Expectations and Experience: Creating an Effective Remote Summer Undergraduate Research Program

• Published in: Scholarship and practice of undergraduate research Vol. 5; no. 2; pp. 36 - 45
• Main Authors: Wimberly-Young, Elizabeth, Morales, Vanessa C, Weaver, Kathleen F
• Format: Journal Article
• Language: English
• Published: Washington Council on Undergraduate Research 01.01.2021
• Subjects: Academic Achievement; Active Learning; Career Readiness; Careers; Collaboration; College Programs; College students; Community Relations; Confidence; Cooperative Learning; Coronaviruses; COVID-19; Design; Distance Education; Distance learning; Education; Educational Development; Educational Facilities Improvement; Educational objectives; Electronic Learning; Employment; Faculty Development; Goal Orientation; Graduate studies; Graduate Study; Interdisciplinary aspects; Internship Programs; Internships; Job Satisfaction; Learner Engagement; Mentors; Online Courses; Online instruction; Opportunities; Outcomes of Education; Pandemics; Program Development; Program Effectiveness; Research Projects; Research Skills; Science Programs; Seasonal employment; Self Efficacy; Skill Development; Skills; Student Participation; Student Research; Student Satisfaction; Summer Programs; Transfer of Training; Undergraduate Students; Workshops; California (Los Angeles)
• ISSN: 2476-101X
• DOI: 10.18833/spur/5/2/4

The COVID-19 pandemic and the migration to online learning have presented unique challenges to undergraduate research, reducing opportunities to participate in high-impact practices, including in-person summer research programs. To mitigate some of these effects, Loyola Marymount University adapted its summer undergraduate research program, traditionally held as a six-week program on campus, to a remote structure. This article describes methods for migrating an existing program online and utilizes a mixed-methods approach to analyze student satisfaction and self-perceived changes in transferable knowledge and life skills and confidence in research ability. The data supported the hypothesis that a virtual summer research program can provide meaningful student research experiences, supportive relationships with faculty mentors, and an increase in students' desire to pursue research opportunities in the future.