Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development

By A. Hunter, S. Laursen, E. Seymour. 2007

1,358 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9be99357c373c17568bc5337d0feb2f883039b61

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Citations in the corpus

The Role of Student-Advisor Interactions in Apprenticing Undergraduate Researchers into a Scientific Community of Practice (2011, background): “In conclusion, students received important professional socialization benefits from their everyday interactions with senior scientists within the research group community of practice that helped them to ‘‘become scientists’’ (Hunter et al. 2007).”
Social learning spaces and student engagement (2011, methodology): “This conclusion is supported by social constructivist learning theories based on Vygotsky’s (1978) developmental and educational theories, postulating that the most significant learning takes place when individuals participate in social learning activities (Hunter et al., 2007; Kim, 2001).”
Becoming Researchers: The Participation of Undergraduate and Graduate Students in Scientific Research Groups (2013, background): “In an earlier paper, Hunter et al. (2007) argue that this can be understood using Baxter Magolda’s (1992) categories of ways of knowing to understand how undergraduates develop intellectually while engaged in research apprenticeships.”
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): “Although UR was originally considered primarily for students in research universities and had its formal beginning in 1969 at MIT, it has grown widely, and throughout all levels of baccalaureate education (Hunter et al. 2007, 2010).”
What Experiences Help Students Become Scientists? A Comparative Study of Research and other Sources of Personal and Professional Gains for STEM Undergraduates (2011, methodology): “…to take greater initiative and responsibility for their own learning (Bauer & Bennett, 2003; Lopatto, 2004; Rauckhorst, 2001; Seymour et al., 2004) and gain confidence in themselves as independent learners (Hunter et al., 2007; Merkel, 2001; Rauckhorst, 2001; Russell, 2005, Ward et al., 2002).”
The Relationship between Undergraduate Research Participation and Subsequent Research Performance of Early Career STEM Graduate Students (2015, neutral): “Given the resources dedicated to implementing and sustaining undergraduate research participation across an increasing number of higher education institutions, the assessment of associated outcomes deserves closer attention (Blanton, 2008; Hunter et al., 2007).”
Toward a Conceptual Model of Mentoring Research: Integration with Self-Regulated Learning (2013, neutral): “Hunter et al. (2006) described a summer undergraduate research program that reflects the cognitive apprenticeship model.”