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Harvard Forest Data Archive

HF354

Harvard Forest Summer Research Program in Ecology Student Surveys 2016-2021

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Data

Overview

  • Lead: Aaron Ellison
  • Investigators: Manisha Patel, Andrew McDevitt
  • Contact: Information Manager
  • Start date: 1998
  • End date: 2019
  • Status: completed
  • Location: Harvard Forest
  • Latitude: 42.53
  • Longitude: -72.19
  • Elevation: 340 meter
  • Taxa: Homo sapiens (human)
  • Release date: 2021
  • Revisions:
  • EML file: knb-lter-hfr.354.1
  • DOI: digital object identifier
  • EDI: data package
  • DataONE: data package
  • Related links:
  • Study type: long-term measurement, short-term measurement
  • Research topic: historical and retrospective studies
  • LTER core area: disturbance
  • Keywords: education, surveys
  • Abstract:

    Program Context

    Since its inception in 1985, when a single undergraduate worked on a study of old-growth forests, the Harvard Forest Summer Research Program in Ecology (HF-SRPE) has developed into a thriving and well-coordinated program that is central to the educational and research mission of the biological field station. With core support since 1993 from a succession of NSF REU Site awards and NSF REU supplements, and with additional funding from Harvard University, HF-SRPE has grown to support 20-30 undergraduate students annually. Students are mentored by principle investigators and senior scientists in conducting research in ecology, soil science, paleoecology, wildlife biology, conservation biology, and atmospheric sciences.

    The research conducted by our HF-SRPE students contributes substantially to long-term scientific investigations supported by NSF’s Long-Term Ecological Research (LTER) and National Ecological Observatory Network (NEON), NASA Earth System Science Pathfinder (ESSP) – Earth Ventures (EV) programs, The Smithsonian Institution’s ForestGEO network of plots, and Department of Energy’s (DOE) National Institute for Global Environmental Change (NIGEC). The overarching objectives of the program are to: enhance the ability of students to undertake high-quality interdisciplinary research; build teams of researchers in which students bring different strengths to the table, collaborate on cutting-edge projects, and find their own intellectual “voice”; encourage students to link fundamental and applied issues in their research; and cultivate the next generation of ecological scientists and educators that reflects the diversity of backgrounds and experiences of students in the United States.

    Problem Statement

    Starting in 2005 the National Science Foundation (NSF), as one of the largest funders of undergraduate research programs, began emphasizing the use of project evaluations to both qualitatively and quantitatively measure the success of REU programs (Research Experiences for Undergraduates (REU) Supplements and Sites: Program Solicitation NSF 05-592, 2005). One objective of this initiative, reaffirmed by the America COMPETES Reauthorization Act of 2010, is to track the success and outcomes of REU participants. Section 514 of this Act requires that “student participants are tracked, for employment and continued matriculation in STEM fields, through receipt of the undergraduate degree and for at least 3 years thereafter”. Due to the long-term mission of Harvard Forest and the HF-SRPE, we are actively tracking the success of participants following their participation in the program.

  • Methods:

    Pre- and post-program surveys of summer program experience

    From 2016-2019, we administered the “Preflection” and “Survey of Undergraduate Research Experience (SURE) surveys to our students one week prior to beginning the program, and within one week of the end of the program, respectively. These two instruments were developed by David Lopatto at Grinnell College, and have been used to evaluate student research experiences throughout the US. For additional details, see https://www.grinnell.edu/academics/resources/ctla/assessment/sure-iii.

    Note that there is only one question that occurs in both the Preflection and SURE surveys (QPLANS: “Do you have plans to continue your education beyond your undergraduate degree? Please check the most likely plan for what you will do immediately following graduation.”). The overall lack of overlap between the two surveys thus does not allow for a true pre/post comparison of affective and learning gains as a result of the summer program.

    The Preflection and SURE surveys are confidential and anonymous. Their use in the Harvard Forest Summer Research Program was approved by Harvard’s Institutional Review Board (file number IRB 15-2719). There also are no open-ended questions in the Preflection or SURE surveys that could reveal individual identities.

    Alumnae/i surveys of summer program impacts

    In 2015, we developed a short questionnaire/survey to track where HF-SRPE alumni were in their academic and professional careers and the self-assessed effects of their participation in the program in both the short and long term (during their undergraduate years, graduate or professional school (if applicable), and entry and participation in the workforce. The survey was administered each December/January through a regularly updated alumni email listing as well as on the private HF-SRPE Facebook page. All questions were optional and based upon their answers, participants were asked to skip to certain questions. With student consent (on paper or electronically) and with approval from Harvard’s Institutional Review Board (file number IRB 15-2719), we were able to link confidential responses of individuals to the alumnae/i survey to the confidential responses to Preflection and SURE surveys conducted in 2016-2019 and to the confidential responses of repeated alumnae/i surveys (since 2016). We also were able to link survey results to self-reported demographic data (collected with student consent).

    All data have been anonymized and personal identifiers have been removed from all data files in this dataset. To further ensure confidentiality of participant responses, all open-ended responses have been removed from the alumnae/i survey dataset.

