Undergraduate Participation Research Articles

An exploration of the impact of science stratification in the English school curriculum: the relationship between ‘Double’ and ‘Triple’ Science pathways and pupils’ further study of science

ABSTRACT Supply of students to ‘the science pipeline’ remains an important imperative for economic policy, and for individual life chances. In England, Science courses from age 14–16 have been divided into ‘Double’ and (extended) ‘Triple’ Science. This article draws on data from 6,053 students to investigate the effects of science course designation on progress to further science study and qualifications, as well as exploring the representation of students according to variables such as gender, ethnicity and social background. It finds that the study of Triple Science at age 16 is associated with future science study. Holding other variables constant, including attainment, those students that took Triple rather than Double Science are significantly more likely to pursue A Level Science (post 16/age 16–18), and to study Science at degree level. Hence Triple Science is significantly associated with an increase in undergraduate participation in science; however, for Double Science (the majority route), the likelihood of future participation is significantly diminished. The findings are analysed in relation to efficacy and social justice, arguing for further research to distil the explanation for these trends, and for reflection on access to Triple Science.

Inequalities in undergraduate participation and performance in Irish higher education

AbstractThis paper focuses on two aspects of gender inequality in Irish higher education: inequality in participation by gender and inequality of performance by gender, institution and subject. We use a rich set of data from the Higher Education Authority of Ireland which detail inter alia enrolment in institutions of higher education—Universities and Institutes of Technology—and record the class of degree received by graduating students, by subject and gender. The first aspect was the participation of women. Although more women enrolled as full‐time undergraduates in universities than did men, the reverse was the case in the Institutes of Technology. This had much to do with the subject structure of universities vis‐à‐vis the Institutes of Technology in tandem with the subject preferences of women and men. The second issue was inequality in performance. A major conclusion of this paper is that after enrolment there was little difference between the success rates of women and men in receiving first‐class degrees in the different subjects but there was considerable difference between the institutions.

Undergraduate Participation in Paid and Unpaid Internships by Income Level

Undergraduate Participation in Paid and Unpaid Internships by Income Level

Supporting College Student Success through Applied Learning: Considering Associations with Average College Grades, Graduation in Four Years, and Degree Aspirations

While previous research has examined the association between various forms of applied learning and effects on student outcomes, the present study examines engagement in forms of applied learning and three distinct measures of student success. Using longitudinal data from the Wabash National Study, this analysis examined the relationship between undergraduate participation in forms of applied learning and students’ graduation within four years, fourth-year college grades, and post-baccalaureate degree aspirations. Results suggested that certain applied learning experiences were associated with specific forms of student success. Specifically, the odds of graduation within four years increased for students who participated in internship, capstone, or study abroad experiences but decreased for students who participated in an independent study or volunteer experience. Applied learning experiences associated with higher college grades included faculty asking students to apply theories or concepts to practical problems or in new situations, completing an independent study, capstone, internship, research with a faculty member, or study abroad experience, but applying concepts to exams or assignments was associated with lower college grades. Finally, higher levels of students’ educational aspirations were associated with participating in research with a faculty member and study abroad. Together, these findings emphasize the need for institutions of higher education, faculty, and student affairs practitioners to nuance applied learning opportunities in relation to student success goals.

Editor’s Corner

Editor’s Corner

Using Drosophila Oogenesis in the Classroom to Increase Student Participation in Biomedical Research.

Students that participate in undergraduate research benefit in multiple ways, including improved learning outcomes, increased enthusiasm for science, technology, engineering, and mathematics (STEM) fields, and increased likelihood of continuation into a STEM career. These benefits are even more pronounced for students that are traditionally under-represented in STEM, although these students often face barriers to participation in traditional apprenticeship-style research experiences. Course-based undergraduate research experiences (CUREs) are a promising and increasingly popular approach to increase undergraduate participation in research in a way that is inclusive of all students. Here, we describe how Drosophila oogenesis can be used as the basis for CUREs in a wide variety of courses. We provide an overview of our own oogenesis-based CURE, as well as suggestions for how this CURE could be adapted to accommodate a variety of schedules, course sizes, and institution types. Our goal is to simplify the process for CURE implementation in the hopes that a greater number of instructors choose to implement a CURE in their own courses.

