Table 5. Mean responses to 20 gains from the undergraduate research experience.
| Item | Overall means | Means of HHMI-funded respondents | Respondents who changed to graduate education in science | Respondents who changed away from graduate education in science |
| Understanding of the research process | 4.13 | 4.20 | 4.13 | 4.14 |
| Readiness for more demanding research | 4.03 | 4.07 | 4.18 | 3.29 |
| Understanding how scientists work on real problems | 4.00 | 4.10 | 4.20 | 3.92 |
| Learning lab techniques | 4.00 | 4.21 | 4.28 | 4.00 |
| Tolerance for obstacles | 3.99 | 4.10 | 4.18 | 3.67 |
| Learning to work independently | 3.85 | 3.97 | 4.38 | 3.56 |
| Skill in the interpretation of results | 3.83 | 3.91 | 4.33 | 3.65 |
| Ability to analyze data | 3.82 | 3.89 | 4.22 | 3.44 |
| Understanding how knowledge is constructed | 3.79 | 3.91 | 4.05 | 3.38 |
| Becoming part of the learning community | 3.78 | 3.90 | 4.35 | 3.56 |
| Ability to integrate theory and practice | 3.78 | 3.85 | 4.13 | 3.58 |
| Understanding primary literature | 3.68 | 3.83 | 3.87 | 3.69 |
| Assertions require supporting evidence | 3.67 | 3.79 | 4.08 | 3.65 |
| Understanding science | 3.63 | 3.76 | 4.03 | 3.69 |
| Understanding how scientists think | 3.62 | 3.71 | 3.95 | 3.27 |
| Self-confidence | 3.50 | 3.59 | 4.03 | 3.23 |
| Clarification of a career path | 3.42 | 3.42 | 3.98 | 3.76 |
| Skill in oral presentation | 3.42 | 3.49 | 3.81 | 3.19 |
| Skill in science writing | 3.32 | 3.38 | 3.75 | 3.00 |
| Learning ethical conduct | 3.15 | 3.27 | 3.25 | 3.02 |
Responses were on a scale of 1 (no gain) to 5 (very large gain)