  • Use:

    This dataset is released to the public under Creative Commons license CC BY (Attribution). Please keep the designated contact person informed of any plans to use the dataset. Consultation or collaboration with the original investigators is strongly encouraged. Publications and data products that make use of the dataset must include proper acknowledgement.

  • Citation:

    Ellison A. 2021. Harvard Forest Summer Research Program in Ecology Student Surveys 2016-2021. Harvard Forest Data Archive: HF354.

Detailed Metadata

hf354-01: student respondent demographics

  1. AnonymousID: anonymized student identifier assigned by survey system
  2. Gender1: self-reported gender
    • Female: female
    • Male: male
    • Other: other
  3. Gender2: self-reported additional gender only if reported differently in at least one year of the longitudinal survey
    • Female: female
    • Male: male
    • Other: other
  4. Ethnicity1: self-reported ethnicity (non-exclusive)
    • Asian: Asian including Asian-American and Filipino
    • Black: Black or African-American
    • HispanicLatino: Hispanic or Latino
    • NativeAmericanOrAlaskaNative: American or Alaska Native
    • NativeHawaiianOtherPacificIslander: Native Hawai’ian or Other Pacific Islander
    • NotDisclosed: chose not to disclose
    • Other: other
    • White: White
  5. Ethnicity2: additional self-reported ethnicity (non-exclusive)
    • Asian: Asian including Asian-American and Filipino
    • Black: Black or African-American
    • HispanicLatino: Hispanic or Latino
    • NativeAmericanOrAlaskaNative: Native American or Alaska Native
    • NativeHawaiianOtherPacificIslander: Native Hawai’ian or Other Pacific Islander
    • NotDisclosed: chose not to disclose
    • Other: other
    • White: White
  6. Ethnicity3: additional self-reported ethnicity (non-exclusive)
    • Asian: Asian including Asian-American and Filipino
    • Black: Black or African-American
    • HispanicLatino: Hispanic or Latino
    • NativeAmericanOrAlaskaNative: Native American or Alaska Native
    • NativeHawaiianOtherPacificIslander: Native Hawai’ian or Other Pacific Islander
    • NotDisclosed: chose not to disclose
    • Other: other
    • White: White
  7. InstitutionCategory: Carnegie Classification of Institutions of Higher Education, 2018 system (https://carnegieclassifications.iu.edu/index.php). Determined by study investigators from confidential data in student applications.
    • CommOrJuniorCollege: 2-year institutions granting Associate’s degrees
    • M1: Master's Colleges and Universities – larger programs
    • M2: Master's Colleges and Universities – medium programs
    • M3: Master's Colleges and Universities – smaller programs
    • PUI: primarily undergraduate institutions awarding BA or BSc degrees
    • RI: Doctoral Universities – very high research activity
    • R2: Doctoral Universities – high research activity
    • R3: Doctoral Universities - undefined level of research activity
  8. CurrentYear: Self-reported year of study completed prior to REU participation (if still in college). Responses cross-checked by study investigators against information in confidential student applications.
    • 0: unenrolled
    • 1: 1st year (freshman)
    • 2: 2nd year (sophomore)
    • 3: 3rd year (junior)
    • 4: 4th or 5th year (senior)
  9. REUYear1: self-reported year in which student participated in the REU program. Values from 1998-2019 (none from 1999). Response cross-checked by study investigators using internal confidential database.
  10. REUYear2: self-reported second year in which student participated in the REU program. Values may be one or two years greater than REUYear1, or NA (did not participate in a second year). Response cross-checked by study investigators using internal confidential database.

