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What Experiences Help Students Become Scientists? A Comparative Study of Research and other Sources of Personal and Professional Gains for STEM Undergraduates


  • Heather Thiry
  • Sandra L. Laursen
  • Anne-Barrie Hunter


No abstract is available for this item.

Suggested Citation

  • Heather Thiry & Sandra L. Laursen & Anne-Barrie Hunter, 2011. "What Experiences Help Students Become Scientists? A Comparative Study of Research and other Sources of Personal and Professional Gains for STEM Undergraduates," The Journal of Higher Education, Taylor & Francis Journals, vol. 82(4), pages 357-388, July.
  • Handle: RePEc:taf:uhejxx:v:82:y:2011:i:4:p:357-388
    DOI: 10.1080/00221546.2011.11777209

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    Cited by:

    1. Gairal-Casadó, Regina & Garcia-Yeste, Carme & Novo-Molinero, Maria Teresa & Salvadó-Belarta, Zoel, 2019. "Out of school learning scientific workshops: Stimulating institutionalized Adolescents' educational aspirations," Children and Youth Services Review, Elsevier, vol. 103(C), pages 116-126.
    2. Christopher Felege & Rebecca Romsdahl & Joshua Hunter & Cheryl Hunter & Susan Ellis-Felege, 2019. "Immersive field experiences lead to higher-level learning and translational impacts on students," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 9(3), pages 286-296, September.
    3. Lisa Robertson & Elizabeth Porter & M. Alex Smith & Shoshanah Jacobs, 2021. "Evidence-Based Course Modification to Support Learner-Centered and Student-Driven Teaching in A Pandemic: Leveraging Digital and Physical Space for Accessible, Equitable, and Motivating Experiential L," International Journal of Higher Education, Sciedu Press, vol. 10(7), pages 1-96, September.
    4. Maria-Teresa Novo-Molinero & Teresa Morla-Folch & Laureano Jimenez Esteller & Silvia Molina Roldan & Aitor Gomez Gonzalez, 2024. "Impacting life expectancies of incarcerated people through dialogic scientific gatherings and dialogic scientific workshops in prisons," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-9, December.
    5. Paul R Hernandez & Brittany Bloodhart & Rebecca T Barnes & Amanda S Adams & Sandra M Clinton & Ilana Pollack & Elaine Godfrey & Melissa Burt & Emily V Fischer, 2017. "Promoting professional identity, motivation, and persistence: Benefits of an informal mentoring program for female undergraduate students," PLOS ONE, Public Library of Science, vol. 12(11), pages 1-16, November.
    6. Hani Mansour & Daniel I. Rees & Bryson M. Rintala & Nathan N. Wozny, 2022. "The Effects of Professor Gender on the Postgraduation Outcomes of Female Students," ILR Review, Cornell University, ILR School, vol. 75(3), pages 693-715, May.
    7. Katelyn M Cooper & Logan E Gin & Barierane Akeeh & Carolyn E Clark & Joshua S Hunter & Travis B Roderick & Deanna B Elliott & Luis A Gutierrez & Rebecca M Mello & Leilani D Pfeiffer & Rachel A Scott &, 2019. "Factors that predict life sciences student persistence in undergraduate research experiences," PLOS ONE, Public Library of Science, vol. 14(8), pages 1-30, August.
    8. Rishita Bhatt & Bernadette West & Sunita Chaudhary, 2020. "Biomedical career enrichment programs: Exploring women and minority participants’ motivators and outcomes," PLOS ONE, Public Library of Science, vol. 15(2), pages 1-27, February.
    9. Samantha Nix & Lara Perez-Felkner, 2019. "Difficulty Orientations, Gender, and Race/Ethnicity: An Intersectional Analysis of Pathways to STEM Degrees," Social Sciences, MDPI, vol. 8(2), pages 1-29, January.
    10. Christopher P. Scheitle & Ellory Dabbs & Riley Darragh, 2021. "Graduate Students’ Identification With Science: Differences by Demographics, Experiences, and Discipline," SAGE Open, , vol. 11(4), pages 21582440211, November.

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