Promoting undergraduate interest, preparedness, and professional pursuit in the sciences: An outcomes evaluation of the SURE program at Emory University
Open accessAbstract
We report on an outcomes assessment of the Summer Undergraduate Research Experience (SURE) Program at Emory University in Atlanta, GA. Using follow-up survey data and academic transcripts, we gauge SURE's impact on levels of interest in, preparedness for, and actual pursuit of graduate study and professional careers in the sciences for the program's first 15 summer cohorts (1990–2004). Our follow-up survey indicated significant increases in all research preparedness skills considered, notably in ability to give a poster research presentation, to discuss research at a graduate school interview, and to apply research ethics principles. About a third of SURE graduates went on to complete a graduate degree >90% considered SURE as important or very important in their academic development. Respondents reported postprogram increases in the level of interest in academic and research careers, and reported high levels of employment in science careers and job satisfaction. Regression analyses of Emory SURE participant transcripts revealed that participants take significantly more science courses as seniors and earn higher grades in those courses than nonparticipants. This trend held after correcting for indicators of prior interest (first-year course work, GPA, and math SAT scores), gender, and minority status. We also report on an external survey completed by SURE participants.
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Research experience helps students to build up their science identity.
“Cumulative evidence suggests that research experience helps students to build up their science identity (e.g., Junge et al., 2010; Grunert and Bodner, 2011; Schultz et al., 2011; Thiry et al., 2011; Strawn and Livelybrooks, 2012; Adedokun et al., 2013; Merolla and Serpe, 2013).”
From Outcomes and Processes in the Meyerhoff Scholars Program: STEM PhD Completion, Sense of Community, Perceived Program Benefit, Science Identity, and Research Self-Efficacy (2016) · cites this paper as Junge et al., 2010
The 80% science-pipeline sustaining gains are consistent with what has previously been reported in the literature.
“80% reported science-pipeline sustaining gains consistent with what has previously been reported in the literature [25], [29], [35], [36], [39], [40].”
The number of pipeline college graduates who enrolled in a graduate program (71%) is comparable to or higher than what has previously been reported by other groups.
“The number of pipeline college graduates who enrolled in a graduate program (71%) is comparable to or higher than what has previously been reported by other groups [25], [26], [34], [41].”
For the UTP participants, the benefits of improved research abilities and increased efficacy are likely to affect subsequent performance in science courses and positively influence the self-assurance with which UTP students approach graduate education.
“For the UTP participants, the benefits of improved research abilities and increased efficacy are likely to affect subsequent performance in science courses [25] as well as positively influence the self-assurance with which UTP students approach graduate education [20], [26]–[28].”
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DIVERSITY IN THE NATURAL RESOURCE WORKFORCE
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Propagating the Nephrology Research Workforce
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19. Evidence in Support of Removing Boundaries to Undergraduate Research Experiences
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Integrating Research into Undergraduate Courses
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- Authors
- Junge, B., Quiñones, C., Kakietek, J., Teodorescu, D., & Marsteller, P.
- Affiliations
- SUNY New Paltz (US)
- Center for Science Education,
- Department of Political Science, and
- Corresponding author
- Junge, Benjamin
- Venue
- CBE—Life Sciences Education
- Published
- 2010-06
- Volume
- 9
- Issue
- 2
- Pages
- 119-132
- ISSN
- 1931-7913 (ISSN-L)
- PMC
- PMC2879378
- OpenAlex
- W2162310693
- Cited by
- 116
- References
- 45
- Citations by year
- 2026: 4 · 2025: 3 · 2024: 6 · 2023: 5 · 2022: 15 · 2021: 11 · 2020: 9 · 2019: 6 · 2018: 14 · 2017: 5 · 2016: 7 · 2015: 10 · 2014: 9 · 2013: 7 · 2012: 4
- FWCI
- 10.03
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- CBE—Life Sciences Education (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Science Foundation
- Howard Hughes Medical Institute
- Emory University
- Grinnell College
- Topics
- Social Sciences › Safety Research › Career Development and Diversity
- Social Sciences › Education › Higher Education Research Studies
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Health and Medical Research Impacts
- Keywords
- undergraduate research programs, science career interest, research preparedness, graduate school enrollment, research ethics, poster presentations, academic performance, outcome measurement, Emory University
- MeSH terms
- Workforce, Career Choice, Education, Graduate, Regression Analysis, Research, Science, Students, Teaching, Universities, Program Evaluation
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