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Results suggest lower-GPA students show a larger academic performance increase and improved GPAs, motivating reconsideration of restrictive registration policies.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the paper’s main argument about undergraduate research access?","Question",{"text":63,"@type":64},"The paper argues that restricting URE registration based on superior GPA and years of study may place inappropriate boundaries on student learning.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the study define an undergraduate research experience (URE)?",{"text":68,"@type":64},"It defines a URE specifically as an independent studies course, enabling analysis using the grade earned.",{"name":70,"@type":61,"acceptedAnswer":71},"What data does the study use to compare students?",{"text":72,"@type":64},"It uses correlational campus data from 201 students (2006–2011) at the Augustana Campus and analyzes relationships between prior cumulative GPA and final marks, plus annual GPA changes during the URE 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& Doris Audet  \nUniversity of Alberta  \nUndergraduate research is one of several high impact educational practices used by educational institutions to increase student engagement and success (Kuh, 2008). Many studies on the impact of undergraduate research have surveyed students or faculty on their personal experience and its influence on students’subsequent degrees and employment (Brownell & Swaner, 2010). These studies have documented the ability of high impact educational practices to have the greatest influence on those students who self-identify as belonging to a minority or disadvantaged group. Few studies, however, have documented the impact on students with lower grades. The privilege of being admitted to an undergraduate research experience (e.g., an independent studies course) is typically reserved for upper-year students who have proven themselves academically. This paper presents correlational data from our campus showing that academically weaker students have a greater increase in academic performance between prior grade point average (GPA) and final grade in an independent studies course than academically stronger students. In addition, student annual GPA data shows that the impact of undergraduate research serves to raise students’ GPAs in the year of an independent studies course. Although the findings are based on data from one small campus, they do raise the question that if undergraduate research has the greatest impact on academically weaker students and accelerates academic maturity, is limiting registration into these courses on the basis of superior GPA and years of study placing inappropriate boundaries on student learning?  \nIntroduction  \nU ndergraduate research is one of several high impact  \npractices used by educational institutions to increase student engagement and success (Kuh, 2008) . Lopatto (2007) writes that it enhances students’ independence, intrinsic motivation to learn, and active participation in subsequent courses. Access to undergraduate research,  \nhowever, has been limited to those with superior grade point average (GPA) (Harde & Haave, 2012) . Many studies on the impact of undergraduate research have surveyed students or faculty on their personal experience and its influence on students’ subsequent degrees and employment in addition to increasing retention of students in their degree program and contributing to students’ emerging sense of self-identity (Brongo Pacifici  \n& Thomson, 2011; Brownell & Swaner, 2010; Marcus, Hughes, & McElroy, 2010; Nagda, Gregerman, Jonides, Von Hippel & Lerner, 1998; Seymour, Hunter, Laursen,& Deantoni, 2004) . Brownell and Swaner (2010) have shown that, as a high impact practice, undergraduate research seems to have the greatest influence on those students who self-identify as belonging to a minority or disadvantaged group. Current research suggests that the reason undergraduate research has a high impact on student outcomes is that it engages students at a higher epistemic level causing students to consider the science act (i.e., what, how, and why they are investigating a particular question) beyond following a set of instructions as is common in more traditional courses with an accompanying lab (Brongo Pacifici & Thomson, 2011; Sadler & McKinney, 2010) . Other studies have demonstrated that undergraduate research courses produced significantly higher GPAs, and that engaging in more than one undergraduate research course has greater impact on increasing graduating GPA even though students themselves do not realize prior to engaging in an undergraduate research experience the degree to which their GPA will be positively affected (Brongo Pacifici & Thomson, 2011; Fechheimer, Webber,& Kleiber, 2011; Jonides, 1995; Kinkel & Henke, 2006) . No studies, however, have documented the impact on students in general with lower grades or whether the impact is obser","cbCaikZj8JRFZdOy","https://ap.wps.com/l/cbCaikZj8JRFZdOy","pdf",306247,"English","# Introduction\n# Our Study\n## Research Questions\n## Defining UREs\n## Methods and Data (GPA Thresholds)\n## Comparing Prior GPA and Course Grades","[{\"question\":\"What is the paper’s main argument about undergraduate research access?\",\"answer\":\"The paper argues that restricting URE registration based on superior GPA and years of study may place inappropriate boundaries on student learning.\"},{\"question\":\"How does the study define an undergraduate research experience (URE)?\",\"answer\":\"It defines a URE specifically as an independent studies course, enabling analysis using the grade earned.\"},{\"question\":\"What data does the study use to compare students?\",\"answer\":\"It uses correlational campus data from 201 students (2006–2011) at the Augustana Campus and analyzes relationships between prior cumulative GPA and final marks, plus annual GPA changes during the URE year.\"}]","Evidence in Support of Removing Boundaries to Undergraduate Research Experience - read online free | PDF",1792087385,15]