ABSTRACT

The philosophical foundation for ¬undergraduate research programs has been well articulated in the professional literature. Proponents of undergraduate research have identified a number of desirable outcomes that might reasonably be expected to follow from students' participation in the process of collaborative inquiry with faculty mentors. This chapter provides overviews the research literature, including an examination of the implications and limitations of available findings. In applying Bloom's influential taxonomy to the process of educational assessment, a distinction has traditionally been drawn between outcomes of a cognitive nature and those that fall within the affective domain. Studies of productivity measures, such as publications and conference papers, attest to the power of undergraduate research programs to promote scholarly activity. Studies of cognitive outcomes suggest that undergraduate research can facilitate content mastery, research competency, critical thinking skills, and effective communication. Demonstrated attitudinal outcomes include satisfaction with instruction, interest in the discipline, clarity of educational and occupational goals, self-confidence, self-efficacy, self-esteem, open-mindedness, and adaptability.