Engineering Student and Faculty Perspectives on Undergraduate Research Experiences

Abstract

Surveys and interviews were conducted among faculty and students regarding undergraduate research experiences (URE) in an engineering program at an urban research university.  In the student survey, students were asked to self-identify if they felt that their URE provided them with 11 potential benefits.  In the faculty survey, faculty were asked first whether they thought that each benefit should be expected of a student participating in a URE, and second whether they identified that benefit as being achieved by students that they have mentored in a URE.  The interviews offered a greater understanding of student and faculty viewpoints with regards to UREs.

The results of the study illustrated that students and faculty have differing views of the purpose of participating in a URE, and that students generally self-identified receiving more frequently receiving particular benefits than faculty recognized.  In particular, students were often using the URE as a means to develop skills that would help them acquire a job as an engineer in industry after graduation rather than as a direct pathway to graduate school.  Additionally, large percentages of students identified as having received benefits from the URE that would help them in an engineering career.  These were not always recognized by faculty, and faculty may be able to improve UREs for students by emphasizing the development of these skills for work in industry in the URE.