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da Costa WP, Fernandes MDSV, Memon AR, Noll PRES, Sousa MDM, Noll M. Factors influencing the work of researchers in Scientific Initiation: A systematic review protocol. PLoS One 2024; 19:e0297186. [PMID: 38295057 PMCID: PMC10829991 DOI: 10.1371/journal.pone.0297186] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2023] [Accepted: 12/31/2023] [Indexed: 02/02/2024] Open
Abstract
INTRODUCTION Scientific Initiation (SI) is an educational activity that allows students to begin their scientific training and research under the guidance of an experienced researcher. While several studies have examined students' perceptions of SI, research on the perspective of researchers working in this field is currently lacking. Thus, this study's aim is to describe the protocol design for conducting a systematic review. At the same time, the review aims also to identify factors influencing the work of researchers in SI and explore the motivations leading researchers to engage in research projects within institutions and their respective impacts. METHOD AND ANALYSES Literature search will be done using the bibliographic databases, including Academic Search Premier, APA PsycNet, CINAHL Plus, ERIC, SocINDEX, Scopus, and Web of Science. The search strategy was guided by the PICo framework (Population, phenomenon of Interest, and Context). The preparation and development of this protocol following guidelines were employed: Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Protocols 2015 (PRISMA-P 2015), Peer Review of Electronic Search Strategies 2015 (PRESS 2015), and PRISMA-Search (PRISMA-S). Original, peer-reviewed articles that examine the factors related to the work of researchers in SI will be included without any language or publication date restrictions. Qualitative, quantitative, and mixed-methods studies will be screened by two independent researchers. The included studies will be analyzed to identify factors, policies, and their impacts obtained analytically. Findings will be objectively categorized and synthetically represented through figures, diagrams, and graphic models. The risk of bias will be assessed using the Critical Appraisal Skills Program (CASP) and the Downs and Black checklists. A third senior reviewer will resolve any discrepancies. DISCUSSION We aim to understand the factors that drive researchers to engage in SI research through the dissemination of the findings of this systematic review. This may aid the development of institutional strategies and actions that can support the enhancement of SI programs and encourage greater researcher participation.
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Affiliation(s)
- Woska Pires da Costa
- Instituto Federal Goiano—Campus Ceres, Ceres, Goiás, Brazil
- Instituto Federal Goiano—Campus Morrinhos, Morrinhos, Goiás, Brazil
| | - Michele da Silva Valadão Fernandes
- Instituto Federal Goiano—Campus Ceres, Ceres, Goiás, Brazil
- Instituto Federal Goiano—Campus Morrinhos, Morrinhos, Goiás, Brazil
- City Hall of São Luís de Montes Belos, Montes Belos, Goiás, Brazil
- State Education System—State of Goiás, Brazil
| | - Aamir Raoof Memon
- Institute for Health and Sport, Victoria University, Melbourne, Australia
| | - Priscilla Rayanne E. Silva Noll
- Instituto Federal Goiano—Campus Ceres, Ceres, Goiás, Brazil
- Faculdade de Medicina, Universidade de São Paulo (USP), São Paulo, Brazil
| | - Marcos de Moraes Sousa
- Instituto Federal Goiano—Campus Ceres, Ceres, Goiás, Brazil
- Universidade Federal de Goiás (UFG), Goiânia, Goiás, Brazil
| | - Matias Noll
- Instituto Federal Goiano—Campus Ceres, Ceres, Goiás, Brazil
- Universidade Federal de Goiás (UFG), Goiânia, Goiás, Brazil
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2
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Jablonski GB, Grinath AS. Postsecondary biology students' ways of participating in the critique and discussion of primary scientific literature. CBE LIFE SCIENCES EDUCATION 2023; 22:ar47. [PMID: 37831683 PMCID: PMC10756047 DOI: 10.1187/cbe.22-11-0218] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/09/2022] [Revised: 09/08/2023] [Accepted: 09/12/2023] [Indexed: 10/15/2023]
Abstract
Science advances through the interplay of idea construction and idea critique. Our goal was to describe varied forms of productive disciplinary engagement that emerged during primary literature discussions. Such descriptions are necessary for biology educators and researchers to design for and recognize diverse repertoires of participation in the critique and discussion of primary scientific literature. We identified three cases (a lower-division ecology course, an upper-division organismal course, and a journal club embedded in a summer research program) that were each designed with weekly primary literature discussions. We analyzed 12 discussions (four from each case) to describe what postsecondary students attend to when they critique and what forms of participation emerged from students reading and discussing primary scientific literature. Students participated in critique in all three cases and patterns in the substance and framing of critiques reflected the level of the context (lower- or upper-division). Students also shaped how they participated in ways that were relevant to the science classroom communities in each case. Our findings suggest that structuring primary literature discussions in ways that both elevate and connect students' agency and personal relevance is important for fostering varied forms of productive disciplinary engagement within a science classroom community.
