Proposal Title
Relationships in science: Relationships in Science: Peer impact on research program benefits with undergraduates
Session Type
Presentation
Room
FNB 1220
Start Date
3-7-2019 1:00 PM
Keywords
Peer relationships, post-secondary education, experiential learning, program evaluation, retention, impact assessment
Primary Threads
Teaching and Learning Science
Abstract
Attracting and retaining students in science majors and professions in an on-going problem in the United States, particularly within certain demographic groups. Regularly available resources and opportunities are not equipping or motivating students to stay, so the federal government offers special funding for programs to help augment student education. This study reports on the 5-year summative evaluation results of one such program, known as a Research Experience for Undergraduates (REU). This REU is an ongoing 10-week summer research internship that provides hands-on research experience and recruits and supports sophomore students who are underrepresented in science majors and professions (i.e., rural and Indigenous students). Data collected before, during, and after the program was analyzed to assess changes over the course of the program and program components that predicted those changes. A within-between-subjects MANOVA showed the program to be successful in significantly increasing knowledge of atmospheric science and intrinsic motivation to major in science while decreasing extrinsic and the absence of motivation to major in science. Unexpectedly, identification with science and self-efficacy for atmospheric science research did not change significantly, and career aspirations in research and self-efficacy for the program decreased significantly. A subsequent path analysis showed elements of the program measured in week 5 predicted changes from before to after the program. Notably, satisfaction with variables related to relationships (e.g., adviser, lab team, and cohort peers) predicted more increases than satisfaction with practical elements of the program (e.g., lodging, meal plan), whether the program was meeting expectations, and satisfaction with the experience overall. In particular, satisfaction with peer relationships demonstrated the most frequent effect. Results are interpreted through social identity theory with recommendations for the prioritization of student-scientist socialization activities within science education.
Elements of Engagement
In addition to the standard presentation structure, we involve the audience in short activities to engage in relationship building and demonstrate the value of belongingness to engagement.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Relationships in science: Relationships in Science: Peer impact on research program benefits with undergraduates
FNB 1220
Attracting and retaining students in science majors and professions in an on-going problem in the United States, particularly within certain demographic groups. Regularly available resources and opportunities are not equipping or motivating students to stay, so the federal government offers special funding for programs to help augment student education. This study reports on the 5-year summative evaluation results of one such program, known as a Research Experience for Undergraduates (REU). This REU is an ongoing 10-week summer research internship that provides hands-on research experience and recruits and supports sophomore students who are underrepresented in science majors and professions (i.e., rural and Indigenous students). Data collected before, during, and after the program was analyzed to assess changes over the course of the program and program components that predicted those changes. A within-between-subjects MANOVA showed the program to be successful in significantly increasing knowledge of atmospheric science and intrinsic motivation to major in science while decreasing extrinsic and the absence of motivation to major in science. Unexpectedly, identification with science and self-efficacy for atmospheric science research did not change significantly, and career aspirations in research and self-efficacy for the program decreased significantly. A subsequent path analysis showed elements of the program measured in week 5 predicted changes from before to after the program. Notably, satisfaction with variables related to relationships (e.g., adviser, lab team, and cohort peers) predicted more increases than satisfaction with practical elements of the program (e.g., lodging, meal plan), whether the program was meeting expectations, and satisfaction with the experience overall. In particular, satisfaction with peer relationships demonstrated the most frequent effect. Results are interpreted through social identity theory with recommendations for the prioritization of student-scientist socialization activities within science education.