The current study examines the outcomes, processes, and individual predictors of pursuit of a STEM PhD among African-American students in the Meyerhoff Scholarship Program. Meyerhoff students were nearly five times more likely than comparison students to pursue a STEM PhD. Program components consistently rated as important were financial scholarship, being part of the Meyerhoff Program community, the Summer Bridge program, study groups, staff academic advising, and summer research opportunities. Furthermore, focus group findings revealed student internalization of key Meyerhoff Program values, including a commitment to excellence, accountability, group success, and giving back. In terms of individual predictors, multinomial logit regression analyses revealed that Meyerhoff students with higher levels of research excitement at college entry were more likely to pursue a STEM PhD.
Using a cooperative learning framework in a quantitative reasoning
laboratory course, students were assigned to static teams of four in which they
adopted roles that rotated regularly. The roles included: team leader, protocol
manager, data recorder, and researcher. Using a mixed-methods approach, we
investigated students' perceptions of the team roles and specifically
addressed students' understanding of the roles, students'
beliefs in their ability to enact the roles, and whether working with assigned
team roles supported the teams to work effectively and cohesively. Although
students expressed confidence in their understanding of the team roles, their
understanding differed from the initial descriptions. This suggests that
students' understanding of team roles may be influenced by a variety of
factors, including their experiences within their teams. Students also reported
that some roles appeared to lack a purpose, implying that for roles to be
successful, they must have a clear purpose. Finally, the fact that many students
reported ignoring the team roles suggests that students do not perceive roles as
a requirement for team productivity and cohesion. On the basis of these
findings, we provide recommendations for instructors wishing to establish a
classroom group laboratory environment.
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