Agency, Identity, and Learning in Undergraduate Research Experiences

While a science, technology, engineering, and mathematics (STEM) background is necessary for the 21st century workforce, it is not sufficient. The complex, uncertain work world, and wicked problems like sustainable development, require incoming workers to be adaptable, agentic problem solvers who have the critical thinking and self-directed learning skills to grow and pivot. Science undergraduate research experiences (UREs) aid the development of science identity, STEM specific, and transferable skills through student inclusion in groups doing real world research. However, science UREs have limited capacity and their strict disciplinary focus does not fit the needs of students targeting the increasing number of non-traditional STEM careers. Thus, some science students turn to alternative opportunities. These can include transdisciplinary research projects addressing university level STEM education or open-topic, scaffolded research experiences. Both of options not only offer real problem solving, but also take science students out of their disciplinary silos to learn about and conduct research in fields beyond their primary academic program. What is the effect of such ‘intellectual relocations’ on science students? How does do they impact students’ identity as a scientist or researcher, promote or inhibit their agency, and affect their plans moving forward in their science studies and future career?

Funding through SSHRC Insight Development Grant program.