The Impact of Undergraduate Research Experience Intensity on Measures of Student Success
Document Type
Article
Publication Date
4-4-2023
Abstract
Despite the growing interest to provide research engagement opportunities to undergraduate students, few studies have investigated how engagement “intensity” impacts measures of student success. A quasi-experimental, matched-subject design was employed to study differences between varying levels of research experience intensity (i.e., Experienced, Novice, Control groups) on Graduating GPA, Time to Graduate, and type of post-graduation experience. Results indicated that experienced students had significantly higher graduating GPAs than novice or control students, and both research groups had significantly lower time to graduate than the control group. Findings also indicated experienced student researchers are significantly more likely to progress to graduate school than either novice research or control students. Implications for implementing research initiatives are discussed.
Publication
Journal of the Scholarship of Teaching and Learning
Publisher
Indiana University
Volume
23
Issue
1
Department
College of Arts and Sciences
Recommended Citation
Chamley-Wiik, D., Ambrosio, A., Baker, T. N., Ghannes, A., Soberon, J. (2023). The impact of undergraduate research experience intensity on measures of student success. Journal of the Scholarship of Teaching and Learning, 23(1), 14-30. https://doi.org/10.14434/josotl.v23i1.32675