hf354-02: alumni survey, 2016-2019

  1. ResponseYear: year the question was answered (assigned by survey system)
  2. AnonymousID: anonymized student ID (assigned by survey system). Matches to data in hf354-01-demograpics.csv.
  3. UG.Complete: Have you completed your undergraduate degree?
    • No: no
    • Yes: yes
  4. UG.CompleteYear: What year did you graduate from college? Asked only of students who answered “Yes” to Q9. Otherwise, NA
  5. UG.Degree1: What degree did you receive? Included for students who noted more than one undergraduate degree. Asked only of students who answered “Yes” to Q9. Otherwise, NA
    • AA: AA
    • BA: BA
    • BE: BE
    • BFA: BFA
    • BS: BS
    • PostBac: post-bac
  6. UG.Degree2: What degree did you receive? Included for students who noted more than one undergraduate degree. Asked only of students who answered “Yes” to Q9. Otherwise, NA
    • AA: AA
    • BA: BA
    • BE: BE
    • BFA: BFA
    • BS: BS
    • PostBac: post-bac
  7. UG.Major1: From what department did you receive your degree? Asked only of students who answered “Yes” to Q9. Otherwise, NA
  8. UG.Major2: From what department did you receive your degree? Included for students who noted more than one undergraduate degree or department. Asked only of students who answered “Yes” to Q9. Otherwise, NA
  9. UG.Major3: From what department did you receive your degree? Included for students who noted more than one undergraduate degree or department. Asked only of students who answered “Yes” to Q9. Otherwise, NA
  10. UG.CurrentYear: Where are you in your undergraduate studies? Asked only of students who answered “No” to Q9. Otherwise, NA
    • 2: sophomore
    • 3: junior
    • 4: senior
  11. UG.AnticipatedCompleteYear: What year do you anticipate graduating college? Asked only of students who answered “No” to Q9. Otherwise, NA
  12. UG.ShortTermImportance: How important was the Harvard Forest Summer Program in shaping your current short term career goals? Asked only of students who answered “No” to Q9. Otherwise, NA
    • -3: not at all important
    • -2: low importance
    • -1: slightly important
    • 0: neutral
    • 1: moderately important
    • 2: very important
    • 3: extremely important
    • 99: not answered
  13. UG.LongTermImportance: How important was the Harvard Forest Summer Program in shaping your current long term career goals? Asked only of students who answered “No” to Q9. Otherwise, NA
    • -3: not at all important
    • -2: low importance
    • -1: slightly important
    • 0: neutral
    • 1: moderately important
    • 2: very important
    • 3: extremely important
    • 99: not answered
  14. GradSchool: Are you currently attending or have you completed graduate school?
    • Completed: completed
    • Enrolled: enrolled
    • No: no
    • NotDisclosed: not disclosed
  15. GS.CompleteYear: What year do you anticipate graduating (Q21) or graduate (Q27) graduate school? Asked only of students who answered “Enrolled” to Q20.
  16. GS.Degree1: What degree(s) are you pursuing (Q22) or did you earn (Q28) in graduate school? Asked only of students who answered “Yes” or “Enrolled” to Q20.
  17. GS.Degree2: What degree(s) are you pursuing (Q22) or did you earn (Q28) in graduate school? Included for students who noted more than one graduate degree or department. Asked only of students who answered “Yes” or “Enrolled” to Q20.
  18. GS.Degree3: What degree(s) are you pursuing (Q22) or did you earn (Q28) in graduate school? Included for students who noted more than one graduate degree or department. Asked only of students who answered “Yes” or “Enrolled” to Q20.
  19. GS.Dept1: From what department will you (Q23) or did (Q29) receive your degree? Asked only of students who answered “Yes” or “Enrolled” to Q20.
  20. GS.Dept2: From what department will you receive your degree? Included for students who noted more than one graduate degree or department. Asked only of students who answered “Yes” or “Enrolled” to Q20.
  21. GS.ShortTermImportance: How important was the Harvard Forest Summer Program in shaping your current short term career goals? Asked only of students who answered “Yes” or “Enrolled” to Q20. Otherwise, NA
    • -3: not at all important
    • -2: low importance
    • -1: slightly important
    • 0: neutral
    • 1: moderately important
    • 2: very important
    • 3: extremely important
    • 99: not answered
  22. GS.LongTermImportance: How important was the Harvard Forest Summer Program in shaping your current long term career goals? Asked only of students who answered “Yes” or “Enrolled” to Q20. Otherwise, NA
    • -3: not at all important
    • -2: low importance
    • -1: slightly important
    • 0: neutral
    • 1: moderately important
    • 2: very important
    • 3: extremely important
    • 99: not answered
  23. EmployedOutsideGS: Outside of traditional graduate school revenue sources (eg. teaching assistantships, research assistantships,fellowships), are you currently employed? Asked only of students who answered “Enrolled” to Q20. Otherwise, NA
    • No: no
    • Yes: yes
  24. CurrentlyEmployed: Are you currently employed?
    • No: no
    • Yes: yes
  25. EmploymentSector: In which sector are you employed? Asked of all employed respondents.
  26. Employment.ShortTermImportance: How important was the Harvard Forest Summer Program in shaping your current short term career goals? Asked of all employed respondents.
    • -3: not at all important
    • -2: low importance
    • -1: slightly important
    • 0: neutral
    • 1: moderately important
    • 2: very important
    • 3: extremely important
    • 99: not answered
  27. Employment.LongTermImportance: How important was the Harvard Forest Summer Program in shaping your current long term career goals? Asked of all employed respondents.
    • -3: not at all important
    • -2: low importance
    • -1: slightly important
    • 0: neutral
    • 1: moderately important
    • 2: very important
    • 3: extremely important
    • 99: not answered
  28. UseEcologyESinJob: Do you use your ecology/environmental background in your job? Asked of all employed respondents.
    • No: no
    • Yes: yes

