Skip to main content
SpringerLink
Log in

The efficacy of directed studies courses as a form of undergraduate research experience: a comparison of instructor and student perspectives on course dynamics

  • Published:
Higher Education Aims and scope Submit manuscript

Abstract

Directed studies (DS) courses are widely touted for their ability to enhance research skills in undergraduate students—yet little is known about the dynamics, motivations, and perceived outcomes connected to these specific types of undergraduate research experiences. Building on earlier qualitative research, in this paper we report the results of a self-report survey designed to directly compare instructor and student perspectives on DS course dynamics at a small, liberal arts university. Samples of students who completed DS courses and instructors who supervised them completed a survey assessing their motives, perceived outcomes, and barriers encountered in their course work. Parallel wording of items in instructor and student surveys permitted comparison of perceptions of DS course dynamics. Results indicated that there were many similarities in how both groups approached DS courses but that there were also several important differences in motives and perceived outcomes pointing to the need for greater communication between instructors and students about their expectations for the course.

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.

Institutional subscriptions

Similar content being viewed by others

References

  • Anthony, W. S. (1973). Learning to discover rules by discovery. Journal of Educational Psychology, 64(3), 325–328. https://doi.org/10.1037/h0034585.

    Article  Google Scholar 

  • Barker, L. (2009). Student and faculty perceptions of undergraduate research experiences in computing. ACM Transactions on Computing Education, 9(1), 1–28. https://doi.org/10.1145/1513593.1513598.

    Article  Google Scholar 

  • Barrows, H. S., & Tamblyn, R. M. (1980). Problem-based learning: an approach to medical education. New York: Springer.

    Google Scholar 

  • Bauer, K. W., & Bennett, J. S. (2003). Alumni perceptions used to assess undergraduate research experience. The Journal of Higher Education, 74(2), 210–230. https://doi.org/10.1353/jhe.2003.0011.

    Article  Google Scholar 

  • Craney, C., McKay, T., Mazzeo, A., Morris, J., Prigodich, C., & de Groot, R. (2011). Cross-discipline perceptions of the undergraduate research experience. Journal of Higher Education, 82(1), 92–113. https://doi.org/10.1353/jhe.2011.0000.

    Article  Google Scholar 

  • Elrod, S., Husic, D., & Kinzie, J. (2010). Research and discovery across the curriculum. Peer Review, 12(2), 4–8.

    Google Scholar 

  • Hathaway, R. S., Nagda, B. A., & Gregerman, S. R. (2002). The relationship of undergraduate research participation to graduate and professional education pursuit: an empirical study. Journal of College Student Development, 43(5), 614–631.

    Google Scholar 

  • Healey, M., Lannin, L., Stibbe, A., & Derounian, J. (2013). Developing and enhancing undergraduate final-year projects and dissertations. Gloucestershire: The Higher Education Academy.

    Google Scholar 

  • Howitt, S., Wilson, A., Wilson, K., & Roberts, P. (2010). ‘Please remember we are not all brilliant’: undergraduates’ experiences of an elite, research-intensive degree at a research-intensive university. Higher Education Research & Development, 29(4), 405–420. https://doi.org/10.10890/02794361003601883.

    Article  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(1), 36–74. https://doi.org/10.1002/sce.20173.

    Article  Google Scholar 

  • Hvenegaard, G., Link, A.-M., Moore, S. E., & Wesselius, J. C. (2013). Exploring the dynamics of directed studies courses: student, instructor, and administrator perspectives. The Canadian Journal for the Scholarship of Teaching and Learning, 4(2), Article 5. https://doi.org/10.5206/cjsotl-rcacea.2013.2.5.

    Article  Google Scholar 

  • Ishiyama, J. (2002). Does early participation in undergraduate research benefit social science and humanities students? College Student Journal, 36(3), 380–386.

    Google Scholar 

  • Jonassen, D. H. (1991). Evaluating constructivistic learning. Educational Technology, 31, 28–33.

    Google Scholar 

  • Jones, R. M., & Davis, S. N. (2014). Assessing faculty perspectives on undergraduate research: implications from studies of two faculties. Council on Undergraduate Research Quarterly, 34(3), 37–42.

    Google Scholar 

  • Kardash, C. M. (2000). Evaluation of an undergraduate research experience: perceptions of undergraduate interns and their faculty mentors. Journal of Educational Psychology, 92(1), 191–201. https://doi.org/10.1037/0022-0663.92.1.191.