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Affiliation(s)
- G. B. Jablonski
- Department of Biological Sciences, Idaho State University, Pocatello, ID 83209
| | - A. S. Grinath
- Department of Biological Sciences, Idaho State University, Pocatello, ID 83209
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3
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Olewnik A, Chang Y, Su M. Co-curricular engagement among engineering undergrads: do they have the time and motivation? INTERNATIONAL JOURNAL OF STEM EDUCATION 2023; 10:27. [PMID: 37033913 PMCID: PMC10074349 DOI: 10.1186/s40594-023-00410-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/26/2021] [Accepted: 02/17/2023] [Indexed: 06/19/2023]
Abstract
BACKGROUND Co-curricular activities are often touted as valuable STEM learning opportunities in higher education settings. Particularly in engineering, industry encourage and seek students with co-curricular experiences. However, many engineering undergraduates do not regularly participate in those experiences. Some researchers have suggested that the rigors of the curriculum leave little time for co-curriculars. Yet, little research has empirically examined the reality of the undergraduate students' involvement in co-curriculars. Thus, as an initial study, we situated our study in a large public university to explore students' motivations for co-curriculars. In this paper we report on our efforts to understand student perceptions about the value and costs of that involvement. We considered how undergraduate engineering students used their time and what motivated them to engage (or not) in co-curriculars using Expectancy-Value Theory (EVT). Students' motivation was investigated with a quantitative research methodology and complemented by interview data. RESULTS Results of our motivation survey show that students who participated in co-curriculars perceived less cost than those who never participated. We also found that the achievement values of co-curriculars does not necessarily motivate student involvement. Interview data were used to further interpret quantitative data results. CONCLUSIONS In the context of study findings and existent literature, we discuss several implications for future research and practice. First, we argue for a more granular investigation of student time use and its impact on co-curricular participation. Second, despite the potential for high impact outcomes, students who have never participated perceived high cost for co-curricular engagement. Those perceptions may aggravate inequitable engagement of student populations, including historically marginalized populations in the STEM field. Third, students do not necessarily associate co-curricular experiences with the types of achievement values and learning that institutions, alumni, and industry might consider most important. Thus, to build and support co-curricular programs that provide the holistic educational experiences and learning that are anticipated, research that supports design of co-curricular programs and policies to improve engagement and persistence in those programs for all students is necessary. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1186/s40594-023-00410-1.