hf354-03: student prereflections survey, 2016-2019

  1. ResponseYear: Year the question was answered (assigned by survey system)
  2. AnonymousID: Anonymized student ID (assigned by survey system). Links to hf354-01-demographics.csv
  3. QPRIORRESEARCH: Have you participated in research prior to your most recent research experience?
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: No. I have not had a prior research experience.
    • 2: Yes, during one academic semester (typically ~10 hr/wk).
    • 3: Yes, during multiple academic semesters (typically ~10 hr/wk).
    • 4: Yes, during a summer research program (typically full-time for at least 5 weeks).
    • 5: Yes, during a prior academic semester (or semesters) and a summer.
    • 6: Yes, during prior years and/or several summers.
  4. QPLANS: Do you have plans to continue your education beyond your undergraduate degree? Please check the most likely plan for what you will do immediately following graduation.
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: My goal is to go to graduate school for a Ph.D. degree in a biology-related field.
    • 2: My goal is to go to graduate school for a Ph.D. degree in the physical sciences (including engineering, math, and computer science)
    • 3: My goal is to go to graduate school for an MA in the life sciences.
    • 4: My goal is to go to graduate school for an MA in the physical sciences (including math, engineering, computer science, etc.)
    • 5: My goal is to go to graduate school for an MA or Ph.D. degree in a field other than science
    • 6: My goal is to go to medical school for an M.D. degree.
    • 7: My goal is to go to school for an M.D./Ph.D.
    • 8: My goal is to go to school for other health professions.
    • 9: My goal is to go to school for a professional degree such as law or business.
    • 10: My goal is to teach or to go to school to obtain a teaching certification.
    • 11: My goal is to join the Peace Corps, Teach for America, or similar organization.
    • 12: My goal is to work, then go to school for my M.D., Ph.D., or other professional degree.
    • 13: I plan to work in a science related career without going to school after college.
    • 14: I plan to work in a non-science career without going to school after college.
  5. Q1: When someone discusses "a career scientist," how easy is it for you to visualize a career of that sort?
    • 1: I don't have a clue as to what they are talking about.
    • 2: I have a vague idea of what they are talking about.
    • 3: I think I know what they are talking about, but I am not confident.
    • 4: I have a good idea of what they are talking about.
    • 5: I have a very clear idea of what they are talking about.
  6. Q5_A_1: Below are some general categories of motives and intentions that influence choices of what to do with your life after graduation. Check the appropriate box to indicate the relative importance of the motive in your choices for post-graduation life. Make a choice for each topic. -- Continue your education
    • 0: Not answered
    • 1: Not important
    • 2: Important
    • 3: Very important
  7. Q5_A_2: Get work or financial independence
    • 0: Not answered
    • 1: Not important
    • 2: Important
    • 3: Very important
  8. Q5_A_3: Perform public service/work for social change
    • 0: Not Answered
    • 1: Not important
    • 2: Important
    • 3: Very important
  9. Q5_A_4: Be with a partner and start your own family
    • 0: Not answered
    • 1: Not important
    • 2: Important
    • 3: Very important
  10. Q5_A_5: Be free to travel
    • 0: Not answered
    • 1: Not important
    • 2: Important
    • 3: Very important
  11. Q5_A_6: Manage your health
    • 0: Not answered
    • 1: Not important
    • 2: Important
    • 3: Very important
  12. Q5_A_7: Pursue spiritual values
    • 0: Not answered
    • 1: Not important
    • 2: Important
    • 3: Very important
  13. Q5_A_8: Live near your parents or siblings
    • 0: Not answered
    • 1: Not important
    • 2: Important
    • 3: Very Important
  14. Q5_A_9: Teach elementary or high school students
    • 0: Not answered
    • 1: Not important
    • 2: Important
    • 3: Very important
  15. Q5_A_10: Become a well-known scientist
    • 0: Not answered
    • 1: Not important
    • 2: Important
    • 3: Very important
  16. Q5_A_11: Helping people with their physical or mental health
    • 0: Not answered
    • 1: Not important
    • 2: Important
    • 3: Very important
  17. Q5_A_12: Return to your home community
    • 0: Not answered
    • 1: Not important
    • 2: Important
    • 3: Very important
  18. Q8_A_1: Compared to the average college student, where the average student is at the 50th percent, rate your confidence about your level of skill according to the following scale. -- Math skill
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: I’m in the bottom 10%
    • 2: I’m below average but not in the bottom 10%
    • 3: I’m about average
    • 4: I’m above average but not in the top 10%
    • 5: I’m in the top 10%
  19. Q8_A_2: Writing skill
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: I’m in the bottom 10%
    • 2: I’m below average but not in the bottom 10%
    • 3: I’m about average
    • 4: I’m above average but not in the top 10%
    • 5: I’m in the top 10%
  20. Q8_A_3: Public speaking skill
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: I’m in the bottom 10%
    • 2: I’m below average but not in the bottom 10%
    • 3: I’m about average
    • 4: I’m above average but not in the top 10%
    • 5: I’m in the top 10%
  21. Q8_A_4: Social skill
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: I’m in the bottom 10%
    • 2: I’m below average but not in the bottom 10%
    • 3: I’m about average
    • 4: I’m above average but not in the top 10%
    • 5: I’m in the top 10%
  22. Q8_A_5: Computer skill
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: I’m in the bottom 10%
    • 2: I’m below average but not in the bottom 10%
    • 3: I’m about average
    • 4: I’m above average but not in the top 10%
    • 5: I’m in the top 10%
  23. QLEARNINGCONTEXT_A_1: Even if I forget the facts, I'll still be able to use the thinking skills I learn in science.
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  24. QLEARNINGCONTEXT_A_2: You can rely on scientific results to be true and correct.
