Profiling Undergraduate Research Experiences in Teacher Education

Following the completion of a multiple design-based research studies targeting science learning, undergraduate research assistants involved in the projects responded to four question prompts about their experience. The studies, led by teacher education faculty in Idaho and Michigan, only recruited undergraduate research assistants as a way to engage preservice teachers and interested students in a learning experience not often formalized in the undergraduate curriculum. Results from the undergraduate researchers’ responses indicate that the experiences contributed deeply to developing technical skills for future practice, identifying personal strengths and weaknesses, establishing reflective practices for future success, and affirming career choice. The poster will be presented as a 4’x6’ printed poster with composite profiles of the four undergraduate research assistants and led by at least two of the students.