Does publishing as an undergraduate enhance professional development : perceptions of students and mentors?

Abstract

This study evaluated student authors who had published in the Psi Chi Journal of Undergraduate Research in terms of their perception of their professional development. These students' perceptions were compared to the perceptions of students with similar characteristics who had not published. The students' mentors were also asked to comment on the professional development of their students. Participants consisted of 34 published students, 22 nonpublished students and 43 faculty advisors. Student participants completed a questionnaire, which asked about various aspects of their professional development. Faculty advisors also completed a questionnaire, which addressed how publishing influenced their students' professional development. Published students and nonpublished students reported being involved in similar professional development activities such as conducting research, presenting research, coursework, and mentor relationships. Both groups reported being involved in research-related activities more often than other types of activities. Approximately one third of the published students reported that their publishing experience greatly enhanced their professional development. Finally, faculty advisors reported that publishing helped to build important research and writings skills as well as enhanced students' graduate school applications.