Is More Always Better? An Australian Experiment with a Research-Intensive Undergraduate Degree

What happens when undergraduate students engage in multiple research experiences as substantial, graded components of their degree programs that contribute to their overall degree outcomes? In this article, we describe some of the effects of an Australian experiment in introducing a research-immersive undergraduate degree targeted at an elite cohort of high school graduates. Although the program has many positive aspects, we suggest that multiple undergraduate research experiences (UREs) may in themselves provide little more research preparation than has been found from single UREs, and that greater benefits may be obtained through a more structured, scaffolded approach where a deeper understanding of the discipline and the nature of scientific inquiry is developed in tandem with disciplinary skills and knowledge. While the focus of our research has been on UREs in a research-intensive university, we also consider factors that may affect what students learn from a URE more generally. This has implications for the provision of UREs in any institution or degree program.