    Article  Google Scholar 

  • Katz, J. S., Sturz, B. R., Bodily, K. D., & Hernandez, M. (2006). Independent study: a conceptual framework. In W. Buskist & S. F. Davis (Eds.), Handbook of the teaching of psychology (pp. 131–136). Malden: Blackwell.

    Chapter  Google Scholar 

  • Koch, C., & Johnson, W. B. (2000). Documenting the benefits of undergraduate mentoring. Council on Undergraduate Research Quarterly, 20(4), 172–175.

    Google Scholar 

  • Kuh, G. D. (2008). High-impact educational practices: what they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.

    Google Scholar 

  • Lamdin, L., & Worby, D. (1976). Across the desk: teaching through independent study. Alternative Higher Education, 1(1), 61–67.

    Article  Google Scholar 

  • Landrum, R. E., & Nelsen, J. R. (2002). The undergraduate research assistantship: an analysis of the benefits. Teaching of Psychology, 29(1), 15–19. https://doi.org/10.1207/S15328023TOP2901_04.

    Article  Google Scholar 

  • Lei, S., & Chuang, N. (2009). Undergraduate research assistantship: a comparison of benefits and costs from faculty and students’ perspectives. Education, 130(2), 232–240.

    Google Scholar 

  • Lopatto, D. (2003). The essential features of undergraduate research. Council on Undergraduate Research Quarterly, 24(3), 139–142.

    Google Scholar 

  • Lopatto, D. (2007). Undergraduate research experiences support science career decisions and active learning. Life Sciences Education, 6(4), 297–306. https://doi.org/10.1187/cbe.07-06-0039.

    Article  Google Scholar 

  • Mancha, R., & Yoder, C. Y. (2014). Factors critical to successful undergraduate research. Council on Undergraduate Research Quarterly, 34(4), 38–45.

    Google Scholar 

  • McKenzie, J., O’Reilly, D., & Stephenson, J. (1985). Independent study and professional education. Studies in Higher Education, 10(2), 187–197. https://doi.org/10.1080/03075078512331378599.

    Article  Google Scholar 

  • Millspaugh, J. J., & Millenbah, K. F. (2004). Value and structure of research experiences for undergraduate wildlife students. Wildlife Society Bulletin, 32(4), 1185–1194. https://doi.org/10.2193/0091-7648(2004)032[1185:VASORE]2.0.CO;2.

    Article  Google Scholar 

  • Moore, S., Hvenegaard, G., Link, A.-M., & Wesselius, J. (2012). Undergraduate research experiences through independent study courses. The Teaching Professor, 26(4), 6.

    Google Scholar 

  • Nisbett, R. E., & Wilson, T. D. (1977). Telling more than we can know: verbal reports on mental processes. Psychological Review, 84(3), 231–259. https://doi.org/10.1037/0033-295X.84.3.231.

    Article  Google Scholar 

  • Osborn, J. M., & Karukstis, K. K. (2009). The benefits of undergraduate research, scholarship, and creativity. In M. Boyd & J. Wesemann (Eds.), Broadening participation in undergraduate research: fostering excellence and enhancing impact (pp. 41–53). Washington, DC: Council on Undergraduate Research.

    Google Scholar 

  • Peterson, N. A. (1974). Directed study: how instructors see it. University of Minnesota Center for Educational Development. Commentary, 18, 1–6.

    Google Scholar 

  • Pfund, C., Pribbenow, C. M., Branchaw, J., Lauffer, S. M., & Handelsman, J. (2006). The merits of training mentors. Science, 311, 473–474. https://doi.org/10.1126/science.1123806.

    Article  Google Scholar 

  • Potter, S. J., Abrams, E., Townson, L., & Williams, J. E. (2009). Mentoring undergraduate researchers: faculty mentors’ perceptions of the challenges and benefits of the research relationship. Journal of College Teaching and Learning, 6(6), 17–30. https://doi.org/10.19030/tlc.v6i6.1131.

    Article  Google Scholar 

  • Rowlett, R. S., Blockus, L., & Larson, S. (2012). Characteristics of excellence in undergraduate research (COEUR). In N. Hensel (Ed.), Characteristics of excellence in undergraduate research (pp. 2–19). Washington, DC: Council on Undergraduate Research.

