How Novice Researchers See Themselves Grow

Authors

Prajukti Bhattacharyya, University of Wisconsin-WhitewaterFollow
Catherine W.M. Chan, University of Wisconsin-WhitewaterFollow
Meg Waraczynski, University of Wisconsin-WhitewaterFollow

Abstract

Engaging in undergraduate research is identified as a High Impact Practice (HIP), an experience that improves student learning outcomes. In this paper, we report the differences in the relative rates of increase in skill and knowledge gains associated with early engagement in undergraduate research from students who have little to no prior research experience. We studied the relative rates of changes in novice researchers’ perceptions of the progressive development of different research-related skills and conceptual understandings of their own projects, as well as how their attitudes, such as confidence in their own abilities as researchers, develop with continuous participation in mentored research. Knowing the progression timeline for various skills may help program administrators and faculty mentors plan for “just in time” provision of relevant resources and supports.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Bhattacharyya, Prajukti; Chan, Catherine W.M.; and Waraczynski, Meg (2018) "How Novice Researchers See Themselves Grow," International Journal for the Scholarship of Teaching and Learning: Vol. 12: No. 2, Article 3.
Available at: https://doi.org/10.20429/ijsotl.2018.120203