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  25. QLEARNINGCONTEXT_A_3: The process of writing in science is helpful for understanding scientific ideas.
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  26. QLEARNINGCONTEXT_A_4: When scientific results conflict with my personal experience, I follow my experience in making choices.
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  27. QLEARNINGCONTEXT_A_5: Students who do not major/concentrate in science should not have to take science courses.
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  28. QLEARNINGCONTEXT_A_6: I wish science instructors would just tell us what we need to know so we can learn it.
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  29. QLEARNINGCONTEXT_A_7: Creativity does not play a role in science.
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  30. QLEARNINGCONTEXT_A_8: Science is not connected to nonscience fields such as history, literature, economics, or art.
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  31. QLEARNINGCONTEXT_A_9: When experts disagree on a science question, it's because they don't know all the facts yet.
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  32. QLEARNINGCONTEXT_A_10: I get personal satisfaction when I solve a scientific problem by figuring it out myself.
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  33. QLEARNINGCONTEXT_A_11: Since nothing in science is known for certain, all theories are equally valid.
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  34. QLEARNINGCONTEXT_A_12: Science is essentially an accumulation of facts, rules, and formulas.
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  35. QLEARNINGCONTEXT_A_13: I can do well in science courses.
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  36. QLEARNINGCONTEXT_A_14: Real scientists don't follow the scientific method in a straight line.
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  37. QLEARNINGCONTEXT_A_15: There is too much emphasis in science classes on figuring things out for yourself.
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  38. QLEARNINGCONTEXT_A_16: Only scientific experts are qualified to make judgments on scientific issues.
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  39. QLEARNINGCONTEXT_A_17: Scientists know what the results of their experiments will be before they start.
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  40. QLEARNINGCONTEXT_A_18: Explaining science ideas to others has helped me understand the ideas better.
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  41. QLEARNINGCONTEXT_A_19: The main job of the instructor is to structure the work so that we can learn it ourselves.
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  42. QLEARNINGCONTEXT_A_20: Scientists play with statistics to support their own ideas.
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  43. QLEARNINGCONTEXT_A_21: Lab experiments are used to confirm information studied in science class.
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  44. QLEARNINGCONTEXT_A_22: If an experiment shows that something doesn't work, the experiment was a failure.
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  45. Q2_A_1: For the following ten pairs of statements. The number scale between them is used to indicate how well a statement or a pair of statements describes you. For example, on the first pair, a "6" would indicate you are very action oriented, while a "4" would indicate you were more action-oriented than reflective, but somewhat reflective. For each pair of statements, choose a number that indicates how well the statement describes you. Do not worry that some pairs are not opposite. -- I would describe myself as reflective (1) to I would describe myself as action-oriented (6).
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Reflective
    • 4: More action-oriented than reflective, but somewhat reflective
    • 6: Very action oriented
  46. Q2_A_2: I prefer subjects with precise answers (1) to I prefer subjects with multiple interpretations. (6)
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Reflective
    • 4: More action-oriented than reflective, but somewhat reflective
    • 6: Very action oriented
  47. Q2_A_3: I value patience (1) to I value getting things done (6)
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Reflective
    • 4: More action-oriented than reflective, but somewhat reflective
    • 6: Very action oriented
  48. Q2_A_4: I like things to be varied and colorful (1) to I like to be exact and precise (6)
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Reflective
    • 4: More action-oriented than reflective, but somewhat reflective
    • 6: Very action oriented
  49. Q2_A_5: I would describe myself as a doer (1) to I would describe myself as an observer (6)
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Reflective
    • 4: More action-oriented than reflective, but somewhat reflective
    • 6: Very action oriented
  50. Q2_A_6: I take a creative and imaginative approach to solving problems (1) to I take a precise and calculated approach to solving problems (6)
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Reflective
    • 4: More action-oriented than reflective, but somewhat reflective
    • 6: Very action oriented
  51. Q2_A_7: I would describe myself as evaluative and logical (1) to I would describe myself as receptive and accepting (6)
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Reflective
    • 4: More action-oriented than reflective, but somewhat reflective
    • 6: Very action oriented
  52. Q2_A_8: I like to watch what is going on (1) to I like to see the results of my actions (6)
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Reflective
    • 4: More action-oriented than reflective, but somewhat reflective
    • 6: Very action oriented
  53. Q2_A_9: I strive for versatility (1) to I strive for accuracy (6)
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Reflective
    • 4: More action-oriented than reflective, but somewhat reflective
    • 6: Very action oriented
  54. Q2_A_10: I am reserved (1) to I am prepared (6)
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Reflective
    • 4: More action-oriented than reflective, but somewhat reflective
    • 6: Very action oriented

