Does Early Participation in Undergraduate Research Benefit Social Science and Humanities Students

By J. Ishiyama. 2002

202 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/217a750bfffa576e608f80f21a030c8cceeb6e40

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Citations in the corpus

Participants at Your Fingertips (2012, background): “…in the research process has many benefits for students including gaining technical and interpersonal skills, analytical and independent learning skills, and improving their chances of being accepted into competitive graduate programs (Ishiyama, 2002; Kierniesky, 2005; Landrum & Nelsen, 2002).”
Commonly known, commonly not known, totally unknown: a framework for students becoming researchers (2007, background): “Email: john.willison@adelaide.edu.au development (Kardash, 2000; Hathaway et al., 2002; Ishiyama, 2002; Bauer & Bennett, 2003; Seymour et al., 2004).”
Cross-Discipline Perceptions of the Undergraduate Research Experience (2011, background): “Assessments have examined students’ progress toward advanced degrees, clarification of career path decisions, understanding of research-associated skills or attitudes, and access to research (Denofrio, Russell, Lopato, & Lu, 2007; Frantz, De Haan, Demetrikopoulos, & Carruth, 2006; Hunter, Laursen, &”
Student and Faculty Member Engagement in Undergraduate Research (2013, background): “…2008; Kardash 2000; Kuh et al. 2007; Pike 2006; Volkwein and Carbone 1994), increase academic achievement and retention (Cole and Espinoza 2008; Ishiyama 2002; Nagda et al. 1998), clarify choice of academic major (Tompkins 1998; Wasserman 2000; Seymour et al. 2004), and promote enrollment in…”
Student–Faculty Interaction in Research Universities: Differences by Student Gender, Race, Social Class, and First-Generation Status (2009, background): “As findings from the two literature reviews suggest, college impact research has continually demonstrated a favorable relationship between student–faculty interaction and a broad range of student educational outcomes (e.g., Astin 1977, 1993; Cabrera et al. 2001; Campbell and Campbell 1997; Endo and ”
Does Involvement Really Matter? Indicators of College Student Success and Satisfaction (2013, background): “…students in undergraduate research and other creative projects improve their critical thinking abilities, learn to work well with others, and show high satisfaction with their undergraduate experience (Bauer & Bennett, 2008; Hu, Scheuch, & Gayles, 2009; Ishiyama, 2002; Volkwein & Carbone, 1994).”
Pedagogical Signals of Faculty Approachability: Factors Shaping Faculty–Student Interaction Outside the Classroom (2010, background): “the academic ethos of the campus or that focus on student development issues (e.g., Astin 1993; Ishiyama 2002).”
Increasing Student Participation in Undergraduate Research Benefits Students, Faculty, and Department (2008, background): “Students gain technical and interpersonal skills (Landrum & Nelsen, 2002), analytical, logic, synthesis, and independent learning skills (Ishiyama, 2002), while improving their ability to gain entrance into competitive graduate programs (Kierniesky, 2005).”
When academics integrate research skill development in the curriculum (2012, unknown): “trajectories have been made for two decades and continue unabated (Boyer, 1990; Boyer Commission, 1998; Brew, 2006, 2010; Griffiths, 2004; Hathaway, Nagda, & Gregerman, 2002; Ishiyama, 2002; Jenkins, Breen, & Lindsay, 2003; Visser-Wijnveen, Van Driel, Van der Rijst, Verloop, & Visser, 2010).”