We proposed mounting a three-year study of our current student/faculty
research collaborations in an effort to describe a model of our
research program and the effects of the program on student learning.
Specifically, we targeted summer research for study.
1999 Summer Research Study Results
(in PowerPoint format)
As proposed, Prof. David Lopatto supervised four undergraduate
research assistants in the first year of this effort. Approximately
eighty students working in the science division departments (biology,
chemistry, mathematics and computer science, physics, and psychology)
working under the supervision of thirty faculty members were interviewed
at the beginning of the summer. Students were tracked at the midpoint
of their ten-week summer research experience and interviewed again
as they finished. A full set of interview data for about 65 students
was obtained. The information obtained from these interviews led
to some general observations:
1. The selection process for summer research students, comprising
both a formal application and informal negotiations with faculty,
works effectively to provide a group of students who are well
prepared and who have high expectations for success. Only one
student withdrew from the program. Fewer than half-dozen others
expressed serious criticism of their experience.
2. Faculty use a variety of tactics to find a middle ground between
structuring a successful project and allowing students to have
input on projects.
3. In the initial phase of the projects faculty-student interactions
are intense. Faculty sometimes work side by side with student
researchers for 5 or 6 hours per day. Later in the project, students
work more independently.
4. Most faculty arrange for small groups of students to work as
teams or as members of the same laboratory community. While this
strategy allowed students to become a "community of learners,"
peer group relations emerged as an important variable affecting
student satisfaction. In the few cases of dissatisfaction students
cited their student peers as a reason for their unhappiness.
5. Science faculty have experienced a change in culture. Most
faculty now see the summer research projects as opportunities
to teach rather than free time to pursue personal research. The
summer research projects are integrated with oral presentations,
poster sessions, and papers. Faculty universally set improved
oral and written presentation skills as a goal for students. Students,
however, seldom mention this goal.
6. Approximately 75% of the students did not reach their goal
of completing a project. This lack of closure appears to be a
motive for the students to continue in their chosen area in the
next semester.
7. All students reported using the summer experience as an opportunity
to test their graduate school and career plans. One student decided
not to major in science. A few students decided to change topics
of study within a science. For most students, however, the summer
research project affirmed their current plans to continue in science.
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