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Assessing Undergraduate Student Needs: �Univariate Results 2019-2020�Liliana Mata, M.A. Clinical Psychology Program, Roosevelt University�Dr. Mike Maly, Dr. Laura Nussbaum-Barberena

Introduction

Findings/Implications

Research Questions

In the fall of 2019, a group of faculty and staff came together to plan a student needs assessment for research and creative inquiry. The goal of any needs assessment is to identify any assets a community my have and determine any concerns it faces.

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Undergraduate students across four RU colleges were asked a number of questions to assess needs for research and creative inquiry.

  • Most students report participating in research through projects in existing classes, particularly through research papers and or in-class research. A small percentage were involved in formal research programs, and the majority were not aware of RU programs that provide research opportunities.
  • The majority of students were exposed to research through faculty members. Fewer were exposed through university offices or peers. This finding suggests the important role faculty play in exposing students to research and creative inquiry.
  • The majority of students were interested in taking part in course-based research, with smaller percentages interested in one-on-one research with faculty or team-based research.
  • The biggest barriers students face in taking part of research or creative inquiry is a heavy course load, living off-campus, and working a lot of hours. This finding along with the above findings on research interest, suggest that structured class-based research experiences would be the most equitable, inclusive, and accessible ways for students to gain such experiences.

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Questions: How involved are RU students in (UG) research?; What are the bridges and barriers to participation in UG research?; What is the relations between RU students’ backgrounds, access to resources, exposure to research and creative work, and finally, assessment of access to opportunities for research and creative scholarship development?

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Methods: Quantitative Analysis – Qualtrics survey was sent to all undergraduate students. A total of 321 students completed the survey. Descriptive Statistics of survey results are presented here.

Limitations/Future Research

The major limitation of this study is the small response rate among undergraduate students (11%). A larger sample size is needed to make generalizations. In addition, a survey should be paired with focus groups to learn more about the varying perspective and needs across colleges.

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Future research should examine the nuances amoug students, focusing more closely on the type and quality of research experience students are receiving.

Figure 1 - Top Three Ways Students Have Been

Involved in Research at RU

Demographic Data

Respondents to this survey had the following traits:

  • The majority of students were female (80%), between 18-22 years old (64%), transferred to RU (54%), and were either in their Junior or Senior year (72%).
  • A substantial percentage of students received financial aid (87%). The majority received Pell Grants (55%) and were first generation college students.
  • The majority of students were either White (47%) or LatinX or Black (42%).
  • 80% of respondents found research meaningful.
  • 78% of students hope to pursue a graduate or professional degree.

Figure 2 - How Have Students Been Exposed to Research?

Figure 3 - Forms of Research Students are Interested In

Figure 4 – Top Four Barriers to UG research