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Affiliation(s)
- Andrew Olewnik
- Department of Engineering Education, University at Buffalo, 140 Capen Hall, Buffalo, NY 14260 USA
| | - Yunjeong Chang
- Department of Learning and Instruction, University at Buffalo, 578 Baldy Hall, Buffalo, NY 14260 USA
| | - Mengchen Su
- Center for Applied Research and Educational Improvement, University of Minnesota, 460A Learning and Environmental Sciences Building, 1954 Buford Ave, St. Paul, MN 55108 USA
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4
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Ruiz-Whalen DM, Aichele CP, Dyson ER, Gallen KC, Stark JV, Saunders JA, Simonet JC, Ventresca EM, Fuentes IM, Marmol N, Moise E, Neubert BC, Riggs DJ, Self AM, Alexander JI, Boamah E, Browne AJ, Correa I, Foster MJ, Harrington N, Holiday TJ, Henry RA, Lee EH, Longo SM, Lorenz LD, Martinez E, Nikonova A, Radu M, Smith SC, Steele LA, Strochlic TI, Archer NF, Aykit YJ, Bolotsky AJ, Boyle M, Criollo J, Eldor O, Cruz G, Fortuona VN, Gounder SD, Greenwood N, Ji KW, Johnson A, Lara S, Montanez B, Saurman M, Singh T, Smith DR, Stapf CA, Tondapu T, Tsiobikas C, Habas R, O'Reilly AM. Gaining Wings to FLY: Using Drosophila Oogenesis as an Entry Point for Citizen Scientists in Laboratory Research. Methods Mol Biol 2023; 2626:399-444. [PMID: 36715918 DOI: 10.1007/978-1-0716-2970-3_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/31/2023]
Abstract
Citizen science is a productive approach to include non-scientists in research efforts that impact particular issues or communities. In most cases, scientists at advanced career stages design high-quality, exciting projects that enable citizen contribution, a crowdsourcing process that drives discovery forward and engages communities. The challenges of having citizens design their own research with no or limited training and providing access to laboratory tools, reagents, and supplies have limited citizen science efforts. This leaves the incredible life experiences and immersion of citizens in communities that experience health disparities out of the research equation, thus hampering efforts to address community health needs with a full picture of the challenges that must be addressed. Here, we present a robust and reproducible approach that engages participants from Grade 5 through adult in research focused on defining how diet impacts disease signaling. We leverage the powerful genetics, cell biology, and biochemistry of Drosophila oogenesis to define how nutrients impact phenotypes associated with genetic mutants that are implicated in cancer and diabetes. Participants lead the project design and execution, flipping the top-down hierarchy of the prevailing scientific culture to co-create research projects and infuse the research with cultural and community relevance.
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Affiliation(s)
- Dara M Ruiz-Whalen
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA. .,eCLOSE Institute, Huntingdon Valley, PA, USA.
| | - Christopher P Aichele
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA.,eCLOSE Institute, Huntingdon Valley, PA, USA
| | - Ebony R Dyson
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA.,eCLOSE Institute, Huntingdon Valley, PA, USA
| | - Katherine C Gallen
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA.,eCLOSE Institute, Huntingdon Valley, PA, USA
| | - Jennifer V Stark
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Jasmine A Saunders
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Jacqueline C Simonet
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA.,Arcadia University, Glenside, PA, USA
| | - Erin M Ventresca
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA.,Albright College, Reading, PA, USA
| | - Isabela M Fuentes
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Nyellis Marmol
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Emly Moise
- eCLOSE Institute, Huntingdon Valley, PA, USA
| | - Benjamin C Neubert
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Devon J Riggs
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA.,eCLOSE Institute, Huntingdon Valley, PA, USA
| | - Ava M Self
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Jennifer I Alexander
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA.,eCLOSE Institute, Huntingdon Valley, PA, USA
| | - Ernest Boamah
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Amanda J Browne
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Iliana Correa
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA.,eCLOSE Institute, Huntingdon Valley, PA, USA
| | - Maya J Foster
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Nicole Harrington
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Troy J Holiday
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Ryan A Henry
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA.,Wilkes University, Wilkes-Barre, PA, USA
| | - Eric H Lee
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Sheila M Longo
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Laurel D Lorenz
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Esteban Martinez
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Anna Nikonova
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Maria Radu
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Shannon C Smith
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Lindsay A Steele
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Todd I Strochlic
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA.,Department of Biochemistry and Molecular Biology, Drexel University, Philadelphia, PA, USA
| | - Nicholas F Archer
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Y James Aykit
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Adam J Bolotsky
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Megan Boyle
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Jennifer Criollo
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Oren Eldor
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Gabriela Cruz
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Valerie N Fortuona
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA.,eCLOSE Institute, Huntingdon Valley, PA, USA
| | - Shreeya D Gounder
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Nyim Greenwood
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Kayla W Ji
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Aminah Johnson
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA.,eCLOSE Institute, Huntingdon Valley, PA, USA
| | - Sophie Lara
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | | | - Maxwell Saurman
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Tanu Singh
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Daniel R Smith
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Catherine A Stapf
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | - Tarang Tondapu
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA
| | | | - Raymond Habas
- Department of Biology, Temple University, Philadelphia, PA, USA
| | - Alana M O'Reilly
- Immersion Science Program, Fox Chase Cancer Center, Philadelphia, PA, USA. .,eCLOSE Institute, Huntingdon Valley, PA, USA.