    Google Scholar 

  • Russell, S. H., Hancock, M. P., & McCullough, J. (2007). Benefits of undergraduate research experiences. Science, 316(5824), 548–549. https://doi.org/10.1126/science.1140384.

    Article  Google Scholar 

  • Rutherford, F. J. (1964). The role of inquiry in science teaching. Journal of Research in Science Teaching, 2(2), 80–84. https://doi.org/10.1002/tea.3660020204.

    Article  Google Scholar 

  • Sanders, D. (1984). Managing and evaluating students in a directed project course. ACM SIGCSE Bulletin, 16(1), 15–25. https://doi.org/10.1145/952980.808616.

    Article  Google Scholar 

  • Scott, R. A. (1973). Independent study in the undergraduate college. Paper presented at the Cornell University-New York Hospital School of Nursing Faculty Forum on Independent Study, December 3, 1973.

  • Seymour, E., Hunter, A., Laursen, S. L., & Deantoni, T. (2004). Establishing the benefits of research experiences for undergraduates in sciences: first findings from a three-year study. Science Education, 88(4), 493–534. https://doi.org/10.1002/sce.10131.

    Article  Google Scholar 

  • Shaw, K., Holbrook, A., & Bourke, S. (2013). Student experience of final-year undergraduate research projects: an exploration of ‘research preparedness’. Studies in Higher Education, 38(5), 711–727. https://doi.org/10.1080/03075079.2011.592937.

    Article  Google Scholar 

  • Slobodzian, J. T., & Pancsofar, N. (2014). Integrating undergraduate research into teacher training: supporting the transition from learner to educator. Council on Undergraduate Research Quarterly, 34(3), 43–47.

    Google Scholar 

  • Thiry, H., & Laursen, S. L. (2011). The role of student-advisor interactions in apprenticing undergraduate researchers into a scientific community of practice. Journal of Science Education and Technology, 20, 771–784. https://doi.org/10.1007/s10956-010-9271-2.

    Article  Google Scholar 

  • Tourangeau, R., Rips, L. J., & Rasinski, K. (2000). The psychology of survey response. New York: Cambridge University Press.

    Book  Google Scholar 

  • Vajoczki, S. (2010). From the international desk: a Canadian perspective on undergraduate research. Council of Undergraduate Research Quarterly, 31(2), 41–46.

    Google Scholar 

  • Wayment, H. A., & Dickson, K. L. (2008). Increasing student participation in undergraduate research benefits students, faculty, and department. Teaching of Psychology, 35(3), 194–197. https://doi.org/10.1080/00986280802189213.

    Article  Google Scholar 

  • Zydney, A. L., Bennett, J. S., Shahid, A., & Bauer, K. W. (2002). Impact of undergraduate research experience in engineering. Journal of Engineering Education, 91(2), 151–157. https://doi.org/10.1002/j.2168-9830.2002.tb00687.x.

    Article  Google Scholar 

Download references

Acknowledgements

We thank Shungu Mushayandebvu, Wynn Coates, and Amanda Hill for their helpful research assistance.

Funding

This work was supported by the University of Alberta’s Teaching and Learning Enhancement Fund.

Author information

Authors and Affiliations

  1. Department of Social Sciences, University of Alberta, Augustana Campus, Camrose, AB, T4V2R3, Canada

    Sean E. Moore

  2. Department of Science, University of Alberta, Augustana Campus, Camrose, AB, T4V2R3, Canada

    Glen T. Hvenegaard

  3. Department of Fine Arts and Humanities, University of Alberta, Augustana Campus, Camrose, AB, T4V2R3, Canada

    Janet C. Wesselius

Authors
  1. Sean E. Moore
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Glen T. Hvenegaard
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Janet C. Wesselius
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Sean E. Moore.

Electronic supplementary material

ESM 1

(PDF 371 kb)

ESM 2

(PDF 306 kb)

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Moore, S.E., Hvenegaard, G.T. & Wesselius, J.C. The efficacy of directed studies courses as a form of undergraduate research experience: a comparison of instructor and student perspectives on course dynamics. High Educ 76, 771–788 (2018). https://doi.org/10.1007/s10734-018-0240-7

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10734-018-0240-7

Keywords

Search

Navigation