Measuring Student Learning Gains in Independent Research Experiences in the Sciences through Reflective Practice and ePortfolios

Oct 15, 2026

Uploaded by Mary Man

Undergraduate scientific research experiences offer students active, student-led learning through inquiry, problem solving, and analysis. This study examines a competitive 10-week summer research program in biology and chemistry at St. John Fisher College, comparing 2016 students using end-of-experience reflection only with 2017 students guided by prompted reflections and an ePortfolio. Both cohorts completed the nationally vetted SURE III and Preflection surveys to measure self-reported independent-research learning gains. Results indicate that reflection plus ePortfolio participation produced gains comparable to national benchmarks, with reflection coding and SURE III data showing synergy that informs future program improvements.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

Introduction

Undergraduate research as a high-impact practice

Program design: summer research and guided reflection

Role of ePortfolios and metacognition

Reflection challenges and coaching support

Literature on folio thinking

Measuring Student Learning Gains in Independent Research Experiences in the Sciences through Reflective Practice and ePortfolios Kristin Picardo, Ph.D., Associate Professor of Biology, Director, Center for Student Research & Creative Work, St. John Fisher College, 3690 East Ave., Rochester, NY 14618 Katie Sabourin, M.S., Educational Technologist, St. John Fisher College, 3690 East Ave., Rochester, NY 14618, [ksabourin@sjfc.edu](ksabourin@sjfc.edu), 585-385-7245 [kpicardo@sjfc.edu](kpicardo@sjfc.edu), 585-899-3802 (corresponding author) Abstract: Undergraduate scientific research experiences provide students unscripted, active learning opportunities where the students take the lead in inquiry, problem solving, and analysis. Biology and chemistry majors at St. John Fisher College participate in a competitive 10-week summer research experience mentored by a faculty member. Evaluation of the program began in 2016 with a final reflection at the end of the experience being required of students in this cohort. In 2017, students were guided through three prompted reflection exercises and then utilized an ePortfolio to house their reflections and key components of their research experience. Students in both cohorts were required to complete both the Preflection and SURE III nationally-vetted surveys designed to measure selfreported learning gains in independent research by Professor Lopatto at Grinnell College. In 2016, students rated their learning gains on the SURE III survey lower than those students who participated in the survey at other colleges and universities across the country. In 2017, the cohort that completed the reflections and ePortfolios, reported their learning gains on par with students nationally. The coding of student reflections and SURE III survey data taken together show synergy and agreement pointing to areas of focus for program improvement moving forward. Key Words: undergraduate research, reflection, metacognition, ePortfolio Introduction Undergraduate research as a high impact practice allows students to foster broad knowledge of human cultures and the natural world, strengthen intellectual and practical skills, and practice integrative and applied learning (AAC&U, 2007; Kuh, 2008) . Graham et al. (2013) have identified early research experiences and active learning as key components for increasing confidence and motivation for STEM majors and for strengthening their persistence (Toven-Lindsey et al., 2015; Bandura, 1997; Estrada, 2011) . As a result, many colleges and universities offer intensive, faculty-mentored summer research experiences in the sciences. National Science Foundation supported programs are common, but one is not available on our campus at St. John Fisher College at this time. Our Summer Fellows Research Program aims to support students as they engage inan intensive summer research experience, practice goal-setting and critical self-reflection, and learn to communicate research findings to peers and a broader community of scholars. The program also aims to support mentors as they intellectually engage the next generation of scholars in their discipline as they also extend their scholarship. In efforts to provide improved holistic student support, we have critically examined our program and implemented guided, metacognitive reflective practice for students in this program. While the literature is slim regarding support for reflection and ePortfolios with science students, thereis growing support for these impactful pedagogies (Harring & Luo, 2016; Onorato, 2014) . Other noted benefits of ePortfolios supported in the literature are described by Haave (2016) who noted students did not realize skills like critical thinking, communication and research skills were part of their degree, instead focusing on the science specific skills, while ePortfolios allowed for the conversation on the development of those types of skills through metacognition and reflection. Also, Haave (

FAQs

What learning gains were measured in this program evaluation?

Students’ self-reported learning gains in independent research were measured using the SURE III survey, along with the Preflection survey.

How did the 2016 and 2017 cohorts differ in reflective practice?

In 2016, students completed a required final reflection at the end of the experience. In 2017, students completed three prompted reflection exercises and stored reflections and key research components in an ePortfolio.

What did the study find when combining reflection coding with SURE III results?

Coding student reflections together with SURE III survey data showed agreement and synergy, pointing to focus areas for improving the program moving forward.

Oct 15, 2026

Uploaded by Mary Man