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5
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Hsu JL, Rowland-Goldsmith M, Schwartz EB. Student Motivations and Barriers toward Online and In-Person Office Hours in STEM Courses. CBE LIFE SCIENCES EDUCATION 2022; 21:ar68. [PMID: 36125927 PMCID: PMC9727601 DOI: 10.1187/cbe.22-03-0048] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/10/2022] [Revised: 08/09/2022] [Accepted: 08/11/2022] [Indexed: 06/15/2023]
Abstract
Office hours are one of the most common support mechanisms found in courses. Despite the prevalence of office hours in life sciences classes, there has been little investigation of how science, technology, engineering, and math (STEM) students perceive office hours, particularly at non-research intensive universities or other institutions where a majority of students attend office hours. We surveyed more than 500 students, representing most life sciences majors at a comprehensive university, to investigate their motivations and barriers for attending office hours. We then compared instructors' perceptions to students' conceptions of office hours. We identified key themes in student and instructor comments using inductive, grounded theory, finding that students view a more limited range of benefits for office hours than instructors. Students likewise cited a larger number of barriers for attending than instructors perceived. In addition, while there were minimal differences in rates of office hours attendance and perception of office hours based on key demographic factors, we identify areas where students of different class years and gender perceive differences, suggesting areas of future research. Finally, we explored students' views of in-person versus online office hours, providing insight for instructors to better reach all students.
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Affiliation(s)
- Jeremy L. Hsu
- Schmid College of Science and Technology, Chapman University, Orange, CA 92866
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6
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Nkrumah T, Scott KA. Mentoring in STEM higher education: a synthesis of the literature to (re)present the excluded women of color. INTERNATIONAL JOURNAL OF STEM EDUCATION 2022; 9:50. [PMID: 35919282 PMCID: PMC9336123 DOI: 10.1186/s40594-022-00367-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/20/2021] [Accepted: 07/21/2022] [Indexed: 06/15/2023]
Abstract
UNLABELLED Mentoring initiatives for undergraduate and graduate women of color (WOC) have provided peer-to-peer relationships and counterspaces to disrupt the inequitable treatment of students in STEM higher education (HE). This literature synthesis explores intersectionality in STEM HE mentoring through pursuing the following research questions: (1) What impact do the social contexts of WOC have on their mentoring experiences in STEM HE? (2) What role does intersectionality play in the structural organization of WOC mentoring models in STEM HE? (3) How has intersectionality shaped the life experiences of WOC mentors and mentees? and (4) How can mentoring models utilize intersectionality to incorporate the experiences of WOC in STEM HE? Thematic findings from literature related to STEM HE mentoring suggest a reinforcement of deficit mentoring models (Fix the URM), a symbolic application of intersectionality (branding gender-race), and a lack of paradigmatic shifts (catch-all). Our specific recommendations presented in this article challenge the epistemic oppression and epistemic violence that current STEM HE mentoring models operationalize. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1186/s40594-022-00367-7.
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Affiliation(s)
- Tara Nkrumah
- Center for Gender Equity in Science and Technology, Arizona State University, Community Services Building, Room 361A, 200 E. Curry Road, Tempe, AZ 85281 USA
| | - Kimberly A. Scott
- Center for Gender Equity in Science and Technology, Arizona State University, Community Services Building, Room 361A, 200 E. Curry Road, Tempe, AZ 85281 USA
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7
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Grineski SE, Morales DX, Collins TW, Nadybal S, Trego S. A US National Study of Barriers to Science Training Experienced by Undergraduate Students during COVID-19. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19116534. [PMID: 35682120 PMCID: PMC9180582 DOI: 10.3390/ijerph19116534] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/11/2022] [Revised: 05/20/2022] [Accepted: 05/25/2022] [Indexed: 01/27/2023]
Abstract
Undergraduate research is a high-impact practice on college campuses. How the COVID-19 pandemic has affected undergraduate researchers' progress is poorly understood. We examine how demographics, academic characteristics, research disruptions and faculty mentorship are associated with four barriers to research progress. Data are drawn from a survey of over 1000 undergraduate student researchers across the US. We examine students who actively continued to conduct faculty-mentored research during mid-March/April 2020 (n = 485). Using generalized estimating equations that control clustering by institution, we found economic hardship, discomfort teleconferencing, lower quality mentors, sexual minority status and higher grade point averages were associated with motivation problems. Economic hardship, serious illness, Internet connection issues, a lack of face-to-face meetings and lower a frequency of mentor-mentee communication were associated with a time crunch with regard to conducting research. Discomfort teleconferencing, Internet connection issues, a lack of face-to-face meetings and decrease in research workload were associated with task uncertainty. Economic hardship, serious illness and being an engineering major were associated with lacking needed tools for the research. In sum, economic hardship was an important correlate of research barriers, as were communication challenges and sexual minority status. Results can inform practical actions by research program directors and faculty undergraduate research mentors.