hf354-04: survey of undergraduate research experiences, 2016-2019

  1. ResponseYear: year the question was answered (assigned by survey system)
  2. AnonymousID: anonymized student ID (assigned by survey system). Matches to data in hf354-01-demographics.com
  3. QPLANS: Do you have plans to continue your education beyond your undergraduate degree? Please check the most likely plan for what you will do immediately following graduation.
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: My goal is to go to graduate school for a Ph.D. degree in a biology-related field
    • 2: My goal is to go to graduate school for a Ph.D. degree in the physical sciences (including engineering, math, and computer science)
    • 3: My goal is to go to graduate school for an MA in the life sciences
    • 4: My goal is to go to graduate school for an MA in the physical sciences (including math, engineering, computer science, etc.)
    • 5: My goal is to go to graduate school for an MA or Ph.D. degree in a field other than science
    • 6: My goal is to go to medical school for an M.D. degree
    • 7: My goal is to go to school for an M.D./Ph.D
    • 8: My goal is to go to school for other health professions
    • 9: My goal is to go to school for a professional degree such as law or business
    • 10: My goal is to teach or to go to school to obtain a teaching certification
    • 11: My goal is to join the Peace Corps, Teach for America, or similar organization
    • 12: My goal is to work, then go to school for my M.D., Ph.D., or other professional degree
    • 13: I plan to work in a science related career without going to school after college
    • 14: I plan to work in a non-science career without going to school after college
  4. QGRADEDPLANBEFORE: Before I started the research project
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: I had not considered options for post-undergraduate education
    • 2: I planned not to pursue post-undergraduate education
    • 3: I had plans to pursue a Master's degree in a science-related field
    • 4: I had plans to pursue a Doctoral degree (PhD) in a science-related field
    • 5: I had plans to pursue a Master's degree in a non-science-related field
    • 6: I had plans to pursue a Doctoral degree (PhD) in a non-science-related field
    • 7: I had plans to pursue a medical degree
    • 8: I had plans to pursue a law, architectural, or other professional degree
  5. QGRADEDPLANAFTER: After having the experience of my research project
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: I have not considered options for post-undergraduate education
    • 2: I now plan not to pursue post-undergraduate education
    • 3: I now plan to pursue a Master's degree in a science-related field
    • 4: I now plan to pursue a Doctoral degree in a science-related field
    • 5: I now plan to pursue a Master's degree in a non-science-related field
    • 6: I now plan to pursue a Doctoral degree in a non-science-related field
    • 7: I now plan to pursue a medical degree
    • 8: I now plan to pursue a law, architectural, or other professional degree
  6. QPEERREL: Which of the choices best describes your research work environment
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: I work individually
    • 2: I work with other undergraduate students on similar but independent projects
    • 3: I work with graduate students on similar but independent projects
    • 4: I work with other undergraduate students and graduate students on similar but independent projects
    • 5: I work with a group of undergraduate students on a single project
    • 6: I work with a group of graduate students on a single project
    • 7: I work with a group of undergraduate and graduate students on a single project
  7. QUGROLES: If you work with other undergraduate students, do you all share approximately the same role in the project?
    • -1: I don’t work with others / Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Yes, we are equal partners
  8. QPEERMENTOR1_1: My job explicitly included mentoring or training other undergraduates
    • 0: not selected
    • 1: selected
  9. QPEERMENTOR1_2: I did some peer mentoring informally
    • 0: not selected
    • 1: selected
  10. QPEERMENTOR1_3: I taught or trained at least one other undergraduate
    • 0: not selected
    • 1: selected
  11. QPEERMENTOR1_4: I offered coaching or social support
    • 0: not selected
    • 1: selected
  12. QPEERMENTOR1_5: I was a role model; students followed my example
    • 0: not selected
    • 1: selected
  13. QPEERMENTOR1_6: I was responsible for the results of a group of undergraduate researchers
    • 0: not selected
    • 1: selected
  14. QPEERMENTOR1_7: I was given assignments or materials to teach to other students
    • 0: not selected
    • 1: selected
  15. QPEERMENTOR1_8: I was alone with other students as their teacher or trainer
    • 0: not selected
    • 1: selected
  16. QPREP_1: I was assigned to be a peer mentor
    • 0: not selected
    • 1: selected
  17. QPREP_2: I had training on how to mentor
    • 0: not selected
    • 1: selected
  18. QPREP_3: I attended a seminar on how to mentor undergraduates
    • 0: not selected
    • 1: selected
  19. QPREP_4: Mentoring was part of my performance evaluation
    • 0: not selected
    • 1: selected
  20. QMENTOREXP: If you are a mentor within your group, please rate your experience as a mentor
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Very negative
    • 2: Moderately negative
    • 3: Neutral
    • 4: Moderately positive
    • 5: Very positive
  21. QFUTUREMENTOR: If you are a mentor, would you choose to participate as a mentor in future research?
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Yes, I would choose to serve in a leadership or mentor role in future research
    • 2: No, I would not choose to serve in a leadership or mentor role in future
  22. Q1_A_1: As a peer mentor -- I enjoyed the responsibility
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  23. Q1_A_2: I enjoyed teaching
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  24. Q1_A_3: I gained self-confidence as a researcher
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  25. Q1_A_4: I felt that my supervisor did not prepare me for the mentoring role
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  26. Q1_A_5: My oral communication skills improved because of my role as a peer mentor
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  27. Q1_A_6: I was given responsibility beyond my experience
