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Outcomes are evaluated for biology students’ research skills, self-efficacy, and future goals. Authentic, student-centered inquiry increases research skills but shows limited impact on self-efficacy. More structured, guided formats yield smaller skill gains. Seminar participation raises self-efficacy to FLRE-equivalent levels, and students who shift future goals often add pursuing a Ph.D., especially after the seminar.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/different-approaches-for-engaging-undergraduates-in-research/595236/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/different-approaches-for-engaging-undergraduates-in-research/595236.png","ImageObject",300,407,{"name":92,"@type":93},"Bulrr","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What engagement types are compared in the study?","Question",{"text":112,"@type":113},"The study compares FLREs, CUREs, and a literature-based introduction to a research seminar course for undergraduate biology students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does authentic, student-centered research affect outcomes?",{"text":117,"@type":113},"Engaging with authentic, student-centered inquiry significantly increases research skills, while self-efficacy changes are limited.",{"name":119,"@type":110,"acceptedAnswer":120},"What role does the seminar course play in self-efficacy and future goals?",{"text":121,"@type":113},"Students in the seminar course increase self-efficacy to levels comparable to those in FLREs, and participants who report future-goal changes are more likely to add pursuing a Ph.D., especially in the seminar course.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595236,1792171265,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Different approaches for engaging undergraduates in research: Variable impactson students’ self-efficacy, science research skills, and future goals  \nKelly M. Schmid1*, Sarah E. Hall2, and Jason R. Wiles2  \n1 Department of Ecology and Evolutionary Biology, Cornell University, Ithaca, NY 14850  \n2 Department of Biology, Syracuse University, Syracuse, NY 13210  \n*Corresponding author: Kelly M. Schmid, [kms477@cornell.edu](kms477@cornell.edu), Department of Ecology and Evolutionary Biology, Cornell University, Ithaca, NY 14850  \nORCiD: Kelly M. Schmid 0000-0002-7543-7624, Sara E. Hall 0000-0002-8536-4000, Jason R. Wiles 0000-0003-1011-3546  \nAbstract  \nApproaches toward engaging undergraduates in scientific research have included research experiences based in faculty laboratories (FLREs), course-based undergraduate research experiences (CUREs), and courses rooted in primary research literature that may be precursors to research experiences. We examined outcomes for undergraduate biology students enrolled in FLREs, CUREs, and a literature-based introduction to research seminar course. Students engaging with research that involved authentic, student-centered inquiry had significant increases in research skills, but little change in their self-efficacy. Students engaging with research in a more structured or guided experience did not exhibit the same gainsin skills. Additionally, although they began with comparatively low self-efficacy scores, students enrolled in the seminar course increased in self-efficacy to levels equivalent to those of students engaging in FLREs. Across all types of engagement, students who reported a change in their future goals post-graduation tended to add pursuing a Ph. D. to their future plans-this was most evident in the seminar course. We therefore recommend an introduction to research seminar course for novice students toward building self-efficacy early in their careers as a way to prepare for-and potentially increase-engagement in CUREsand FLREs, and matching undergraduates with potential mentors for future research experiences.   \nIntroduction  \nA growing number of faculty at many universities are incorporating active learning into science courses in place of the traditional lecture format. Active learning has been shown to improve student performance in such courses (Deslauriers et al., 2019; Freeman et al., 2014; Gormally et al., 2009), as well as to increase recruitment and retention in the sciences (Cooper et al., 2019; Haak et al., 2011; Lopatto, 2007) . While active learning has been shown to benefit learners across demographic groups, it is especially beneficial for learners from underserved minoritized groups, and therefore may contribute to increased diversity and inclusion within science courses (Ballen et al.,  \n2017; Bangera & Brownell, 2014; Espinosa et al., 2019; Haak et al., 2011; Lopatto, 2007; Sloane et al., 2021; Snyder et al., 2016) . These observations have helped to promote the initiative to implement active learning in undergraduate science courses (Olson & Riordan, 2012; Schneider et al., 2015; Wyckoff, 2001) . Undergraduate research experiences are among the most impactful active learning strategies (Lopatto, 2007) . Participation in undergraduate research has been shown to improve science self-efficacy (or one’s confidence in their abilities regarding science), science identity, research skills, science communication skills, and alter future goals of undergraduates in science fields (Carpi et al., 2017; Gardner et al., 2015; Seymour et al., 2004;  \nThiry et al., 2012) . Such engagement includes students participating in both faculty lab research experiences (FLRE) and course-based undergraduate research experiences (CURE) . These experiences each provide students with the opportunity to improve professional and personal factors, such as self-efficacy and research skills, and engage in scientific inquiry.  \nFLREs are considered to be the most“authentic” (Weaver et al., 2008, ","cbCaij9lcj0dsk03","https://ap.wps.com/l/cbCaij9lcj0dsk03","pdf",545914,14,"English","# Abstract\n# Introduction\n## Active learning in undergraduate science\n## Undergraduate research experiences and outcomes\n## FLREs: authenticity and reported benefits","[{\"question\":\"What engagement types are compared in the study?\",\"answer\":\"The study compares FLREs, CUREs, and a literature-based introduction to a research seminar course for undergraduate biology students.\"},{\"question\":\"How does authentic, student-centered research affect outcomes?\",\"answer\":\"Engaging with authentic, student-centered inquiry significantly increases research skills, while self-efficacy changes are limited.\"},{\"question\":\"What role does the seminar course play in self-efficacy and future goals?\",\"answer\":\"Students in the seminar course increase self-efficacy to levels comparable to those in FLREs, and participants who report future-goal changes are more likely to add pursuing a Ph.D., especially in the seminar course.\"}]","Different approaches for engaging undergraduates in research | PDF",1792080685,35]