Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Educational Research and Methods
In this work-in-progress paper, we discuss the development and preliminary results of a survey about undergraduate engineers’ participation in research outside of classes. We want to know how many students are involved in research, what they do, and what they think they are learning. In particular, we are interested in what categories of students engage in research (year in college, major, race, gender, GPA, first-generation status, etc.), and how are they benefiting from it. We selected questions from the Survey of Undergraduate Research Experience (SURE), the Undergraduate Research Student Self-Assessment (URSSA), and instruments that measure engineering identity and sense of belonging. We also developed open-ended, qualitative questions that invited self-reflection. These questions covered topics such as how students define “engineer,” circumstances in which they did and did not feel like engineers, and how students with research experience would explain the value of that experience to potential employers or a graduate admissions committee. In spring 2019, a survey of 64 questions was administered to all enrolled students in our engineering school, and 28% of students responded. Respondent demographics were representative of the school’s student population. Here we discuss the development of the Undergraduate Research Experiences Survey and a few preliminary findings, publish the survey instrument (Appendix 1), and pose questions for future analysis.
Wylie, C. D., & Neeley, K. A., & Helmke, B. P. (2020, June), Work in Progress: Undergraduate Research Experiences Survey (URES) and Engineering Identity Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35697
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