Undergraduate Research as a High Impact Practice in Higher Education

Shari Lanning,Mark Brown

doi:10.3390/educsci9030160

Abstract

Higher education research indicates that student engagement is the most critical factor in retention programs for undergraduate students (Upcraft, Gardner and Barefoot, 2005; Tinto, 2012; Pascarella, Seifert, and Whitt, 2008). These studies illustrate that if students do not feel engaged, they are at high risk for leaving their institution prematurely. Among high impact practices, undergraduate research has been shown to have the most positive effects with regard to promoting student engagement (Kuh, 2018; Kuh, 2008). Herein we highlight the use of mentored research as a high impact practice in undergraduate education, Further, we call upon the education community to share their models, approaches, observations, and research findings related to undergraduate research initiatives.

Highlights

Student engagement has been repeatedly underscored as an essential element in undergraduate retention initiatives [1,2,3]
Mentored research is considered to be a high impact practice and imparts the most positive outcomes among such practices that emphasize the engagement of undergraduates [4,5]
The students’ direct exposure and response to real-world problems and reflection upon the outcomes of their actions serve as means for the development and evolution of knowledge related to their subjects of interest [9]

Summary

Introduction

Student engagement has been repeatedly underscored as an essential element in undergraduate retention initiatives [1,2,3]. 1. Introduction Student engagement has been repeatedly underscored as an essential element in undergraduate retention initiatives [1,2,3]. If students do not feel engaged, there is a greater chance that they may precipitately leave their institution.

Results

Conclusion