Abstract:
Many science departments require undergraduate students to complete either a teaching or research experience. We developed a survey instrument to measure outcomes of teaching and research experiences from the student perspective. Results in the Botany Department at North Carolina State University demonstrated that those doing research are involved mainly in data collection and analysis, whereas those who are teaching are mainly involved with hands-on laboratory instruction. Nearly all students rated their experiences as very good overall and would recommend them to other students. Several positive educational outcomes were rated specially high, including a greater appreciation for teaching/research, greater initiative towards pursuing a career, an increase in skills, and greater consideration for attending graduate school. Students found that the experiences were effective at building five "leadership skills" that included team-work, problem-solving, getting along with others, analytical skills, and time-management, and somewhat effective at developing four others which included writing, speaking, work ethic, and integrity. Students rated academic-related outcomes relatively low overall, suggesting that motivation to make better grades or to take different courses changed little as a result of research or teaching experiences.
Keywords:
teaching, evaluation, research experiences, botany majors, N.C. State University
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