Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three‐year study

By E. Seymour, A. Hunter, S. Laursen, Tracee DeAntoni. 2004

1,327 citations recorded by the source corpus.

Subfields: General Health Professions, Public Health, Environmental and Occupational Health, Safety Research

View Paper: https://www.semanticscholar.org/paper/861d939b0bad7757f892f2831c91eeae6b2ad1eb

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In General Health Professions

In Public Health, Environmental and Occupational Health

In Safety Research

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, methodology): “Findings from these UR student interviews and from a comparative analysis of student and faculty interviews are reported elsewhere (Hunter et al., 2007; Seymour et al., 2004).”
Undergraduate research experiences support science career decisions and active learning. (2007, background): “The questions were used to measure the degree to which research experiences encourage undergraduates to be more intrinsically interested in science, to be more independent, and to be more active learners (Chaplin et al., 1998; see Seymour et al., 2004 for an overview).”
The impact of Generative AI (GenAI) on practices, policies and research direction in education: a case of ChatGPT and Midjourney (2023, neutral): “This learning is precisely how scientists and researchers work (Seymour et al., 2004).”
Cross-Discipline Perceptions of the Undergraduate Research Experience (2011, background): “These findings confirm that undergraduate research is a “powerful affective, behavioral, and personal-discovery experience” (Seymour et al., 2004, p. 531) that benefits all students regardless of their discipline or career directions, although students in the social sciences and humanities may…”
Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report (2014, neutral): “These calls are based on a growing body of research that documents how students benefit from 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; Hu”
The Many Faces of Inductive Teaching and Learning (2007, background): “(There is significant evidence for the benefits of involving undergraduate students in independent research [Seymour et al. 2004], but undergraduate research does not usually qualify as discovery learning because the advisor typically provides significant structure and guidance.)”
Importance of Undergraduate Research for Minority Persistence and Achievement in Biology (2010, background): “…a form of “cognitive apprenticeship” in the sciences, where students gained academic, practical, and professional skills necessary to develop a positive identity as a scientist and continue in a science career (Farmer, Buckmaster, & LeGrand, 1992; Hunter et al., 2007; Seymour et al., 2004).”
Survey of Undergraduate Research Experiences (SURE): first findings. (2004, background): “The present findings replicate pilot work on assessing undergraduate research (Lopatto, 2003b; Seymour et al., 2004 ).”
Course-Based Undergraduate Research Experiences Can Make Scientific Research More Inclusive (2014, background): “Participation in independent research experiences has been shown to increase interest in pursuing a PhD (Seymour et al., 2004; Russell et al., 2007) and seems to be particularly beneficial for students from histor ically underrepresented backgrounds (Villarejo et al., 2008; Jones et al., 2010; Espin”