Impact of work-integrated learning and co-curricular activities on graduate labour force outcomes

ABSTRACT The explicit linking of institutional funding to in-curricular industry engagement and graduate employment affirms the strategic importance of enhancing graduate employability in Australia. Key strategies to enhance graduate employability and employment outcomes are work-integrated learning (WIL) (where students engage with industry as part of their formal learning and assessment) and co-curricular activities (e.g. volunteering, leadership/award, and mentoring programmes), which are facilitated by the university but not embedded into curricula. While WIL is widely recognised for enhancing different aspects of student employability, the impact of co-curricular activities is less well-known. Further, there is a lack of empirical analysis on the nuanced impact of different forms of WIL and co-curricular activities on graduate outcomes. This research sought to explore the impact of a range of WIL and co-curricular activities on labour force outcomes among new higher education graduates. Findings are informed by national survey data for 51,883 domestic graduates of both coursework and research degrees in Australia. They point to a strong labour market advantage from work-based WIL for Bachelor graduates, while undergraduate participation in co-curricular activities appeared to have less effect on labour force outcomes. However, there were consistent, positive results for industry mentoring and leadership/award programmes for increasing the chances of securing full-time work and reducing the likelihood of perceived overqualification among Bachelor and postgraduate coursework graduates. Implications for stakeholders and practice are discussed, as well as directions for future research.

The Impact of Field Courses on Undergraduate Knowledge, Affect, Behavior, and Skills: A Scoping Review.

Field courses provide transformative learning experiences that support success and improve persistence for science, technology, engineering, and mathematics majors. But field courses have not increased proportionally with the number of students in the natural sciences. We conducted a scoping review to investigate the factors influencing undergraduate participation in and the outcomes from field courses in the United States. Our search yielded 61 articles, from which we classified the knowledge, affect, behavior, and skill-based outcomes resulting from field course participation. We found consistent reporting on course design but little reporting on demographics, which limits our understanding of who takes field courses. Cost was the most commonly reported barrier to student participation, and knowledge gains were the most commonly reported outcome. This scoping review underscores the need for more rigorous and evidence-based investigations of student outcomes in field courses. Understanding how field courses support or hinder student engagement is necessary to make them more accessible to all students.

Comparing Undergraduate Student Participation in Online Discussion Boards Hosted on Reddit and Canvas

Background Instructors often try to promote student engagement with discussion boards in learning management systems (LMS) like Canvas. Although convenient, alternatives like the social media platform Reddit may be more effective. Method A non-randomized controlled trial compared the use of Canvas and Reddit in two sections of two undergraduate psychology courses ( N = 77). Engagement was measured as the number and word-count of posts and responses and complemented with self-reported data. Results There was no difference between platforms in total number of posts or replies. In one course, the average word count per post was higher in Reddit than Canvas ( r = .44). However, in the other course, the average word count per post ( r = .47) and per reply ( r = .39) was significantly lower in Reddit. Neither course observed a significant difference in students’ perceived value of the discussion board. Conclusion This study provided no consistent evidence that Reddit supports student engagement relative to Canvas, and combined with additional survey data, it is possible that hosting the discussion board on Reddit may even be detrimental. Teaching Implications Given the issues we identified with moving discussion boards to Reddit, and the benefits of using Canvas, we recommend using a traditional LMS like Canvas.

Applied learning and student views of social and political involvement

ABSTRACT While levels of civic engagement among undergraduate students in the United States have increased, understanding how applied learning experiences might facilitate or hinder promotion of civic attitudes, or personal importance of social and political involvement, can provide insights for both faculty and student affairs practitioners. Using longitudinal data from the Wabash National Study of Liberal Arts Education in the United States, this analysis examined the relationship between undergraduate participation in forms of applied learning and students’ fourth-year attitudes toward the importance of social and political involvement. Results suggested that participating in out-of-class experiences which applied classroom learning, volunteer opportunities, completion of a community project, and study abroad were all positively associated with higher levels of the importance students placed on their social and political involvement.

Extending the Reach of the STARs (Students Tackling Advanced Research)

Background Participating in research opportunities during undergraduate education is met with myriad benefits. Students learn the scientific research process, how to think critically, develop transferable skills, refine public speaking, build a professional network, and gain confidence. Despite the numerous benefits of undergraduate research participation, underrepresented and minority (URM) students (e.g., first-generation, low-income, and historically underrepresented students) often do not engage in these valuable undergraduate research opportunities. Objective To begin breaking down some of these historical barriers to participation, we developed the Students Tackling Advanced Research (STAR) Scholars Program. Method A holistic educational outreach program was designed to facilitate underrepresented undergraduate students’ involvement in research and help them understand why research is important in a greater context. Conclusion Students who participated in STAR Scholars self-report positive impacts on understanding what research is, ways to seek out research opportunities, and what steps to take toward future educational and professional goals. Teaching Implications It is imperative to explicitly target barriers that underrepresented students face to allow for equity and inclusion in research and academia. Workshops and activities designed to demystify research, build networking and professional skills, and provide mentorship to students are successful in breaking down these barriers and increase student confidence and competence.

