, compared to spending time teaching “research led” courses on potentially unrelated topics. When faculty identify themselves not as either a teacher or a researcher but as both and institutions adopt strategies that encourage a balance between teaching and research, opportunities exist that have the potential to benefit not only the student, but also the faculty member and the institution ( Zubrick et al., 2001 ).

IMPACTS ON FACULTY

Faculty impacts must be considered within the context of the academic environment, including the type of institution, the faculty appointment and rank, the departmental culture, and the STEM discipline. There is currently a relative paucity of data with respect to the impact of UREs on faculty beyond the role as mentor. Research to improve understanding of how UREs affect faculty is needed because of the potential for unintended impacts to jeopardize the success of efforts to develop and sustain UREs (see Chapters 7 and 9 for a discussion of recommendations for research). Where studies have examined faculty perspectives, the impacts under study are often faculty perceptions of student outcomes and not necessarily direct effects on the individual faculty mentor ( Cox and Andriot, 2009 ; Hunter et al., 2006 ; Kardash, 2000 ; Zydney et al., 2002 ) or the effects that faculty research in general has on teaching, undergraduate education, and institutional metrics ( Grunig, 1997 ; Prince et al., 2007 ).

The limited research literature on faculty has primarily considered the effects of UREs on promotion and tenure, productivity, and motivation. Moreover, from our review of the literature, the committee was unclear as to how much faculty use the existing literature in designing and implementing UREs. This stems from the committee members’ experiences of a disconnect between the accessibility of the research literature and how that translates to practice. Despite the lack of data across the multitude of UREs, one area that has garnered attention and is gaining some traction is understanding the challenges and benefits for faculty associated with teaching course-based undergraduate research experiences (CUREs) ( Brownell and Kloser, 2015 ; Dolan, 2016 ; Shortlidge et al., 2016 ). Thus, a portion of the research described throughout the following sections emphasizes CUREs.

Promotion and Tenure

One area of considerable interest is the impact of URE engagement on the promotion and tenure process. For large research universities, this has been a topic of considerable discussion since the release of the Boyer Commission Report, which called upon large research universities to take a criti-

cal look at how they educate undergraduate students ( Boyer Commission on Education of Undergraduates in the Research University, 1998 ). The report specifically identified “research-based learning” as an approach that these universities should consider as an education standard. Institutional efforts to address this report faced the challenge of a promotion and tenure process that focuses heavily on faculty research productivity. Whereas the Boyer Commission Report encourages the integration of faculty research and undergraduate education, subsequent studies suggest that considerable challenges still exist with respect to providing incentives for faculty, including critically needed reforms of the typical tenure and promotion process ( Anderson et al., 2011 ; Brownell and Tanner, 2012 ; Elgren and Hensel, 2006 ; Evans, 2010 ; Gibbs and Coffey, 2004 ; Hernandez-Jarvis et al., 2011 ; Laursen et al., 2012 ; Schultheis et al., 2011 ; Weiss et al., 2004 ).

Very little work has been done on the effect of undergraduate research on the tenure and promotion process ( Evans, 2010 ; Hernandez-Jarvis et al., 2011 ). One possible reason for this is that a relatively small number of research institutions have made the move toward making engagement in undergraduate research a significant component of tenure and promotion decisions ( Chapdelaine, 2012 ; Schultheis et al., 2011 ). There are some notable exceptions that exist at primarily undergraduate institutions, as well as some larger research universities. For example, on October 9, 2015, the Purdue University Board of Trustees adopted a modification to the tenure and promotion process to include components that are very specific to faculty engagement in student mentoring and undergraduate research. 3

Although involving undergraduate students in faculty research is often mentioned in tenure and promotion policies and procedures ( Chapdelaine, 2012 ), very few research institutions consider mentoring undergraduate researchers as a critical component of the process. Providing a URE for students either in the summer or during the academic year is often an unpaid “voluntary” activity. This treatment has led faculty to perceive their involvement in UREs as undervalued or even unrecognized ( Cooley et al., 2008 ; Hu et al., 2008 ; Laursen et al., 2012 ). And it may be a source of tensions associated with working with undergraduate researchers ( Dolan and Johnson, 2010 ; Laursen et al., 2012 ). Indeed, the lack of focus at the institutional level on URE engagement as a component of tenure and promotion may suggest that engagement in UREs leads to a negative impact on the faculty involved in them ( Buddie and Collins, 2011 ; Mervis, 2001 ). However, the structure of the URE may influence faculty perceptions on

