The Impact of Early Participation in Undergraduate Research Experiences on Multiple Measures of Premed Path Success

The authors discuss the Research Apprenticeship Program (RAP) at University of Wisconsin–Whitewater, which pairs beginning students with mentors as paid research apprentices for one academic year. It seeks to encourage participation of students from underserved groups who are at higher risk of dropping out of college. RAP introduces students to mentored research, helps mitigate some of their financial needs, and gives students a sense of belonging and self-efficacy early in their academic careers. It also provides a first- to final-year pathway for students by fostering their transition to the Undergraduate Research Program and other applied learning experiences, thus ensuring their continuous engagement in high-impact practices. Preliminary data indicate that students and mentors value the program, and second- and third-year retention rates for RAP participants are higher than the campus retention rates.

This article assesses the accuracy of the assumption that undergraduate research leads to better student outcomes. In particular, it examines whether research involvement by undergraduates predicts subsequent academic success, as measured by grade point average (GPA). Consistent with predictions, results from a series of multiple regression analyses demonstrate that research involvement is associated with higher undergraduate GPA. This effect holds true even when controlling for numerous factors likely to affect both college GPA and the decision to become involved in research (e.g., high school GPA, the number of yearsin college, and parental college attendance). Additional analyses examine whether the timing of participation in research during a student’s college career influences their GPA. Implications for staff and faculty who oversee and promote undergraduate research are discussed