Skip to main content
SpringerLink
Log in

Faculty Perceptions of Students in Life and Physical Science Research Labs

  • Published:
Innovative Higher Education Aims and scope Submit manuscript

Abstract

This qualitative study involved interviews of 32 faculty principle investigators at three research institutions and explored how they view the role of students within physical and life science labs. We used socialization theory and student engagement literature to analyze faculty views, which can contribute to student investment in STEM fields. Findings relate to understanding students as workers versus learners or trainees and the tension that results from differing views of students.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Similar content being viewed by others

Notes

  1. All participant names are pseudonyms.

  2. Some of the students mentioned in this study were working on honors theses or were able to get funding to work in the lab, particularly during the summer. However, none of the PIs said that their students were part of a formal undergraduate research program.

References

  • Austin, A. E. (2002). Preparing the next generation of faculty: Graduate school as socialization to the academic career. The Journal of Higher Education, 73, 94–122.

    Article  Google Scholar 

  • Austin, A. E., & McDaniels, M. (2006). Preparing the professorate of the future: Graduate student socialization for faculty roles. Higher Education: Handbook of Theory and Research, 21, 397–456.

    Article  Google Scholar 

  • Baldwin, R. G. (2009). The climate for undergraduate teaching and learning in STEM fields. New Directions for Teaching and Learning, 117, 9–17.

    Article  Google Scholar 

  • Balster, N., Pfund, C., Rediske, R., & Branchaw, J. (2010). Entering research: A course that creates community and structure for the beginning undergraduate researchers in the STEM disciplines. CBE Life Sciences Education, 9, 108–118.

    Article  Google Scholar 

  • Baker, V. L., & Lattuca, L. R. (2010). Developmental networks and learning: Toward an interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35, 807–827.

    Article  Google Scholar 

  • Bauer, K. W., & Bennett, J. S. (2003). Alumni perceptions used to assess undergraduate research experience. The Journal of Higher Education, 74, 210–230.

    Article  Google Scholar 

  • Caccavo, F. J. (2008). Teaching undergraduates to think like scientists. College Teaching, 57, 9–14.

    Article  Google Scholar 

  • Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data: Complementary research strategies. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Ehrenberg, R. G. (2012). American higher education in transition. The Journal of Economic Perspectives, 26, 193–216.

    Article  Google Scholar 

  • Feldman, A., Divoll, K., & Rogan-Klyve, A. (2009). Research education of new scientists: Implications for science teacher education. Journal of Research in Science Teaching, 46, 442–459.

    Article  Google Scholar 

  • Glesne, C. (2011). Becoming qualitative researchers: An introduction (4th ed.). Boston, MA: Pearson Education.

    Google Scholar 

  • Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. York, United Kingdom: The Higher Education Academy.

    Google Scholar 

  • Hunter, A., Laursen, S. L., & Seymour, E. (2006). Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development. Science Education, 91, 36–74.

    Article  Google Scholar 

  • Leboy, P. S., & Madden, J. G. (2012). Limitations on diversity in basic science departments. DNA and Cell Biology, 31, 1365–1371.

    Article  Google Scholar 

  • Merton, R., Reader, G., & Kendall, P. (1957). The student physician. Cambridge, MA: Harvard University Press.

    Book  Google Scholar 

  • Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis (2nd ed.). Thousand Oaks, CA: SAGE.

    Google Scholar 

  • National Academies (2012). Research universities and the future of America: Ten breakthrough actions vital to our nation's prosperity and security. Washington, DC: The National Academies Press.

    Google Scholar 

  • Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students (2nd ed.). San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Stephan, P. (2012). How economics shapes science. Cambridge, MA: Harvard University Press.

    Book  Google Scholar 

  • Weidman, J. C., Twale, D. J., & Stein, E. L. (2001). Socialization of graduate and professional students in higher education – A perilous passage? ASHE-ERIC Higher Education Report, 28. Washington, DC: The George Washington University, School of Education and Human Development.

Download references

Author information

Authors and Affiliations

  1. Higher, Adult, and Lifelong Education, Michigan State University, 620 Farm Lane, Rm. 426, East Lansing, MI, 48824, USA

    Claire P. Gonyo & Brendan Cantwell

Authors
  1. Claire P. Gonyo
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Brendan Cantwell
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Brendan Cantwell.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Gonyo, C.P., Cantwell, B. Faculty Perceptions of Students in Life and Physical Science Research Labs. Innov High Educ 40, 317–329 (2015). https://doi.org/10.1007/s10755-014-9315-2

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10755-014-9315-2

Keywords

Search

Navigation