3 For additional information, see the press announcement at http://www.purdue.edu/newsroom/releases/2015/Q4/trustees-change-purdue-polytechnic-department-name-to-reflect-enhancements.html and more specific information about policies at http://www.purdue.edu/policies/academic-research-affairs/ib2.html [November 2016].

tenure and promotion. For example, in an analysis of CUREs, Shortlidge and colleagues (2016) found that 68 percent of the faculty respondents indicated that the CURE had a positive impact on tenure and promotion decisions at their institution (see below).

Productivity

Another area of focus with respect to faculty impact is the effect that the URE has on faculty research productivity. However, the impact on faculty productivity may vary according to the structure of the research experience itself. When working with undergraduates on research is considered an educational activity distinct from the faculty member’s research program, the actual and perceived impact on research productivity may be negative ( Dolan and Johnson, 2010 ; Engelbride and Presley, 1998 ; Harvey and Thompson, 2009 ; Layzell, 1996 ; Laursen et al., 2012 ; Prince et al., 2007 ).

In light of this potential for conflict, undergraduate research programs structured to integrate teaching and research may offer unique opportunities for faculty research programs to benefit from the effort ( Brownell and Kloser 2015 ; Kloser et al., 2011 ; Lopatto et al., 2014 ; Shortlidge et al., 2016 ; Wayment and Dickson, 2008 ). CUREs are an example of this type of experience. In a study by Shortlidge and colleagues (2016) , faculty members who had developed a CURE were invited to be interviewed to share their experiences. Thirty-one faculty members were interviewed, and several themes were identified. Results revealed that 61 percent of the faculty respondents reported that the CURE provided opportunities to publish not only the results obtained with the students, but also results obtained in educational research. Another 61 percent reported that the data collected by the students in the CURE offered direct benefits to the faculty research program. The benefits may be extended when the CURE is part of a national network because the data feeding into the faculty member’s research program are collected across multiple sites ( Dolan, 2016 ; Lopatto et al., 2014 ). Moreover, 42 percent of the faculty respondents reported that student research projects opened up new directions in the faculty research program that would otherwise have gone unexplored ( Shortlidge et al., 2016 ).

One of the key features of CUREs that are part of a national network is that they often provide support in the form of professional development, online resources, and peer mentors, all of which contribute to supporting the course and the faculty member. Research has shown that the lack of faculty time to develop the research project, training materials, etc., is the most significant barrier when it comes to engaging undergraduates in a research experience ( Benvenuto, 2002 ; Brownell and Tanner, 2012 ; Desai et al., 2008 ; Dolan, 2016 ; Dolan and Johnson, 2010 ; Eagan et al., 2011 ; Laursen et al., 2012 ; Lopatto et al., 2014 ; Wood, 2003 ; Zydney et al., 2002 ).

A potential added benefit relates directly to the connection between teaching and research—the two primary competitors for faculty time. With an understanding that these two aspects of a faculty member’s professional identity are often perceived to be in direct conflict ( Kim et al., 2003 ; Layzell, 1996 ; Presley and Engelbride, 1998 ; Verburgh et al., 2007 ), the CURE has the potential to strengthen the TRN and relieve the tensions associated with these conflicting interests.

As with other high-impact practices and educational reform efforts, the URE can be seen as a novel pedagogical approach that requires a significant investment of time to be effective. Studies focused on faculty change have shown that the time required for investing in change, the incentives to do so, and a lack of focused training are the three most cited barriers ( American Association for the Advancement of Science, 2011 ; Henderson et al., 2010 , 2011 ). Institutions interested in reforming their STEM educational practices to add or strengthen UREs must consider the many factors that motivate faculty. Research has shown that faculty interest in pedagogical change may not be well aligned with the incentive and reward structure for spurring change ( Anderson et al., 2011 ; Brownell and Tanner, 2012 ; Gibbs and Coffey, 2004 ; Hativa, 1995 ; Weiss et al., 2004 ). Blackburn and Lawrence (1995) concluded that motivation toward pedagogical change involves an interaction of faculty interests, their expectations of success, and the rewards associated with the change. Whereas there are likely to be a large number of external factors that influence the interactions of these variables, the faculty member’s prior education experience, preparation and training, STEM discipline, stage of career, and type of faculty appointment are all critical elements that influence a faculty member’s decision to adopt a specific pedagogical reform ( Austin, 2011 ).