Interventions to boost enrollment in nursing doctor of philosophy (PhD) programs

BackgroundNursing Doctor of Philosophy (PhD) enrollments are languishing, and little is known about PhD enrollment strategies that may lessen nursing's PhD shortage. PurposeThis study examined strategies for bolstering PhD enrollments or enrollment intentions among college students and graduates. MethodsAn integrative review was undertaken using Whittemore and Knafl's methodology and Garrard's Matrix Method. Nine databases were searched, and a hand search was conducted. FindingsStrategies were predominantly situated in science, technology, engineering, and mathematics (STEM) disciplines. Features of successful strategies contained core components of faculty mentoring, hands-on research, funding and compensation, undergraduate participation, summer timeframe, informational sessions, and social support. DiscussionLess rigorous study designs and mostly STEM samples inhibit the transferability of these strategies to nursing. Qualitative research is needed to better understand nursing students’ perspectives about the PhD. Additionally, current PhD enrollment strategies within nursing schools need to be systematically evaluated and the findings disseminated.

High School Jazz Band Directors’ Efficacious Sources, Self-Efficacy for Teaching Strategies, and Pedagogical Behaviors

The purpose of this study was to examine relationships between high school jazz band directors’ efficacious sources, self-efficacy for teaching strategies, and pedagogical behaviors. Participants ( N = 264) completed the Jazz Band Director Self-Efficacy for Teaching Strategies Scale and responded to items about their formal and informal learning experiences, school characteristics, and demographics. Parental support was the best predictor of participants’ self-efficacy for jazz teaching strategies, followed by undergraduate participation in jazz performance and improvisation courses, school enrollment, and completing a doctorate or master’s degree. Participants with greater scores on self-efficacy for teaching strategies also indicted greater comfort for teaching various styles commonly performed by high school jazz bands and dedicated more class time to teaching improvisation and jazz theory. Jazz directors may improve their self-efficacy for teaching strategies by developing parental trust and engagement with the jazz program and seeking feedback from effective mentors when refining jazz teaching strategies.

Enhanced Mentored Undergraduate Research Experiences: Successful Strategies Used in Two Laboratories at Auburn University

Purpose There is a growing trend toward the provision of undergraduate research experiences as a high impact educational practice that promotes the development of critical thinking and problem-solving skills. This tutorial aims to provide mentoring pathways and resources to faculty mentors who may be unaware of the benefits of undergraduate student participation in research or faculty researchers who are interested in developing meaningful mentored undergraduate research experiences (MUREs). Faculty and student perspectives shared from two research labs at Auburn University illustrate an applied framework for implementation of MUREs. The observed benefits and potential barriers related to the development of MUREs in these laboratories as well as specific recommendations for a structured mentoring approach to optimize student training and research deliverables are described. Conclusions Key elements for developing successful MUREs include relationship building between the mentor and the student, identifying the benefits for both the students and mentor, and persevering beyond barriers to implementation. The utilization of practical guides, theoretical approaches, and collaborative efforts yielded benefits for both students and mentoring faculty in two research labs at Auburn University. Practical guides for obtaining funding for MUREs and accompanying supplemental materials (a lab manual template and manuscript-writing guide) that have supported success in our labs are provided. Supplemental Material https://doi.org/10.23641/asha.14044067

Quantifying Undergraduate Participation in Scholarly Activities

Quantifying Undergraduate Participation in Scholarly Activities

PSV-21 Assessment of Undergraduate Research Students in the Animal Science Department

