Long-Term Outcomes of Biotechnology Student Participation in Undergraduate Research Experiences at Delaware Technical Community College

Abstract

Engagement in undergraduate research experiences (UREs) positively impacts student skill development, scientific identity, and retention in STEM. Incorporating UREs into 2-year programs would greatly benefit the diverse, nontraditional student populations enrolled at community colleges. This article describes the infusion of the Bioscience/Biotechnology program at Delaware Technical Community College with course-based and mentored research experiences that could serve as a model for other institutions. Studies done with the Office of Institutional Research revealed a concurrent increase in enrollment and graduation rates. Retrospective interviews with graduates from the program highlight the critical influence of research, the mentor/student relationship, and a sense of community on the development of transferable skills, self-efficacy, and subsequent successes in pursuing higher education and employment.