February 2005

Lead article: Why involve undergraduates in research?

The 2001 KU committee on general education identified the first program goal as this: “Enhance the skills and knowledge needed to research, organize, evaluate, and apply new information and develop a spirit of critical inquiry and intellectual integrity.” One of the most effective ways to help undergraduates reach this goal is through research experiences.

A major force in the University’s emphasis on undergraduate research was the Initiative 2001 strategic planning process, specifically the task force on building a premier learning community. This group developed a statement of the value, attributes and distinction of a KU degree (www.ur.ku. edu/Admin/2001/2001reports/PremierLaw/attrib.html).

But why involve undergraduates in research? Lee Haugen (2002) identifies four reasons:

1. Society needs citizens who have developed investigative and analytical skills and can critically evaluate information. As the National Science Foundation Strategic Plan (1994) notes, “The integration of research and education holds the promise of enriching student learning while enhancing public understanding.”

2. Colleges and universities need to retain students. A report on an undergraduate research program at the University of Michigan by Nagda, et al. (1998) found that underrepresented minority research participants had an attrition rate of 11.4% compared to 23.5% for nonparticipants. White research participants’ attrition rate was 3.2% versus 9.8% for nonparticipants.

3. Abrash, et al. (1998) found that “students are more likely to go to graduate school if they have done undergraduate research. This is most true when undergraduate research is encouraged early in a student’s career and where the research experience is not limited to honors students.”  

4. Involving undergraduate students in research can energize you and renew your enthusiasm for teaching.

Like others, Haugen recognizes that the community of scholars at research universities can provide undergraduates with important learning experiences by involving them in facets of research. Haugen believes “Research: It’s not just for faculty anymore.”             

—JE

References

Haugen, L. (2002). Research: It’s not just for faculty anymore. Tomorrow’s Professor, 413. http://ctl.stanford.edu/Tomprof/postings/413.html
Other references provided upon request.