Exploring experiential opportunity impacts on undergraduate outcomes in the geosciences

Abstract

Undergraduate research is a highly valued and increasingly critical component of STEM undergraduate education, as it is a key strategy in effective student development (National Academies of Sciences, Engineering, and Medicine, 2017; Science Education Alliance, 2017). However, there is little evidence on the long-term education and career impacts of undergraduate research. According to Carlone and Johnson (2007), developing an identity as a scientist requires knowledge growth, the ability to communicate scientific ideas and findings to a variety of audiences, and being recognized and respected as a scientist by others in the field. The goal of this study was to assess the longitudinal differences in science identity development as it relates to education and career outcomes of recipients and nonrecipients of NOAA’s Undergraduate Research Experiences (UREs), the Educational Partnership Program Undergraduate Scholarship, and the Hollings Undergraduate Scholarship. This evaluative study uses a quasi-experimental design to assess differences in students with equal motivation to participate in the URE, as all participants were eligible to apply and completed applications. Multivariate analyses showed that recipients of NOAA’s UREs were 1.2 times more likely to publish in a peer-reviewed journal, 2.2 times more likely to attain an advanced degree, and 1.92 times more likely to be a part- or full-time employee of NOAA.