What Experiences Help Students Become Scientists?: A Comparative Study of Research and Other Sources of Personal and Professional Gains for STEM Undergraduates

Thiry, Heather; Laursen, Sandra L.; Hunter, Anne‐Barrie

doi:10.1353/jhe.2011.0023

Cited by 149 publications

(166 citation statements)

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“…Thiry, Laursen, and Hunter (2011) found that faculty mentors served an important function as role models of professional practice in the context of a STEM undergraduate research program. Interviews with racial minority students attending four PWIs revealed that students perceived effective institutional agents as engaging in the following activities: (a) sharing common ground with students, (b) offering holistic support, (c) humanizing the educational experience, and (d) offering proactive support (Museus & Neville, 2012).…”

Section: Perceptions Functions and Roles Of Mentoringmentioning

confidence: 99%

“…Recent research findings also suggest that mentoring may be positively related to self-efficacy. For instance, in an evaluation of an undergraduate STEM research program at four selective universities, students perceived that mentoring increased their confidence in professional their skills and abilities related to conducting research (Thiry, Laursen, & Hunter, 2011). Additionally, although the research design did not include a control group, Kinkel (2011) found that students who participated in an e-mentoring program experienced gains specific to interest in career exploration, career awareness, and a willingness to relocate for career purposes.…”

Section: College Adjustment and Developmentmentioning

confidence: 99%

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Mentoring Undergraduate Students

Crisp¹,

Baker²,

Griffin³

et al. 2017

ASHE Higher Education Report

103

142

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Section: Perceptions Functions and Roles Of Mentoringmentioning

confidence: 99%

Section: College Adjustment and Developmentmentioning

confidence: 99%

Mentoring Undergraduate Students

Crisp¹,

Baker²,

Griffin³

et al. 2017

ASHE Higher Education Report

103

142

View full text Add to dashboard Cite

“…Abundant evidence in the literature suggests that experiential learning (learning that supports students in applying their knowledge and conceptual understanding to real-world problems or situations in which the instructor directs and facilitates the learning) is beneficial in this regard (Wurdinger and Carlson, 2010;Thiry et al, 2011). Therefore, we built the Program around real problems that the participants were charged with solving using knowledge and skills acquired through the program.…”

Section: Challenges and Academic Designmentioning

confidence: 99%

Design and Implementation of a Training Course on Big Data Use in Water Management

Koudelova

Kawasaki

Koike³

et al. 2017

Data Science Journal

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Big Data has great potential to be applied to research in the field of geosciences. Motivated by the opportunity provided by the Data Integration and Analysis System (DIAS) of Japan, we organized an intensive two-week course that aims to educate participants on Big Data and its exploitation to solve water management problems. When developing and implementing the Program, we identified two main challenges: (1) assuring that the training has a lasting effect and (2) developing an interdisciplinary curriculum suitable for participants of diverse professional backgrounds. To address these challenges, we introduced several distinctive features. The Program was based on experiential learning -the participants were required to solve real problems and worked in international and multidisciplinary teams. The lectures were strictly relevant to the case-study problems. Significant time was devoted to hands-on exercises, and participants received immediate feedback on individual assignments to ensure skills development. Our evaluation of the two occasions of the Program in 2015 and 2016 indicates significant positive outcomes. The successful completion of the individual assignments confirmed that the participants gained key skills related to the usage of DIAS and other tools. The final solutions to the case-study problems showed that the participants were able to integrate and apply the obtained knowledge, indicating that the Program's format and curriculum were effective. We found that participants used DIAS in subsequent studies and work, thus suggesting that the Program had long-lasting effects. Our experience indicates that despite time constraints, short courses can effectively encourage researchers and practitioners to explore opportunities provided by Big Data.

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“…Dessa forma, espera-se que os estudantes de final de curso se envolvam em estágios extracurriculares, em projetos de pesquisa e em atividades de monitorias ou extensão (Sparta et al, 2005). Tanto é verdade que estágios extracurriculares e projetos de pesquisa são indicados como as atividades mais frequentadas pelos estudantes em contexto nacional e internacional (Bardagi, & Boff, 2010;Thiry, Laursen, & Hunter, 2011).…”

Section: Tipos De Atividades Extracurricularesunclassified

“…A busca por conhecimentos específicos nas áreas de interesse é percebida como uma responsabilidade pessoal. Fica evidente que a participação em atividades extracurriculares contribui para complementar o aprendizado ofertado em sala de aula (Thiry et al, 2011). Além disso, os estudantes percebem a necessidade de aprender a buscar conhecimento de forma mais autônoma, já que serão responsáveis pela sua atualização após a conclusão da graduação.…”

Section: Avaliação Das Atividades Extracurricularesunclassified

Percepções de Estudantes Universitários sobre a Realização de Atividades Extracurriculares na Graduação

Oliveira

Santos

Dias

2016

Psicol. cienc. prof.

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Resumo: O objetivo deste estudo foi identificar o que induz os estudantes universitários a buscarem a realização de atividades extracurriculares, em que tipo de atividades se envolvem e como avaliam esse envolvimento. Participaram desta pesquisa 24 estudantes de dois cursos de graduação (Psicologia e Economia) de uma universidade pública do sul do Brasil. As informações foram coletadas por meio de uma entrevista semiestruturada individual e foram submetidas à análise de conteúdo temática. As informações sugerem que os estudantes percebem a necessidade de buscar conhecimentos e oportunidades para complementar sua formação. Para tanto, envolvem-se em trabalho voluntário, projetos de pesquisa e extensão, e estágios. De maneira geral, as atividades extracurriculares são avaliadas como positivas, pois possibilitam a aplicação dos conteúdos estudados em sala de aula. Contudo, os estudantes encontram dificuldades na procura por atividades não obrigatórias. Conclui-se que a exploração profissional pode auxiliar no envolvimento dos estudantes com o curso, além de ajudar no amadurecimento de comportamentos autodidatas, que são benéficos especialmente para o período pós-formatura, no qual há a preocupação de se inserir no mercado de trabalho. Palavras-chave: Estudantes Universitários, Ensino Superior, Atividade Extracurricular. College Students' Perceptions Regarding Involvement in Extra-curricular Activities During CollegeAbstract: The aim of this study was to identify what makes college students take part in extracurricular activities, what kind of activities they join, and how they evaluate this experience. The participants were 24 students of Psychology and Economy from a university of Southern Brazil. The information was gathered through private semi structured interviews and was submitted to content analysis. Results showed that students of the sample identify the need to seek knowledge and opportunities to complement their educational background. To do so, they take part in volunteer work, research and extension projects, and internships. In general, participants evaluated extracurricular activities positively, once they make it possible to apply knowledge built in classroom into practice. However, the students face difficulties to join extracurricular activities. We conclude that professional exploration may contribute to students' engagement with the course as well as to the development of self-taught behaviors, which are useful especially after graduation when students are concerned about joining the labor market.

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What Experiences Help Students Become Scientists?: A Comparative Study of Research and Other Sources of Personal and Professional Gains for STEM Undergraduates

Cited by 149 publications

References 0 publications

Mentoring Undergraduate Students

Mentoring Undergraduate Students

Design and Implementation of a Training Course on Big Data Use in Water Management

Percepções de Estudantes Universitários sobre a Realização de Atividades Extracurriculares na Graduação

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