Faculty members play a key role in the identification and training of the next generation of scientific talent. In the face of the need to advance and diversify the scientific workforce, we examine whether and how specific institutional contexts shape student interactions with faculty. We conducted a mixed methods study to understand institutional contextual differences in the experiences of aspiring scientists. Data from a qualitative five-campus case study and a quantitative longitudinal study of students from over 117 higher education institutions were analyzed to determine how aspiring scientists interact with faculty and gain access to resources that will help them achieve their educational goals. Findings indicate that important structural differences exist between institutions in shaping students’ interactions with faculty. For example, students at more selective institutions typically have less frequent, less personal interactions with faculty whereas Black students at HBCUs report having more support and frequent interactions with faculty.

In this chapter, we summarize findings and offer implications from the first phase of a national longitudinal study of undergraduate STEM majors conducted by the Higher Education Research Institute at UCLA.

Introduction Effectiveness of flipped learning in clinical education is unknown. This study evaluates the effectiveness of remote case‐based learning for teaching clinical treatment planning compared with traditional in‐person clinical experience. Materials and Methods Four cases containing medical and dental charts were discussed through flipped learning with faculty panel during the COVID‐19 lockdown. Prior to each session, students worked individually or in groups to complete assignments with leading questions. After the final assignment, students completed a survey to rate the learning experience from each case, compare the remote experience with the previous in‐person clinical experience and provide suggestions to improve remote clinical instruction in the future. Students’ performance measured by the number of case assessments and competencies completed post‐lockdown was compared with pre‐lockdown and the previous year using odd ratio (OR), Chi‐squared test (χ2) and significant level p < .05. Results A total of 106 students completed the course, and 99 students completed all survey questions. Students reported positive learning experiences (overall mean = 7.84, SD = 1.11). Post‐lockdown, statistically significant increase in the proportions of total passed attempts (χ2 p = .002, OR = 2.23), competencies (χ2 p = .028, OR = 2.05) and case assessments (χ2 p = .004, OR = 2.73) was observed between the current class and the previous pre‐COVID‐19 class (108 students). Post‐lockdown, students also passed significantly more attempts (χ2 p < .0001), competencies (χ2 p < .0001) and case assessments (χ2 p = .008) compared with pre‐lockdown. Conclusions Although a flipped classroom does not replace in‐person clinical experience, teaching clinical treatment planning remotely improved students’ readiness and clinical performance through collaborative learning, practice and case exposure.

This chapter points to how race and gender specific affinity groups serve as a vehicle for Asian male students to challenge mainstream stereotypes and redefine themselves in culturally relevant ways that subsequently empower them to embrace more fully their Asian male identities.