Abstract An assessment of undergraduate involvement in research at the University of Nebraska-Lincoln using participant surveys has shown the benefits of knowledge gained and given insight for design and success of undergraduate participation in research in the animal science department. Current undergraduate students who had participated in some form of animal science research were surveyed with both demographic questions and ones based on intrinsic and extrinsic factors affecting research were evaluated. On the survey, students were asked rank statements on a 1 (strongly disagree) to 5 (strongly agree) Likert-type scale to analyze the impacts of completing undergraduate research and the effects it has on one’s knowledge and ability to use and apply what was taught. A total of 30 students completed the survey. Ten percent of students that participated in the survey were male and the other 90% were female. Students ages ranged from 18-23 with the majority being 20-21 (46%) and seniors (33.3%) as well as a Nebraska resident (78%). Students expressed that they mostly heard about the undergraduate research opportunity from their professor (48%) or an outside source such as pre-vet or class presentations (36%). Sixty percent of individuals indicated that pre-veterinary medicine was their current career choice with only 4% indicating they did not plan to continue a higher degree post undergraduate. Interestingly, undergraduate students felt graduate students had a greater impact on their research compared to the professor (43% vs 36%) while 21% of participants said neither had an impact on their research as an undergraduate. Students felt many benefits from participating in undergraduate research from educational opportunities, such as feeling more prepared/competitive for graduate school to life skills, including greater knowledge, reasoning and problem-solving. In conclusion, from participating in undergraduate research, participants are able enhance their scientific learning skills that will help them in their future.

Most versus least used social media: undergraduate students' preferences, participation, lurking, and motivational factors

This investigation aimed to survey undergraduate students on their social media preference, active participation, lurking behaviours, and motivational factors. This investigation focused on participation patterns and outcomes between the students' most used social media (MUSM) and least used social media (LUSM). A total of 769 participants consented to complete the electronic survey. The investigation results indicated that as undergraduate students change their class standings, so does their use of social media. Sophomores are more active in their MUSM compared to freshman undergraduate students. Sophomores were also more likely to lurk compared to junior and senior undergraduate students. The results also indicate that both commitment and individual motivational factors encourage undergraduate students to log in and use their LUSM. Lastly, results showed that undergraduate students use and participate in social media for traditional as well as a range of alternative activities. The main alternative activity performed by undergraduate students in their MUSM and LUSM was private and direct messaging to share content and chat with others.

College-Going Trajectories Across Early Adulthood: An Inquiry Using Sequence Analysis

ABSTRACTThough the diversification of pathways through higher education is widely recognized, little is known about longer-term patterns of undergraduate participation and attainment. I used sequence analysis to examine college-going across early and middle adulthood in nationally-representative data. Clustering of sequence data revealed four latent groups of college-goers: marginal students, rapid completers, lifelong students, and delayed completers. Rapid completers cleaved closest to “normal” college attendance, though even among this group non-standard practices were evident. I also examined how employment, marital, and parental transitions vary among these clusters. Rapid completers were most distinctive, and had the most uniform employment and family trajectories. Other clusters had trajectories that were less uniform and involved earlier transitions than rapid completers, but were more uniform and had later transitions than those who never attended college. Findings support the contention that non-standard pathways through higher education are a mechanism for the reproduction of inequality among college-goers.

Increasing STEM undergraduate participation in innovative activities: Field experimental evidence.

Workers trained in STEM are generally viewed as essential for innovation-led economic growth. Yet, recent statistics suggest that a majority of STEM undergraduates do not go on to pursue innovation-focused careers in their fields of study. We investigate whether STEM students who do not self-select into innovative tasks are doing so because they are less capable than their peers who do. We find that monetary inducement among STEM students increases aggregate innovative output, but that low-GPA students who were induced significantly underperform relative to low-GPA students who self-selected; however, induced and self-selected high-GPA students perform statistically the same. In contrast, words of encouragement appears to benefit those students with the lowest GPAs. Our results highlight the value of efforts to increase the pool of STEM students who pursue innovative careers and underscore the importance of interventions targeted at specific student subgroups to maximize the returns on those efforts.

Study Abroad Participation: An Unintended Consequence of State Merit-Aid Programs?

This study employs difference-in-differences estimation to explore the relationship between the implementation of state merit-aid programs and students’ participation in study abroad. The relationship between implementation of these financial aid programs and study abroad participation has not been tested explicitly in prior policy or education abroad literatures. While state merit-aid programs provide students with additional economic capital that might allow them to participate in educational opportunities such as study abroad, other aspects of merit-aid programs could discourage such engagement. Indeed, analyses of a panel dataset consisting of information from all 50 states suggested either no relationship between the implementation of merit-aid programs and study abroad or a situation wherein merit-aid implementation tempers students’ desires or abilities to study abroad. These findings may be the result of certain characteristics of merit-aid policies, such as a cap on the number of credit hours for which scholarship funds can be awarded or satisfactory academic progress requirements, and have important implications for state policy-makers and institutional actors. This study highlights several directions for future research on the relationship between state-level merit-aid programs and undergraduate participation in education abroad.