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  28. Q1_A_7: I felt pressure to make sure the other undergraduates did well
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  29. Q1_A_8: I felt responsibility for the research
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  30. Q1_A_9: I was on my own too often
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  31. Q1_A_10: My role as a peer mentor deepened my understanding of the research project
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  32. Q1_A_11: My role as a peer mentor increased my motivation to work on the research
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  33. Q1_A_12: I did well as a peer mentor
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  34. Q2_A_1: If you had a peer mentor, please indicate how strongly you agree or disagree with the following statements. -- My peer mentor helped me appreciate the significance of the research
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  35. Q2_A_2: My peer mentor understood my concerns about doing the research correctly
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  36. Q2_A_3: I asked the peer mentor questions that I was too afraid or embarrassed to ask my supervisor
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  37. Q2_A_4: I would have learned more if there had been no peer mentor
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  38. Q2_A_5: I feel that the use of peer mentors enabled the faculty or graduate mentors to ignore me
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  39. Q2_A_6: My peer mentor had a significant positive impact on my research experience
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  40. Q11_A_1: Statements about the summer (or academic year) research experiences: Please indicate how strongly you agree or disagree with the following statements. -- Summer research experiences are more stressful than academic year experiences
    • -1: Not applicable / Prefer not to answer 0 = Not answered
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  41. Q11_A_2: Academic year experiences take less time than summer experiences
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  42. Q11_A_3: The college or university should never interfere with a student's summer
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  43. Q11_A_4: During the academic year it was difficult to balance research and coursework
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  44. Q11_A_5: During the academic year it was difficult to get sufficient time with my mentor to discuss the project
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  45. Q11_A_6: During the academic year it was easy to plan and schedule work with my research team
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  46. Q11_A_7: Overall, research is more interesting than course work
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  47. Q11_A_8: I learned more from my courses than from my research experience
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Strongly disagree
    • 2: Disagree
    • 3: Neutral
    • 4: Agree
    • 5: Strongly agree
  48. Q3_A_1: Benefits: In this section of the survey you will be asked to consider a variety of possible benefits you may have gained from your research experience -- Clarification of a career path
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: No gain or very small gain
    • 2: Small gain
    • 3: Moderate gain
    • 4: Large gain
    • 5: Very large gain
  49. Q3_A_2: Skill in the interpretation of results
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: No gain or very small gain
    • 2: Small gain
    • 3: Moderate gain
    • 4: Large gain
    • 5: Very large gain
  50. Q3_A_3: Tolerance for obstacles faced in the research process
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: No gain or very small gain
    • 2: Small gain
    • 3: Moderate gain
    • 4: Large gain
    • 5: Very large gain
  51. Q3_A_4: Readiness for more demanding research
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: No gain or very small gain
    • 2: Small gain
    • 3: Moderate gain
    • 4: Large gain
    • 5: Very large gain
  52. Q3_A_5: Understanding how knowledge is constructed
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: No gain or very small gain
    • 2: Small gain
    • 3: Moderate gain
    • 4: Large gain
    • 5: Very large gain
  53. Q3_A_6: Understanding of the research process in your field
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: No gain or very small gain
    • 2: Small gain
    • 3: Moderate gain
    • 4: Large gain
    • 5: Very large gain
  54. Q3_A_7: Ability to integrate theory and practice
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: No gain or very small gain
    • 2: Small gain
    • 3: Moderate gain
    • 4: Large gain
    • 5: Very large gain
  55. Q3_A_8: Understanding of how scientists work on real problems
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: No gain or very small gain
    • 2: Small gain
    • 3: Moderate gain
    • 4: Large gain
    • 5: Very large gain
  56. Q3_A_9: Understanding that scientific assertions require supporting evidence
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: No gain or very small gain
    • 2: Small gain
    • 3: Moderate gain
    • 4: Large gain
    • 5: Very large gain
  57. Q3_A_10: Ability to analyze data and other information
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: No gain or very small gain
    • 2: Small gain
    • 3: Moderate gain
    • 4: Large gain
    • 5: Very large gain
  58. Q3_A_11: Understanding science
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: No gain or very small gain
    • 2: Small gain
    • 3: Moderate gain
    • 4: Large gain
    • 5: Very large gain
  59. Q3_A_12: Learning ethical conduct in your field
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: No gain or very small gain
    • 2: Small gain
    • 3: Moderate gain
    • 4: Large gain
    • 5: Very large gain
  60. Q3_A_13: Learning laboratory techniques
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: No gain or very small gain
    • 2: Small gain
    • 3: Moderate gain
    • 4: Large gain
    • 5: Very large gain
  61. Q3_A_14: Ability to read and understand primary literature
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: No gain or very small gain
    • 2: Small gain
    • 3: Moderate gain
    • 4: Large gain
    • 5: Very large gain
  62. Q3_A_15: Skill in how to give an effective oral presentation
