Employing quasi-experimental methods to relate first-year student participation in research with faculty to desired outcomes

Abstract

Undergraduate research opportunities with faculty are becoming increasingly common and previously been found to positively influence student learning. However, the literature on this activity is generally weak methodologically and/or is not generalizable. This study uses quasi-experimental methods to examine the influence of research with faculty using a large national sample. We found that research with faculty experiences had significant and positive effects on multiple aspects of student engagement for a sample of first-year students, particularly student-faculty interaction. Additionally, we found differential effects of undergraduate research participation between STEM and non-STEM majors. Implications for policy and practice are discussed.