Evaluation of an Undergraduate Research Experience: Perceptions of Undergraduate Interns and Their Faculty Mentors.

By C. Kardash. 2000

595 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/bd3a425be98524ccfb1be89accb165e432daa61f

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In Developmental and Educational Psychology

In Education

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, background): “Students have less often reported gains in desirable but difficult higher-order thinking skills such as identifying a research question, and experimental design (Hunter et al., 2007; Kardash, 2000).”
A Qualitative Investigation of Factors Promoting the Retention and Persistence of Students of Color in STEM (2022, unknown): “Moreover, undergraduate students engaging in research has been shown to enhance knowledge and understanding of STEM disciplines, have greater contact with faculty, foster problem-solving, technical and presentation skills, facilitate self-confidence, and provide greater insight and clarification of ”
Choosing the Geoscience Major: Important Factors, Race/Ethnicity, and Gender (2015, background): “Results of the focus groups before and after an international research experience suggest that mentoring styles can be defined with the Lewin et al. (1939) management styles as laissez-faire, democratic, or autocratic.”
Faculty Perspectives Regarding the Undergraduate Research Experience in Science and Engineering (2002, background): “Faculty mentors generally agree that significant educational benefits result from the undergraduate research experience [4, 6].”
Ten Salient Practices of Undergraduate Research Mentors: A Review of the Literature (2015, unknown): “…the importance of social-emotional support (Behar-Horenstein, Roberts, & Dix, 2010; Falconer & Holcomb, 2008; Hakim, 1998; Ishiyama, 2007; Kardash, 2000; Mabrouk & Peters, 2000; Mekolichick & Gibbs, 2012; Shellito et al., 2001; Showman, Cat, Cook, Holloway, & Wittman, 2013; Yaffe,…”
What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups (2014, background): “URM students who participate in well-structured undergraduate research programs receive added benefits as well, including enhancing their knowledge and comprehension of science (Sabatini, 1997); clarifying graduate school or career plans in the sciences (Hurtado, Cabrera, Lin, Arellano, & Espinosa, ”
Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. (2012, background): “Studies on undergraduate research experiences generally cut across science disciplinary boundaries (e.g., Hunter, Laursen, and Seymour, 2007; Kardash, 2000; Lopatto, 2010; Reuckert, 2002; Sadler et al., 2010).”
Undergraduate research experiences support science career decisions and active learning. (2007, background): “For some self-reports, it may be possible to correlate these data with observations made by experts (Bandura, 1982, 1989; Kardash, 2000).”
The Relationship between Undergraduate Research Participation and Subsequent Research Performance of Early Career STEM Graduate Students (2015, unknown): “For this reason, Kardash (2000) compared student self-ratings with faculty ratings of students’ research skills to provide a more ob- 836 The Journal of Higher Education jective measure.”
Impact of Undergraduate Research Experience in Engineering (2002, background): “Similar results were reported by Kardash [7] in a survey of 57 undergraduate science students and by Sabatini [15] through focus group discussions with four current civil engineering students and a follow-up questionnaire distributed to a very small number of current and former undergraduate researc”
Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report (2014, background): “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;…”
Toward a Holistic View of Undergraduate Research Experiences: An Exploratory Study of Impact on Graduate/Postdoctoral Mentors (2009, background): “Notably, some studies have shown that certain cognitive gains may be challenging for undergraduates to realize (Hunter et al. 2007; Kardash 2000; Rauckhorst et al. 2001) and that advanced epistemological development is more likely to occur in postcollege years (Baxter Magolda 2001; 2004).”
Becoming Researchers: The Participation of Undergraduate and Graduate Students in Scientific Research Groups (2013, methodology): “This also appears to be the case for the students in the Kardash (2000), Rauckhorst et al (2001), Lopatto (2004), and Laursen et al. (2010) studies.”