In gaining a better understanding of faculty motivations, an important point is that faculty members often volunteer to be undergraduate research mentors ( Linn et al., 2015 ). Faculty interest in volunteering includes achieving satisfaction, attracting good students, developing a professional network, and extending one’s contributions ( National Academy of Sciences, National Academy of Engineering, and Institute of Medicine, 1997 ). When an external reward structure is lacking, faculty may see investing their own limited resources as a potentially risky venture and therefore will turn their focus toward strong or “high-reward” students. Bangera and Brownell (2014) discussed what they call the “rising star hypothesis,” which posits that faculty members tend to prefer students who are predicted to do well and become stars. This preference is attributed to the limited incentive for faculty members to take risks by selecting more shy or modest students.

The creation of institutional awards has also been discussed as incentive or motivation for faculty members to become mentors ( National Academy of Sciences, National Academy of Engineering, and Institute of Medicine, 1997 ).

Unfortunately, there are relatively few studies that focus specifically on what motivates faculty members to include undergraduates in their research programs. Not surprisingly, faculty who work primarily with undergraduates as part of teaching undergraduate coursework are more likely to include undergraduates in their research than faculty who work primarily with graduate students and teach graduate-level courses ( Einarson and Clarkberg, 2004 ).

Eagan and colleagues (2011) discussed faculty motivations to include undergraduates in research through the lens of social exchange theory. Although social exchange theory is most often associated with understanding the underlying psychological components of romantic relationships, the basic premise can be applied to understanding the mentor-mentee relationship. In social exchange theory, the participants in the relationship weigh the costs and benefits of the relationship as they exchange something of value ( Emerson, 1981 ). In the case of the URE, the student receives the knowledge and skills offered by the mentor, while the faculty member receives a student contribution to the research program and the satisfaction and social benefits associated with working with student researchers. Eagan and colleagues (2011) found a higher probability of engaging undergraduates in a research program if faculty stated that they were motivated by a desire to improve student learning outcomes, had higher levels of interactions with undergraduates, were well-funded, and were valued by their colleagues. In addition, the study revealed that the type of institution was a statistically significant factor in determining the probability of a faculty member working with undergraduate researchers. Faculty who worked at liberal arts colleges, historically black colleges and universities, or at more selective institutions were much more likely to be engaging undergraduates in research when compared to their peers at other institution types.

It appears that opportunities for UREs may be smaller at institutions where research and teaching are perceived to compete for faculty time (a weak TRN). Future studies may help clarify whether there are multiple factors affecting this decreased opportunity. If a lack of an incentive and reward structure is considered a primary barrier to faculty engaging with undergraduates in their research programs, then it is critical to have a clear understanding of faculty motivations as they exist within multiple contexts. For example, historically black colleges and universities are known to have student-centered missions and may offer students an academic environment that is more supportive and collaborative than other institution types ( Allen, 1992 ; Hurtado, 2003 ; Hurtado et al., 2009 ; Nelson Laird et al.,

2007 ). The unique character of this type of institution may help explain why faculty are more likely to include undergraduates in their research program when compared to their peers at institutions serving primarily white and Hispanic student populations.

FACULTY NEEDS

Most studies of faculty needs have taken a deficit-model approach through an analysis of barriers and disincentives that exist with respect to faculty involvement in undergraduate research. In summary, the four areas of focus have been faculty time, faculty incentives, funding, and faculty training and development.

