Using a mixed-methods approach to investigate students' perceived learning and challenges faced during a summer undergraduate research experience

Abstract

Undergraduate research experiences offer many benefits to our students and serve as a primary mechanism to recruit students to graduate school and expose them to the practice of research, which also enables students to learn problem solving in the context of discovery and innovation. This paper employs a mixed-methods approach and a Community of Practice (CoP) theoretical framework to investigate how participation in summer undergraduate research promotes situated learning. The mixed-methods approach, incorporating pre- and post- survey instruments as well as weekly self-reflective journal entries were utilized to study undergraduate researchers (N=10) participating in an NSF-funded Research Experiences for Undergraduates (REU) program at a large research university. Positive learning outcomes gains pertained to communication skills, validation of career path, experimentation skills, valuing cross-disciplinary expertise and lifelong learning, and gaining confidence in working independently. Low ranked learning outcomes pertained to (a) leadership skills, (b) project management skills, (c) understanding ethical issues, and (d) identifying problems. Further, qualitative data analysis revealed that undergraduate researchers faced a number of challenges and frustrations pertinent to (a) scheduling, (b) time management, (c) running experiments with limited familiarity to instruments and equipment, and (d) at times limited guidance from mentors. This study has implications for better understanding and evaluating successful undergraduate research experiences (sponsored and unsponsored) with implications for recruiting and retaining students for graduate studies and research careers. Discussion of students' learning outcomes and challenges are presented, as well as implications for improving REUs. This paper can aid REU program directors, coordinators, and faculty advisors to improve their program and assessment efforts. © American Society for Engineering Education, 2009.