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: No gain or very small gain
    • 2: Small gain
    • 3: Moderate gain
    • 4: Large gain
    • 5: Very large gain
  63. Q3_A_16: Skill in science writing
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: No gain or very small gain
    • 2: Small gain
    • 3: Moderate gain
    • 4: Large gain
    • 5: Very large gain
  64. Q3_A_17: Self-confidence
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: No gain or very small gain
    • 2: Small gain
    • 3: Moderate gain
    • 4: Large gain
    • 5: Very large gain
  65. Q3_A_18: Understanding of how scientists think
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: No gain or very small gain
    • 2: Small gain
    • 3: Moderate gain
    • 4: Large gain
    • 5: Very large gain
  66. Q3_A_19: Learning to work independently
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: No gain or very small gain
    • 2: Small gain
    • 3: Moderate gain
    • 4: Large gain
    • 5: Very large gain
  67. Q3_A_20: Becoming part of a learning community
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: No gain or very small gain
    • 2: Small gain
    • 3: Moderate gain
    • 4: Large gain
    • 5: Very large gain
  68. Q3_A_21: Confidence in my potential to be a teacher of science
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: No gain or very small gain
    • 2: Small gain
    • 3: Moderate gain
    • 4: Large gain
    • 5: Very large gain
  69. QEXPECTATIONS: Think about the expectations you had about the research experience before it began. Use the scale below to evaluate your current feelings.
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: The experience was worse than I expected
    • 2: The experience was a little worse than I expected
    • 3: The experience met my expectations
    • 4: The experience was a little better than I expected
    • 5: The experience was much better than I expected
  70. QSUPERTYPE: Think about the person who was your most direct or primary supervisor. How would you describe this person?
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: He or she is a college or university professor
    • 2: He or she is a post-doctoral student (a "postdoc")
    • 3: He or she is a graduate student
    • 4: He or she is a professional researcher or practitioner
    • 5: Other
  71. QEVALSUPER: Think about the person who was your most direct or primary supervisor. Evaluate the performance of your direct supervisor.
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: I feel that my supervisor was not a good teacher and mentor
    • 2: I feel that my supervisor was below average as a teacher and mentor
    • 3: I feel that my supervisor was about average as a teacher and mentor
    • 4: I feel that my supervisor was above average as a teacher and mentor
    • 5: I feel that my supervisor was an outstanding teacher and mentor
  72. QEXPEROTHERS: Think about the undergraduate students you worked with during the research experience. Choose a statement that describes your experience with other students.
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Working with other students was one of the worst part of the research experience
    • 2: Working with other students moderately detracted from my research experience
    • 3: Working with other students did not affect my research experience one way or another
    • 4: Working with other students moderately enhanced my research experience
    • 5: Working with other students was one of the best parts of the research experience
  73. QRESEXPSATIS: Evaluate your overall sense of satisfaction from your research experience by choosing one statement below.
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: I am very dissatisfied with this experience
    • 2: I am mildly dissatisfied with this experience
    • 3: I feel neutral about the experience
    • 4: I am mildly satisfied with this experience
    • 5: I am very satisfied with this experience
  74. QMORERESEXP: If it is in your power to do so, will you choose to have another research experience as an undergraduate?
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: I will not choose to have another research experience
    • 2: I am unlikely to choose another research experience
    • 3: I am likely to choose another research experience
    • 4: I am very likely to choose another research experience
  75. QADDLPROGCOMP_A_1: Many undergraduate research programs include a number of components in addition to the time you spend in the lab or in the field engaged in your research. If your program had the following components, please rate their effectiveness -- Preparing an application or writing a proposal at the start of the project
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Very negative
    • 2: Moderately negative
    • 3: Neutral
    • 4: Moderately positive
    • 5: Very positive
  76. QADDLPROGCOMP_A_2: Seminars at which local or visiting scientists discussed their research
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Very negative
    • 2: Moderately negative
    • 3: Neutral
    • 4: Moderately positive
    • 5: Very positive
  77. QADDLPROGCOMP_A_3: Seminar(s) on safety in the laboratory
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Very negative
    • 2: Moderately negative
    • 3: Neutral
    • 4: Moderately positive
    • 5: Very positive
  78. QADDLPROGCOMP_A_4: Instruction and discussion on ethics
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Very negative
    • 2: Moderately negative
    • 3: Neutral
    • 4: Moderately positive
    • 5: Very positive
  79. QADDLPROGCOMP_A_5: A program of social activities
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Very negative
    • 2: Moderately negative
    • 3: Neutral
    • 4: Moderately positive
    • 5: Very positive
  80. QADDLPROGCOMP_A_6: On-campus housing
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Very negative
    • 2: Moderately negative
    • 3: Neutral
    • 4: Moderately positive
    • 5: Very positive
  81. QADDLPROGCOMP_A_7: On-campus meal plan
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Very negative
    • 2: Moderately negative
    • 3: Neutral
    • 4: Moderately positive
    • 5: Very positive
  82. QADDLPROGCOMP_A_8: The final presentation of my work - either a written report, a platform presentation, a poster presentation, or a combination
    • -1: Not applicable / Prefer not to answer
    • 0: Not answered
    • 1: Very negative
    • 2: Moderately negative
    • 3: Neutral
    • 4: Moderately positive
    • 5: Very positive