By far, the biggest barrier, and therefore the greatest need for faculty in mentoring undergraduate researchers is time ( Benvenuto, 2002 ; Brown, 2001 ; Brownell and Tanner, 2012 ; Chapman, 2003 ; Coker and Davies, 2006 ; Cooley et al., 2008 ; Desai et al., 2008 ; Dolan and Johnson, 2010 ; Eagan et al., 2011 ; Einarson and Clarkberg, 2004 ; Hewlett, 2009 ; Hu et al., 2008 ; Jones and Davis, 2014 ; Karukstis, 2004 ; Langley, 2015 ; Laursen et al., 2012 ; Mateja and Otto, 2007 ; McKinney et al., 1998 ; Merkel, 2001 ; Perez, 2003 ; Spell et al., 2014 ; Wood, 2003 ; Zydney et al., 2002 ). Research has shown that uncommitted faculty time has become increasingly scarce, and finding time to focus on anything other than their core responsibilities has become increasingly more difficult ( Eagan et al., 2011 ). Issues with faculty time allocation have come about as the result of an ever-expanding workload, which studies suggest has been increasing across all institutions ( Milem et al., 2000 ; Schuster and Finkelstein, 2006 ; Townsend and Rosser, 2007 ).

Successful undergraduate research programs have incorporated models and solutions that address this critical need. Although often the solution is to incorporate release time or reassigned time, that solution has been found to be unsustainable at many institutions, including community colleges ( Hewlett, 2009 ). Whereas there are some well-known time allocation strategies for faculty who are engaged in mentoring undergraduate researchers ( Coker and Davies, 2006 ; Karukstis, 2004 ), what faculty often need are strategies that include the “blending” of their professional roles to allow for multitasking. Institutions can support faculty by supporting academic structures where teaching and research are integrated and where faculty involvement with undergraduates is seen as a service to the institutional mission ( Downs and Young, 2012 ).

One strategy that institutions adopt to address issues of faculty time is to embed the research experience in the curriculum through the use of independent studies, credit-bearing summer research programs, academic year seminars, and CUREs ( Free et al., 2015 ). Successful models for integrating

the research experience into the curriculum exist ( Gates et al., 1999 ; Hakim, 2000 ; Kierniesky, 2005 ; Kortz and van der Hoeven Kraft, 2016 ; Lopatto et al., 2014 ; Merkel, 2001 ; Pukkila et al., 2007 ; Reinen et al., 2007 ; Rueckert, 2007 ; Russell et al., 2009 ; Temple et al., 2010 ; Weaver et al., 2006 ). In the case of the community college, where faculty are burdened with very high teaching loads, the embedded model most likely offers the most effective solution to issues with faculty time ( Hewlett, 2009 ; Langley, 2015 ; Perez, 2003 ). As previously mentioned, the time saving benefits may be extended when the research experience is part of a national network of CUREs, which generally feature shared curriculum, reducing preparation time.

Embedding student research may involve significant pedagogical change to an existing course or development of a novel course. Successful models for integrating the experience often require faculty training and development, which may come at an additional cost with respect to faculty time allocation ( Brownell and Tanner, 2012 ). CURE networks have the potential to provide much needed support in the form of training, “plug and play” curriculum and course materials, and mentoring from experienced peers. All of these features have the potential to significantly reduce the amount of upfront time required by faculty who are engaging undergraduates in their own CUREs ( Lopatto et al., 2014 ).

Faculty members play a key role in UREs, from setting the disciplinary goals to designing the initial workflow. The literature on the impact on faculty from participating in UREs is limited; however, there is evidence showing faculty benefits in rewards such as satisfaction, enjoyment, and a sense of fulfilling an obligation to their students. For example, faculty might integrate their research into their teaching responsibilities through the use of CUREs.

Research suggests that the current reward structures for allocating time and training to provide opportunities for undergraduate research may not be supportive of faculty needs. Colleges and universities need to be mindful of the impact of a URE program on their faculty and need to consider how they can and should support such a program. UREs address a variety of educational challenges such as improving completion and retention in STEM programs, preparedness for graduate studies, and general science literacy. Although limitations of time, incentives, and training are perceived to be significant barriers to faculty engaging in pedagogical change, undergraduate research programs continue to grow and thrive.

The diversity of undergraduate research program structures—institution type, level of curriculum integration, faculty motivations, length of the URE, role of the student researcher, incentive and reward structure, and avail-

ability of professional development—makes it difficult to fully evaluate the impact on faculty. In order to develop a better understanding of the impacts of participation in providing UREs on faculty, studies are needed that clearly identify and take into account the various types of research programs and available support structures. This understanding is important because much can be learned by a well-designed study examining faculty situations before and after a significant change in campus goals, support structures, etc., related to UREs.

