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Undergraduate student participation in course-based research experiences results in many positive outcomes, but there is a lack of evidence demonstrating which elements of a research experience are necessary, especially for non-biology majors. Broad relevance is one element that can be logistically challenging to incorporate into research experiences in large-enrollment courses. We investigated the impacts of broad relevance in a short-term research experience in an introductory biology course for non-majors. Students either participated in an open-inquiry research experience (OI‑RE) where students developed their own research question, or a broadly relevant research experience (BR-RE) where students investigated a question assigned to them that was relevant to an ongoing research project. We found a significant association between the type of research project experienced and students’ preference for an experience with half of the students in the OI-RE group and nearly all students in the BR-RE group preferring a broadly relevant research experience. However, since science confidence increased over the course for both groups, these findings indicate that while students who participated in a BR-RE valued it, broadly relevant research experiences may not be necessary for positive outcomes for non-majors.