Content area
Full Text
Abstract
Like all learners, undergraduate research interns bring to their research internships a variety of initial ideas, opinions, expectations, beliefs and attitudes about research internships. However, there is little published research on students' preconceptions about research internships and the relationships of these preconceptions to actual experiences. There is also a dearth of information about potential influences of preconceptions on the learning process and gains that accrue in students involved in undergraduate research experiences (UREs). Using qualitative data from twenty-five undergraduate research interns' reflective journals, the current study examines students' preconceptions of UREs and how those preconceptions compare with students' actual experiences. The analysis showed that prior to their research experiences, participants imagined research environments/ laboratories as stern places devoid of social interactions. Interns also held preconceived traditional stereotypical views of their faculty mentors as scientists. Other preconceptions included the expectation of extensive one-onone mentoring from faculty mentors and the preconception of research work as team rather than independent work. Further, the study found that students' preconceptions were mostly contradicted by their experiences in their research internships. The limitations of the study and the practical implications of the findings for devising meaningful and effective undergraduate research experiences are discussed.
Introduction
The past decade has witnessed the transformation of undergraduate research experiences (UREs) from a traditional "cottage industry" into a strong "movement" [1]. Supported by funding from federal, local and private agencies (e.g., National Science Foundation, National Institutes of Health and Howard Hughes Medical Institute), American colleges and universities are increasingly creating opportunities for authentic research experiences for undergraduate students in STEM (Science Technology Engineering and Mathematics) and non-STEM disciplines. Institutions of higher learning have found undergraduate research programs effective in retaining students within STEM disciplines and for expanding the STEM pipelines to students from traditionally underrepresented racial and socioeconomic groups. Similarly, there is a growing body of literature on the benefits and gains that accrue in students and institutions as a result of their participations in UREs. Participation in faculty-mentored UREs has been linked to positive educational outcomes for students; UREs have been shown to enhance students' understanding of research and scientific processes [2-4], contribute to achievement of career clarification and interest in graduate/ professional education [5-7], and assist the development and improvement of...