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Affiliation(s)
- Sara E. Grineski
- Department of Sociology, University of Utah, Salt Lake City, UT 84112, USA
- Correspondence: ; Tel.: +1-801-581-6153
| | - Danielle X. Morales
- Department of Sociology and Anthropology, University of Texas at El Paso, El Paso, TX 79968, USA;
| | - Timothy W. Collins
- Department of Geography, University of Utah, Salt Lake City, UT 84112, USA; (T.W.C.); (S.N.); (S.T.)
| | - Shawna Nadybal
- Department of Geography, University of Utah, Salt Lake City, UT 84112, USA; (T.W.C.); (S.N.); (S.T.)
| | - Shaylynn Trego
- Department of Geography, University of Utah, Salt Lake City, UT 84112, USA; (T.W.C.); (S.N.); (S.T.)
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8
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Caraballo-Cueto J, Godreau Í, Tremblay R. From Undergraduate Research to Graduation: Measuring the Robustness of the Pathway at a Hispanic-Serving Institution. JOURNAL OF HISPANIC HIGHER EDUCATION 2022; 22:219-232. [PMID: 37090039 PMCID: PMC10120864 DOI: 10.1177/15381927221074026] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Based on several regression specifications that control for a host of covariates, this article demonstrates that the quantity of undergraduate research experience was by far the most important determinant for increased graduation rates at a 100% Hispanic-serving institution. Our finding also shows a causal relationship confirmed by propensity score matching analyses. Results underscore the high impact but sometimes underestimated contribution of undergraduate research to academic success, even for teaching-oriented colleges.
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9
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Johanson KE, DeFreece CB, Morgan KM. Enhancing the Mentoring Experience for Underrepresented Students. JOURNAL OF CHEMICAL EDUCATION 2022; 99:508-512. [PMID: 36090672 PMCID: PMC9456019 DOI: 10.1021/acs.jchemed.1c00461] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Undergraduate research is a valuable experience that increases the likelihood of a STEM major to continue on to postgraduate training in their field. For students from groups underrepresented in the biomedical sciences, a strong mentoring relationship during this undergraduate period is a key component in preparing them for the next stage of their education and can have a significant influence on their ability to persist in the pipeline. Although the ideal scenario to increase the diversity of the biomedical workforce is to provide more BIPOC (Black, Indigenous, People of Color) faculty mentors for our undergraduates, we also need to develop strategies to provide strong mentoring experiences for our BIPOC students when those mentors are not in great number. At Xavier University of Louisiana, we have used our NIH BUILD Project Pathways program to look more closely at the mentor matching process. Throughout the past seven years, we have moved from the traditional mentor, research-focused matching process to a student-centered process. The lessons learned here can be used by any University looking to craft an inclusive undergraduate research program to meet the needs of all students, but in particular a diverse student population.
