Author(s):
Diversifying the STEM workforce, bolstering student persistence in STEM degrees, and ensuring equitable access to in-demand jobs are critical national imperatives. Undergraduate Research Experiences (UREs) have shown promise in fostering STEM persistence, nurturing science identity, and cultivating social and cognitive gains. However, while substantial resources have fueled support for summer and academic year UREs, particularly at primarily undergraduate institutions (PUIs), these experiences still need to be explored.This project addresses the need for a systematic understanding of the work design structure of UREs and its impact on student outcomes. Drawing upon the Job Characteristics Theory, which underscores the significance of work design elements in fostering satisfaction and motivation, we aim to delineate the structural dimensions of UREs and examine their impact on student outcomes.Our guiding questions include: What structural characteristics define UREs in chemistry, life sciences, Discipline-Based Education Research (DBER), and related STEM fields at PUIs? How do these structural dimensions correlate with student outcomes such as persistence, science identity, and cognitive gains?Employing a mixed-methods approach, we are currently adapting the Work Design Questionnaire (WDQ) to the URE context and administering it alongside the Student Undergraduate Research Experiences Survey (SURE III) to a diverse sample of undergraduate researchers. By characterizing the work design structure of UREs and exploring its associations with student outcomes, we aim to provide insights into the mechanisms underlying their effectiveness.Anticipated outcomes include a nuanced understanding of the structural components that define UREs and their impact on student experiences and outcomes. By identifying correlations between work design characteristics and student outcomes, we aim to inform the development of evidence-based practices for designing and implementing UREs at PUIs. We have collected preliminary data and will soon begin the project’s pilot phase.The broader impacts of this research extend to informing institutional policies and practices aimed at enhancing undergraduate research experiences and promoting STEM persistence among diverse student populations. Additionally, participants in this study will receive personalized reports, facilitating institutional reflection and improvement of UREs. Ultimately, this project seeks to contribute to the ongoing efforts to promote inclusive and impactful undergraduate research experiences across STEM disciplines.
Coauthors
Anya Goodman, California Polytechnic State University, San Luis Obispo, & Dan Bachrach, The University of Alabama, Tuscaloosa