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The ability to integrate theory and practice. However, participation in an undergraduate research experience also benefited students in areas that can reach beyond academia ( 3 ). Having tolerance for obstacles. Learning to work independently. Understanding how knowledge is constructed.
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Abstract. Developing and maintaining undergraduate research programs benefits students, faculty mentors, and the university. Incorporating a research component along with a sound academic foundation enables students to develop independent critical thinking skills along with oral and written communication skills. The research process impacts ...
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Request PDF | Undergraduate Research: Importance, Benefits, and Challenges | Developing and maintaining undergraduate research programs benefits students, faculty mentors, and the university.
Undergraduate Research: Importance, Benefits, and Challenges
Whether projects are derived through student-generated or mentor-generated means, students benefit from completion of exposure to the hypothesis-driven scientific method. Developing and maintaining undergraduate research programs benefits students, faculty mentors, and the university. Incorporating a research component along with a sound academic foundation enables students to develop ...
PDF Benefits and Challenges of Undergraduate Research
Benefits and Challenges of Undergraduate Research Patrick Bass,1 Nathan Washuta,1 Jason Howison,1 Rafael Gonzalez,1 and Colin Maier1 1Department of Mechanical Engineering, ... This article describes the benefits of undergraduate research and specifically how the experience has applied to four students. The students of focus for this study
The Importance of Undergraduate Research: A Gateway to Possibilities
The Importance of Undergraduate Research: A Gateway to Possibilities. In the midst of the COVID-19 pandemic and the race to develop a safe and effective vaccine to combat the novel coronavirus, medical research has never been more front and center in our society. Careers in the health care and biomedical research industry account for ...
Why Undergraduate Research?
Undergraduate research is a learning activity that enriches a student's undergraduate experience. Students report that participation in research, scholarship, or creative activity broadens and deepens their classroom learning and supports the development of a range of skills. Some of the benefits of undergraduate research are listed below ...
Undergraduate Research as a High-Impact Educational Practice
Thus, undergraduate research is a high-impact learning activity because it allows students to operate at the top end of Bloom's Taxonomy (i.e., higher-order thinking) for sustained periods of time (Kuh 2008; Lopatto 2009 ). It also builds up mental stamina and critical thinking skills.
Undergraduate Research: Importance, Benefits, and Challenges.
Learning lab techniques. Developing skills in the interpretation of results. The ability to analyze data. The ability to integrate theory and practice. However, participation in an undergraduate research experience also benefited students in areas that can reach beyond academia ( 3 ). Having tolerance for obstacles.
(Pdf) Undergraduate Research: Importance, Challenges and Success
The first part of the paper presents an overview of key definitions and benefits of undergraduate research. This is followed by a more practical part that surveys a number of success stories around the world, challenges that hinder similar success in other institutions and finally recommendations for effective integration of research in ...
View of The Benefits of Undergraduate Research: The Student's
However, while the benefits of undergraduate research are numerous and far reaching, the majority of articles on the topic focus on a retrospective viewpoint of undergraduate research initiatives at specific universities. This paper looks forward, offering the students' perspective on how academic advisers can advocate for undergraduate ...
Undergraduate Research: Importance, Benefits, and Challenges
Developing and maintaining undergraduate research programs benefits students, faculty mentors, and the university. Incorporating a research component along with a sound academic foundation enables students to develop independent critical thinking skills along with oral and written communication skills. The research process impacts valuable learning objectives that have lasting influence as ...
Ten simple rules for leading a successful undergraduate-intensive
Introduction. Undergraduate research (UR) is a high-impact practice that has been demonstrated to benefit student learning, persistence, and career preparation [1,2].Undergraduate research serves as a robust intervention for students from underrepresented groups who are at risk of dropping out of college [3,4].By engaging students during their early years of study, they develop a sense of ...
Undergraduate research experiences: Impacts and opportunities
any claim that undergraduate research experiences improve preparation of the next generation of scientists and in-crease persistence in science (1-3). The limited evidence for the impact of un-dergraduate research experiences makes it diffi-cult, however, to justify the substantial resources they require.
Effect of undergraduate research on students' learning and engagement
Petrella JK, Jung AP. Undergraduate research: importance, benefits, and challenges. Int J Exerc Sci 2008; 1: 91-95. Google Scholar. 5. Lopatto D. The essential features of undergraduate research. ... Murtonen M, Lehtinen E. Learning to be a researcher: challenges for undergraduates. Acad Res Researchers 2009; 1: 175-188. Google Scholar ...
Undergraduate Research: Importance, Benefits, and Challenges.
Search worldwide, life-sciences literature Search. Advanced Search Coronavirus articles and preprints Search examples: "breast cancer" Smith J
Ten simple rules to make the most out of your undergraduate research
Undergraduate research is an essential part of undergraduate education, as it offers many opportunities, ranging from developing the attitude to work as a researcher to networking and collaborating with other scientists. ... Undergraduate Research: Importance, Benefits, and Challenges. Int J Exerc Sci 2008; 1(3): 91-95. pmid:27182299 . View ...
6 Faculty Impact and Needs
An important aspect of the undergraduate research experience (URE) is the participation of faculty, as they are responsible for most UREs (with the exception of apprenticeships in industry or other off-campus UREs). ... one area that has garnered attention and is gaining some traction is understanding the challenges and benefits for faculty ...
Undergraduate students' involvement in research: Values, benefits
1. Introduction. As the world evolves, the need for research grows, and it remains a factor of key importance in creating a knowledge-driven economy and supporting development initiatives as well as driving innovations across all fields [1].It is becoming more and more important to increase undergraduate student involvement in research [2].Academic institutions, faculty mentors, and students ...
Undergraduate research experiences: Impacts and opportunities
Many claim that undergraduate research experiences improve preparation of the next generation of scientists and increase persistence in science ( 1 - 3 ). The limited evidence for the impact of undergraduate research experiences makes it difficult, however, to justify the substantial resources they require.
Undergraduate students' involvement in research: Values, benefits
This article explores the transformative influence of research experience on education, presenting three major points: (1) students engaging in public health research is timely, (2) students can ...
Undergraduate Research for STEM Students, Benefits and Challenges
UNDERGRADUA TE RESEARCH FOR STEM. STUDENTS, BENEFITS AND CHALLENGES. 1 Mohammed Mahmoud, 2 Mark Hoffmann. 1 [email protected], 2 [email protected]. 1 Department of Computer Science ...
Undergraduate Research: Importance, Benefits, and Challenges
Undergraduate Research: Importance, Benefits, and Challenges JOHN K. PETRELLA and ALAN P. JUNG Samford University, Birmingham, Alabama, USA ABSTRACT Int J Exerc Sci 1(3) : 91-95, 2008. Developing and maintaining undergraduate research programs benefits students, faculty mentors, and the university.