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Affiliation(s)
- Kelly E Johanson
- Department of Chemistry, Xavier University of Louisiana, New Orleans, Louisiana 70125, United States
| | - Cecily B DeFreece
- Department of Biology, Xavier University of Louisiana, New Orleans, Louisiana 70125, United States
| | - Kathleen M Morgan
- Department of Chemistry, Xavier University of Louisiana, New Orleans, Louisiana 70125, United States
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10
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Hughes SM, Hendricks MP, Mullaugh KM, Anderson ME, Bentley AK, Clar JG, Daly CA, Ellison MD, Feng ZV, Gonzalez-Pech NI, Hamachi LS, Heinecke CL, Keene JD, Maley AM, Munro AM, Njoki PN, Olshansky JH, Plass KE, Riley KR, Sonntag MD, St. Angelo SK, Thompson LB, Tollefson EJ, Toote LE, Wheeler KE. The Primarily Undergraduate Nanomaterials Cooperative: A New Model for Supporting Collaborative Research at Small Institutions on a National Scale. ACS NANOSCIENCE AU 2021; 1:6-14. [PMID: 37102118 PMCID: PMC10114623 DOI: 10.1021/acsnanoscienceau.1c00020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 04/28/2023]
Abstract
The Primarily Undergraduate Nanomaterials Cooperative (PUNC) is an organization for research-active faculty studying nanomaterials at Primarily Undergraduate Institutions (PUIs), where undergraduate teaching and research go hand-in-hand. In this perspective, we outline the differences in maintaining an active research group at a PUI compared to an R1 institution. We also discuss the work of PUNC, which focuses on community building, instrument sharing, and facilitating new collaborations. Currently consisting of 37 members from across the United States, PUNC has created an online community consisting of its Web site (nanocooperative.org), a weekly online summer group meeting program for faculty and students, and a Discord server for informal conversations. Additionally, in-person symposia at ACS conferences and PUNC-specific conferences are planned for the future. It is our hope that in the years to come PUNC will be seen as a model organization for community building and research support at primarily undergraduate institutions.
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Affiliation(s)
- Steven M. Hughes
- Department
of Chemistry, Roanoke College, 221 College Lane, Salem, Virginia 24153, United States
| | - Mark P. Hendricks
- Department
of Chemistry, Whitman College, 345 Boyer Avenue, Walla Walla, Washington 99362, United States
| | - Katherine M. Mullaugh
- Department
of Chemistry and Biochemistry, College of
Charleston, 66 George Street, Charleston, South Carolina 29424, United States
| | - Mary E. Anderson
- Department
of Chemistry, Furman University, 3300 Poinsett Highway, Greenville, South Carolina 29613, United States
| | - Anne K. Bentley
- Department
of Chemistry, Lewis & Clark College, 615 S Palatine Hill Rd, Portland, Oregon 97219, United States
| | - Justin G. Clar
- Department
of Chemistry, Elon University, 2625 Campus Box, Elon, North Carolina 27244, United States
| | - Clyde A. Daly
- Department
of Chemistry, Haverford College, 370 Lancaster Avenue, Haverford, Pennsylvania 19041, United States
| | - Mark D. Ellison
- Department
of Chemistry, Ursinus College, P.O. Box 1000, Collegeville, Pennsylvania 19426, United States
| | - Z. Vivian Feng
- Department
of Chemistry, Augsburg University, 2211 Riverside Avenue, Minneapolis, Minnesota 55454, United States
| | - Natalia I. Gonzalez-Pech
- Department
of Chemistry, Hope College, 35 East 12th Street, Holland, Michigan 49423, United States
| | - Leslie S. Hamachi
- Department
of Chemistry & Biochemistry, California
Polytechnic State University, 1 Grand Avenue, San Luis Obispo, California 93401, United States
| | - Christine L. Heinecke
- Department
of Chemistry & Biochemistry, Loyola
University New Orleans, 6363 St. Charles Avenue, New Orleans, Louisiana 70118, United States
| | - Joseph D. Keene
- Department
of Chemistry, Mercer University, 1501 Mercer University Drive, Macon, Georgia 31207, United States
| | - Adam M. Maley
- Mund-Lagowski
Department of Chemistry and Biochemistry, Bradley University, 1501 W Bradley Avenue, Peoria, Illinois 61625, United
States
| | - Andrea M. Munro
- Department
of Chemistry, Pacific Lutheran University, 12180 Park Avenue, Tacoma, Washington 98447, United States
| | - Peter N. Njoki
- Department
of Chemistry & Biochemistry, Hampton
University, 130 William R. Harvey Way, Hampton, Virginia 23668, United
States
| | - Jacob H. Olshansky
- Department
of Chemistry, Amherst College, 25 East Drive, Amherst, Massachusetts 01002, United States
| | - Katherine E. Plass
- Department
of Chemistry, Franklin & Marshall College, P.O. Box 3003, Lancaster, Pennsylvania 17601, United States
| | - Kathryn R. Riley
- Department
of Chemistry & Biochemistry, Swarthmore
College, 500 College Avenue, Swarthmore, Pennsylvania 19081, United States
| | - Matthew D. Sonntag
