June 15, 2014
June 15, 2014
June 18, 2014
Educational Research and Methods
24.1226.1 - 24.1226.16
The Influence of Student-Faculty Interactions on Post- Graduation Intentions in an Undergraduate Research Program: A Case StudyUsing a case-study approach, this research study examined how the variability of quality instudent-faculty interactions during a summer research program for undergraduates at a publicuniversity influenced students’ graduate school intentions. Three student-generated artifacts andone-faculty generated artifact were used to collect data for the study. Eleven students (seven menand four women) and nine faculty members participated in this summer program. Socialcognitive theory provided the framework to aggregate the data into meaningful units. Thepatterns emerging from the data were organized within three participant behavioral categoriesdescribed below. Over half the students (six students) reported overall positive interactions with their mentor(s)and reinforced intentions or motivation to continue on to graduate school (first category). In thiscategory, two students (out of the six) reported dissatisfaction with some aspect of the mentoringprocess (that responsibilities and expectations were not clearly presented and /or adequatefeedback was not received on progress). However, in both cases, the students reported beingprovided with leeway to work independently. This finding suggests that being able to figure outsituations on their own gave them the self-confidence needed to complete the tasks and handleambiguity, without over-reliance on mentor feedback. Three students reported overall positiveinteractions with their mentor(s), but remained undecided about their graduate school intentions(second category). Two students in this category did not agree that the training and assignmentswere effective and relevant to their career goals. These two students reported that their dream jobwas to “build” or “manufacture” something. This finding suggests that these students did not seeresearch as a direct path to their career intentions. The remaining two students (who were bothwomen) reported overall negative interactions with their mentor(s) related to organization of thetasks and mentor support (third category). One student indicated no graduate school intentionsafter participation in the program (but had intentions prior), whereas the other student reportedreinforced graduate school intentions. In the first case, the female student and a male student hadbeen placed with the same mentor. Whereas the female student had a negative experience andoutcome, the male student had a positive experience and outcome. It is possible that the mentorand/or graduate student mentors may have had pre-conceived, gender-based expectations. Thesecond student was the only student matched to her mentor. This student purposefully chose aresearch area out of her comfort zone to explore. Since the research experience met thisexpectation, it may have contributed to the positive outcome, namely, reinforcement of graduateschool intentions. The results of our study can inform practitioners how to better structure andtailor the research experience to meet the psychosocial needs of the undergraduate student.
Massi, L., & McKinzie, C. R., & Gesquiere, A. J., & Seal, S. (2014, June), The Influence of Student-Faculty Interactions on Post-Graduation Intentions in a Research Experience for Undergraduates (REU) Program: A Case Study Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23159
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