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Harvard Forest Data Archive
HF354
Harvard Forest Summer Research Program in Ecology Student Surveys 2016-2021
Related PublicationsData
- hf354-01: student respondent demographics (preview)
- hf354-02: alumni survey, 2016-2019 (preview)
- hf354-03: student prereflections survey, 2016-2019 (preview)
- hf354-04: survey of undergraduate research experiences, 2016-2019 (preview)
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.354.2
- DOI: digital object identifier
- EDI: data package
- DataONE: data package
- Related links:
- SURE III: The Survey of Undergraduate Research Experiences (SURE)
- Harvard Forest Summer Research Program in Ecology Pre/Post Survey 2006-2015
- Harvard Forest Summer Research Program in Ecology URSSA Survey since 2006
- Harvard Forest Summer Research Program in Ecology Alumni Survey since 2006
- 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 CC0 1.0 (No Rights Reserved). Please keep the dataset creators informed of any plans to use the dataset. Consultation with the original investigators is strongly encouraged. Publications and data products that make use of the dataset should include proper acknowledgement.
- Citation:
Ellison A. 2021. Harvard Forest Summer Research Program in Ecology Student Surveys 2016-2021. Harvard Forest Data Archive: HF354 (v.2). Environmental Data Initiative: https://doi.org/10.6073/pasta/515c7730856a231a64a0b1a0152adace.
Detailed Metadata
hf354-01: student respondent demographics
- AnonymousID: anonymized student identifier assigned by survey system
- Gender1: self-reported gender
- Female: female
- Male: male
- Other: other
- Gender2: self-reported additional gender only if reported differently in at least
one year of the longitudinal survey
- Female: female
- Male: male
- Other: other
- 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
- 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
- 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
- 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
- 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)
- 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.
- 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
- ResponseYear: year the question was answered (assigned by survey system)
- AnonymousID: anonymized student ID (assigned by survey system). Matches to data in hf354-01-demograpics.csv.
- UG.Complete: Have you completed your undergraduate degree?
- No: no
- Yes: yes
- UG.CompleteYear: What year did you graduate from college? Asked only of students who answered “Yes” to Q9. Otherwise, NA
- 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
- 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
- UG.Major1: From what department did you receive your degree? Asked only of students who answered “Yes” to Q9. Otherwise, NA
- 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
- 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
- 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
- UG.AnticipatedCompleteYear: What year do you anticipate graduating college? Asked only of students who answered “No” to Q9. Otherwise, NA
- 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
- 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
- GradSchool: Are you currently attending or have you completed graduate
school?
- Completed: completed
- Enrolled: enrolled
- No: no
- NotDisclosed: not disclosed
- GS.CompleteYear: What year do you anticipate graduating (Q21) or graduate (Q27) graduate school? Asked only of students who answered “Enrolled” to Q20.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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
- 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
- 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
- CurrentlyEmployed: Are you currently employed?
- No: no
- Yes: yes
- EmploymentSector: In which sector are you employed? Asked of all employed respondents.
- 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
- 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
- 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
- ResponseYear: Year the question was answered (assigned by survey system)
- AnonymousID: Anonymized student ID (assigned by survey system). Links to hf354-01-demographics.csv
- 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.
- 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.
- 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.
- 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
- Q5_A_2: Get work or financial independence
- 0: Not answered
- 1: Not important
- 2: Important
- 3: Very important
- Q5_A_3: Perform public service/work for social change
- 0: Not Answered
- 1: Not important
- 2: Important
- 3: Very important
- Q5_A_4: Be with a partner and start your own family
- 0: Not answered
- 1: Not important
- 2: Important
- 3: Very important
- Q5_A_5: Be free to travel
- 0: Not answered
- 1: Not important
- 2: Important
- 3: Very important
- Q5_A_6: Manage your health
- 0: Not answered
- 1: Not important
- 2: Important
- 3: Very important
- Q5_A_7: Pursue spiritual values
- 0: Not answered
- 1: Not important
- 2: Important
- 3: Very important
- Q5_A_8: Live near your parents or siblings
- 0: Not answered
- 1: Not important
- 2: Important
- 3: Very Important
- Q5_A_9: Teach elementary or high school students
- 0: Not answered
- 1: Not important
- 2: Important
- 3: Very important
- Q5_A_10: Become a well-known scientist
- 0: Not answered
- 1: Not important
- 2: Important
- 3: Very important
- Q5_A_11: Helping people with their physical or mental health
- 0: Not answered
- 1: Not important
- 2: Important
- 3: Very important
- Q5_A_12: Return to your home community
- 0: Not answered
- 1: Not important
- 2: Important
- 3: Very important
- 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%
- 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%
- 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%
- 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%
- 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%
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- ResponseYear: year the question was answered (assigned by survey system)
- AnonymousID: anonymized student ID (assigned by survey system). Matches to data in hf354-01-demographics.com
- 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
- 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
- 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
- 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
- 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
- QPEERMENTOR1_1: My job explicitly included mentoring or training other
undergraduates
- 0: not selected
- 1: selected
- QPEERMENTOR1_2: I did some peer mentoring informally
- 0: not selected
- 1: selected
- QPEERMENTOR1_3: I taught or trained at least one other undergraduate
- 0: not selected
- 1: selected
- QPEERMENTOR1_4: I offered coaching or social support
- 0: not selected
- 1: selected
- QPEERMENTOR1_5: I was a role model; students followed my example
- 0: not selected
- 1: selected
- QPEERMENTOR1_6: I was responsible for the results of a group of undergraduate
researchers
- 0: not selected
- 1: selected
- QPEERMENTOR1_7: I was given assignments or materials to teach to other
students
- 0: not selected
- 1: selected
- QPEERMENTOR1_8: I was alone with other students as their teacher or
trainer
- 0: not selected
- 1: selected
- QPREP_1: I was assigned to be a peer mentor
- 0: not selected
- 1: selected
- QPREP_2: I had training on how to mentor
- 0: not selected
- 1: selected
- QPREP_3: I attended a seminar on how to mentor undergraduates
- 0: not selected
- 1: selected
- QPREP_4: Mentoring was part of my performance evaluation
- 0: not selected
- 1: selected
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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