Abstract

Undergraduate Research Activity (URA) has been shown to add value to numerous higher education programs, driving improvements in course learning, campus engagement, and college retention. Yet, URA opportunities disproportionately accrue to higher-achieving students, upperclassmen, and STEM majors, even as prior research has shown positive effects for underclassmen, individuals at less elite institutions, and social science majors. Criminal justice students specifically may enjoy academic and career benefits from URA. This paper reports on the evaluation of a multi-stage, student-led primary research project assigned during an introductory criminal justice course; beyond demonstrating project feasibility, we identify the specific challenges faced by underclassmen in conducting research, and capture the effects of URA on students’ research confidence using both closed- and open-ended reflections. A majority of students reported increased confidence for every research skill practiced throughout the semester. Still, qualitative data showed students continue to struggle with the social aspects of primary research.

摘要

本科研究活动 (URA) 已被证明可以为众多高等教育计划增加价值，推动课程学习、校园参与和大学保留的改进。然而，市建局的机会不成比例地增加了成绩优异的学生、高年级学生和 STEM 专业的学生，​​即使先前的研究表明对低年级学生、非精英机构的个人和社会科学专业的学生有积极影响。刑事司法学生尤其可以从 URA 享受学术和职业福利。本文报告了对刑事司法入门课程中分配的多阶段、学生主导的初级研究项目的评估；除了证明项目的可行性之外，我们还确定了低年级学生在进行研究时面临的具体挑战，并使用封闭式和开放式反思来捕捉 URA 对学生研究信心的影响。大多数学生报告说，他们对整个学期所练习的每一项研究技能都更有信心。尽管如此，定性数据显示学生继续在初级研究的社会方面挣扎。