Collegiate Research Experiences and Self-Perceived Personal and Professional Development Among University Undergraduates

• In Event: Poster Session 7
  In Poster Session: Designing Effective Learning Environments I

Abstract

Undergraduate research experiences are considered positive high-impact educational practices. We examined relationships between research engagement and self-perceptions of development during college among 7,469 undergraduates surveyed at a large public university, comparing research with a mentor with other research experiences and alternative forms of campus engagement. Although being a science major negatively related to self-perceived personal development, college year, belonging to academic clubs, a fraternity or sorority, student government, serving an internship, or studying abroad was positively related. Academic club or service learning participation positively related to self-perceived professional development. Undergraduate research was generally unrelated to either set of self-perceptions. The results suggest that research participation should be studied in context along with other forms of undergraduate campus engagement.

Authors

• Susan Carol Losh, The Florida State University

• Brandon Joshua Okechukwu Nzekwe, University of South Florida