Diversifying Science: Underrepresented Student Experiences in Structured Research Programs

Hurtado, Sylvia; Cabrera, Nolan L.; Lin, Monica H.; Arellano, Lucy; Espinosa, Lorelle L.

doi:10.1007/s11162-008-9114-7

Cited by 359 publications

(375 citation statements)

References 33 publications

Supporting

Mentioning

351

Contrasting

Unclassified

Order By: Relevance

“…In addition to helping students' build their skill set in formulating scientifically valid questions, it is equally important that students gain experience in asking those questions in both the classroom and professional settings. Asking questions in a public setting can often be intimidating to students, as they can often fear disapproval of their ideas or questions (Vogt, 2008;Hurtado et al, 2009). Activities that enable students to practice asking their questions can help develop student confidence (Foster and Drew, 2009).…”

Section: Introductionmentioning

confidence: 99%

Developing the Critical Thinking Skills of Astrobiology Students through Creative and Scientific Inquiry

Foster

Lemus

2015

Astrobiology

View full text Add to dashboard Cite

Scientific inquiry represents a multifaceted approach to explore and understand the natural world. Training students in the principles of scientific inquiry can help promote the scientific learning process as well as help students enhance their understanding of scientific research. Here, we report on the development and implementation of a learning module that introduces astrobiology students to the concepts of creative and scientific inquiry, as well as provide practical exercises to build critical thinking skills. The module contained three distinct components: (1) a creative inquiry activity designed to introduce concepts regarding the role of creativity in scientific inquiry; (2) guidelines to help astrobiology students formulate and self-assess questions regarding various scientific content and imagery; and (3) a practical exercise where students were allowed to watch a scientific presentation and practice their analytical skills. Pre-and post-course surveys were used to assess the students' perceptions regarding creative and scientific inquiry and whether this activity impacted their understanding of the scientific process. Survey results indicate that the exercise helped improve students' science skills by promoting awareness regarding the role of creativity in scientific inquiry and building their confidence in formulating and assessing scientific questions. Together, the module and survey results confirm the need to include such inquiry-based activities into the higher education classroom, thereby helping students hone their critical thinking and question asking skill set and facilitating their professional development in astrobiology.

show abstract

Section: Introductionmentioning

confidence: 99%

Developing the Critical Thinking Skills of Astrobiology Students through Creative and Scientific Inquiry

Foster

Lemus

2015

Astrobiology

View full text Add to dashboard Cite

show abstract

“…Mentoring, advising, and peer support in the CCs and universities are key instruments for successful transfers. According to recent reports (20) , the earlier students are exposed to the university environment, the better they will be able to deal with the challenges of transferring.…”

Section: Introductionmentioning

confidence: 99%

“…Undergraduate research experiences have well-known positive impacts for all students, which are further amplified in the case of minority and female students (7,20,21) . In fact, the first of the 1998 Boren Commission's fifteen recommendations (22) for the modern American research university was to "make research-based learning the standard" from the first year, envisioning education as an active inquiry-based process with faculty mentoring of students.…”

Section: Introductionmentioning

confidence: 99%

Raising Interest in STEM Education: A Research-based Community College-University Partnership for Improving Minority Participation

Christe

Wisner

Kontsos

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

Jay Bhatt is responsible for building library collections in engineering subject areas, outreach to faculty and students, and teaching information and research skills to faculty and students in Engineering, Biomedical Engineering, and related subject areas. He provides individual and small group consultations to students, instructional sessions to specific classes, online research support in both face to face and distance learning programs, and conducts workshops for specialized research areas. Jay is actively involved with the Engineering Libraries Division of the American Society for Engineering Education University with the overall objective to increase the interest of underrepresented minority students (URMs) in STEM has been implemented. The working hypothesis for the University component of this effort has been that learning about science and engineering is most effective if it is paired with the challenge of independent research in a collaborative "micro-environment", such as the one in academic research laboratories. In this approach, six undergraduate URMs (three male, three female) were selected in the inaugural year, expanding to eight students (four male, four female) in the program's second year. Each student selected a faculty advisor and research group aligned to their individual interests within the first week of the ten week program. From the outset, students were introduced to key library professionals and digital search tools which they employed to review literature relevant to their research foci, forming a basis for research proposals. By week four, students presented their research plans before a panel of faculty and student judges. To enrich individual research experiences, weekly seminars with guest lectures and discussions on modern drivers of STEM research were integrated in this summer research program. In order to complete the program, each student produced three final deliverables -an oral presentation, a technical poster and a final paper. In addition, students were exposed to an industrial R&D setting through a visit to a multinational corporation known for its innovation. A final survey and individualized assessments were conducted to evaluate the effectiveness of the program and progress of the individual students, respectively. Students demonstrated familiarity with basic research methods and universally reported increased interest in STEM education and careers, with several continuing to work in their labs beyond the program's formal duration.

show abstract

“…4 Participating in undergraduate research is also a proven strategy for recruiting and retaining students from diverse backgrounds into STEM (science, technology, engineering, mathematics) fields. [5][6][7][8][9] Well-structured undergraduate research programs provide opportunities for students to engage in knowledge discovery, production and meaning-making. 10 Undergraduate research programs can also promote what Hodge, Baxter Magolda, and Haynes 11 have described as an engaged learning approach:…”

Section: Introductionmentioning

confidence: 99%

Undergraduate Research Experiences: Qualitative Results from a Multi-Year Survey

Coffey¹,

Luchini-Colbry²

2016 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

We identify and discuss themes that emerged from a study of undergraduates participating in a summer research program at Michigan State University. The goals of this study were: (1) to examine the degree to which program participation diverted students from summer activities that did not further their academic or career goals; (2) to better understand students' goals for participating in research; and (3) to assess student satisfaction with the research program. Students were asked to complete pre-and post-experience surveys; these two survey instruments were deployed during multiple summer programs over a four-year time period (2011)(2012)(2013)(2014), resulting in four sets of pre-and post-survey data from more than 300 students. Student responses to short-answer survey questions were analyzed using a web-based application for mixed methods research. 31% of respondents indicated that the research program diverted them from a summer job or other plans that were not aligned with their academic or career goals, and respondents consistently cited the faculty-mentored research experience as highly valuable.

show abstract

Diversifying Science: Underrepresented Student Experiences in Structured Research Programs

Cited by 359 publications

References 33 publications

Developing the Critical Thinking Skills of Astrobiology Students through Creative and Scientific Inquiry

Developing the Critical Thinking Skills of Astrobiology Students through Creative and Scientific Inquiry

Raising Interest in STEM Education: A Research-based Community College-University Partnership for Improving Minority Participation

Undergraduate Research Experiences: Qualitative Results from a Multi-Year Survey

Contact Info

Product

Resources

About