ABSTRACT
Engaging undergraduate science students in research has been common practice for many years in the majority of American 4-year colleges and universities. Its capacity for developing students’ critical thinking, problem-solving skills, deeper understanding of the discipline, oral and written communication skills, and self-confidence have been well documented (Hunter et al., 2007; Lopatto, 2003, 2010; Nagda et al., 1998; Russell et al., 2007; Seymour et al., 2004). Undergraduate research has also proven to be a particularly effective method for developing student work habits, improving student retention in STEM majors, connecting classroom experiences to the world of work, and motivating students to continue their studies (Hunter et al., 2007; Kuh, 2008; Lopatto, 2010; Nagda et al., 1998; Russell et al., 2007). Positive economic growth depends on attitudes and skills for innovation and entrepreneurship, often developed through undergraduate research (Lazear & Marron, 2009). Recognizing the value of undergraduate research to student learning and degree completion, the humanities, social sciences, the arts, and some professional programs such as business and teacher education are also beginning to embrace student engagement in research.
