The Relationship of Undergraduate Research Participation to Graduate and Professional Education Pursuit: An Empirical Study.

By Russel S. Hathaway, Biren A. Nagda, Sandra R. Gregerman. 2002

505 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/861c5d07fe546031a7704727e1b33a601b801a38

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Citations in the corpus

What Experiences Help Students Become Scientists? A Comparative Study of Research and other Sources of Personal and Professional Gains for STEM Undergraduates (2011, background): “In particular, UR seems to have a more significant influence on the career and educational outcomes of students from underrepresented groups (Alexander et al., 1998; Hathaway et al., 2002; Thiry & Laursen, 2009), than it did for the population of the present study.”
Survey of Undergraduate Research Experiences (SURE): first findings. (2004, background): “, 1998); increased levels of pursuit of graduate education (Hathaway et al., 2002; Kremer and Bringle, 1990); and alumni retrospective reports of higher gains than comparison groups in skills such as carrying out research, acquiring information, and speaking effectively (Bauer and Bennett, 2003).”
The Role of Student-Advisor Interactions in Apprenticing Undergraduate Researchers into a Scientific Community of Practice (2011, background): “…the intellectual, personal, and professional benefits to STEM students from participating in well-designed UR experiences (Bauer and Bennett 2003; Hathaway et al. 2002; Hunter et al. 2007; H. Thiry (&) S. L. Laursen Ethnography & Evaluation Research, 580 UCB, University of Colorado, Boulder, CO…”
Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report (2014, background): “…research experiences (Kremer and Bringle, 1990; Kardash, 2000; Rauckhorst et al., 2001; Hathaway et al., 2002; Bauer and Bennett, 2003; Lopatto, 2004, 2007; Lopatto and Tobias, 2010; Seymour et al., 2004; Hunter et al., 2007; Russell et al., 2007; Laursen et al., 2010; Thiry and Laursen, 2011).”
Importance of Undergraduate Research for Minority Persistence and Achievement in Biology (2010, background): “Hathaway et al. (2002) also found that undergraduate research increases opportunities to gain job recommendations from faculty and continue contact with faculty after graduation.”
Commonly known, commonly not known, totally unknown: a framework for students becoming researchers (2007, unknown): “Email: john.willison@adelaide.edu.au development (Kardash, 2000; Hathaway et al., 2002; Ishiyama, 2002; Bauer & Bennett, 2003; Seymour et al., 2004).”
Pedagogical Signals of Faculty Approachability: Factors Shaping Faculty–Student Interaction Outside the Classroom (2010, background): “Positive student outcomes linked with faculty–student interaction include grade-point average (Anaya and Cole 2001), persistence (Pascarella and Terenzini 1977), self-reports of learning (Lundberg and Schreiner 2004), plans for graduate study (Hathaway et al. 2002), social integration/adjustment (Sc”
Faculty-Student Interaction Outside the Classroom: A Typology from a Residential College (2007, background): “Further, Hathaway, Nagda, and Gregerman (2002) indicated that undergraduate students’ interaction with the faculty to conduct research may have a positive impact that extends beyond graduation.”
Toward a Holistic View of Undergraduate Research Experiences: An Exploratory Study of Impact on Graduate/Postdoctoral Mentors (2009, background): “A growing body of research documents the positive outcomes of research experiences for undergraduates (Bauer and Bennett 2003; Hathaway et al. 2002; Hunter et al. 2007; Kardash 2000; Kremer and Bringle 1990; Lopatto 2004; Rauckhorst et al. 2001; Russell et al. 2007; Seymour et al. 2004).”
Student and Faculty Member Engagement in Undergraduate Research (2013, background): “Alumni who participated in UR as undergraduates were more likely to attend graduate school (Bauer and Bennett 2003; Laursen et al. 2010) and remain in contact with research faculty after graduation (Hathaway et al. 2002).”
Cross-Discipline Perceptions of the Undergraduate Research Experience (2011, background): “The response rate of 67.5% for all three instruments compares favorably with other survey-based assessments (e.g., 74% Lopatto, 2004; 59% Hathaway et al., 2002; 42% Bauer & Bennett, 2003; 22% Nnadozie et al., 2001; 21% Landrum & Nelsen, 2002; 17% Ishiyama, 2002).”