- Department
of Chemistry & Biochemistry, Albright
College, P.O. Box 15234, Reading, Pennsylvania 19612, United States
| | - Sarah K. St. Angelo
- Department
of Chemistry, Dickinson College, P.O. Box 1773, Carlisle, Pennsylvania 17013, United States
| | - Lucas B. Thompson
- Department
of Chemistry, Gettysburg College, 300 North Washington Street, Gettysburg, Pennsylvania 17325, United States
| | - Emily J. Tollefson
- Department
of Chemistry, University of Puget Sound, 1500 N Warner Street, Tacoma, Washington 98416, United States
| | - Lauren E. Toote
- Department
of Chemistry & Biochemistry, Elizabethtown
College, 1 Alpha Drive, Elizabethtown, Pennsylvania 17022, United States
| | - Korin E. Wheeler
- Department
of Chemistry & Biochemistry, Santa Clara
University, 500 El Camino Real, Santa Clara, California 95053, United States
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Ceyhan GD, Tillotson JW. Mentoring Structures and the Types of Support Provided to Early-Year Undergraduate Researchers. CBE LIFE SCIENCES EDUCATION 2020; 19:ar26. [PMID: 32762600 PMCID: PMC8711828 DOI: 10.1187/cbe.19-09-0183] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/18/2019] [Revised: 04/30/2020] [Accepted: 05/05/2020] [Indexed: 06/11/2023]
Abstract
Research has shown that mentorship provided to undergraduate researchers affects the extent of research outcomes. Although a large body of literature focuses on the faculty-undergraduate dyad mentorship structure, little is known about mentoring triads (i.e., interaction among undergraduate students, faculty, and graduate students or postdoctoral associates) or the support provided to early-year undergraduate researchers. Mentors provide various types of support (e.g., intellectual, personal, emotional, and professional support) to undergraduate researchers to increase their engagement in a discipline. This qualitative exploratory study aims to investigate undergraduate researchers' perspectives on mentoring structures and the support provided to them in their first and sophomore years. The majority of participants described the mentorship they received as having a triad structure, indicating interaction with both faculty and postgraduates. Participants also reported receiving different types of support from faculty and postgraduates depending on their mentoring structures and the amount of research experience they gained. Given the potential benefits to undergraduate researchers, undergraduate research programs should be designed to provide clear roles, responsibilities, and expectations to maximize the support provided to undergraduate students.
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Affiliation(s)
- Gaye D. Ceyhan
- Department of Science Teaching, Syracuse University, Syracuse, NY 13244
- Department of Mathematics and Science Education, Bogazici University, Istanbul, Turkey 34342
| | - John W. Tillotson
- Department of Science Teaching, Syracuse University, Syracuse, NY 13244
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12
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Analysis of Factors Associated to the Enrollment and Demand of Computing-Related Careers. SOCIAL SCIENCES-BASEL 2018. [DOI: 10.3390/socsci8010001] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Despite the great need for computer-related career professionals, some universities that offer specialties to develop professionals with knowledge to cover the mention need, present a decrease in enrollment, which can cause a wide variety of problems. That is why in this paper we set out to investigate what the main factors that directly or indirectly affect student enrollment in computer-related careers are, to establish a literature-based starting point, and to help select the best possible strategy to improve enrollment. To reach this goal, we did a documentary research, categorizing each one of the factors with its respective analysis. In the results, we explain several challenges that educators face, due to the evolution of society needs, two of them are: teaching-learning models and technology; besides, it became evident that the relevance of this academic programs remain available since there is a high demand for these professionals in Mexico, as well as in the world; finally, we showed some intrinsic and extrinsic motivational factors that have an essential relevance at the time that a student chooses the career to study. On the other hand, we reflected that the perception of everything that involves the study of a Computing-related career is a factor to be considered in the selection of an educational program of higher education. This study could be a reference for universities that are facing decreasing enrollment concerns. In conclusion, we analyzed and identified the main factors that have an impact on the demand for a career related to engineering, providing possible lines of action for increasing school enrollment.
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