Undergraduate Research: Importance, Benefits, and Challenges

Undergraduate Research: Importance, Benefits, and Challenges

Office of Undergraduate Research

Developing mentoring relationships

> What do students say?

Changing your perspective on ignorance and failure

Cultivating an understanding of research design and methodology

Developing a range of transferable skills

Exploring career and graduate education options

Undergraduate Research as a High-Impact Educational Practice

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UNDERGRADUATE RESEARCH: IMPORTANCE, CHALLENGES AND SUCCESS STORIES

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Undergraduate Research: Importance, Benefits, and Challenges

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Knowledge and Experiences of Undergraduate Dental Students and Interns toward Research: A Cross-sectional Study.

Undergraduate research in medical schools in Pakistan: Relevance, Needs, and Importance.

Undergraduate research- a tale of three African institutions.

Cross-disciplinary CURE Program Increases Educational Aspirations in a Large Community College.

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Ten simple rules to make the most out of your undergraduate research career

Rule 1: Start early

Rule 2: Know your foundational knowledge and skills

Rule 3: Let passion guide your research interests and goals

Rule 4: Build positive relationships with your lab colleagues

Rule 5: Keep an open mind and do not be afraid to ask questions

Rule 6: Foster open communication with your research mentor and maintain a work/life balance

Rule 7: Learn research by doing it

Rule 8: Be organized

Rule 9: Find opportunities to present your work

Rule 10: Keep up with the scientific literature

Undergraduate Research Experiences for STEM Students: Successes, Challenges, and Opportunities (2017)

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