scholarly journals Effects of Research and Mentoring on Underrepresented Youths’ STEM Persistence Into College

2021 ◽  
pp. 105382592110500
Author(s):  
Alexandra L. Beauchamp ◽  
Su-Jen Roberts ◽  
Jason M. Aloisio ◽  
Deborah Wasserman ◽  
Joe E. Heimlich ◽  
...  
Keyword(s):  
High School ◽  
Experiential Learning ◽  
College Transition ◽  
Longitudinal Design ◽  
Research Experiences ◽  
High School To College ◽  
Underrepresented Youth ◽  
Stem Engagement ◽  
The Impact ◽  
Stem Persistence

Background: Authentic research experiences and mentoring have positive impacts on fostering STEM engagement among youth from backgrounds underrepresented in STEM. Programs applying an experiential learning approach often incorporate one or both of these elements, however, there is little research on how these factors impact youth's STEM engagement during the high school to college transition. Purpose: Using a longitudinal design, this study explored the impact of a hands-on field research experience and mentoring as unique factors impacting STEM-related outcomes among underrepresented youth. We focus on the high school to college transition, a period that can present new barriers to STEM persistence. Methodology/Approach: We surveyed 189 youth before and up to 3 years after participation in a 7-week intensive summer intervention. Findings/Conclusions: Authentic research experiences was related to increased youths’ science interest and pursuit of STEM majors, even after their transition to college. Mentorship had a more indirect impact on STEM academic intentions; where positive mentorship experiences was related to youths’ reports of social connection. Implications: Programs designed for continuing STEM engagement of underrepresented youth would benefit from incorporating experiential learning approaches focused on authentic research experiences.

High School to College: Transition Experiences of Young Adults With Autism

2015 ◽  
Vol 34 (1) ◽  
pp. 52-64 ◽  
Author(s):  
Charlotte Y. Alverson ◽  
Lauren E. Lindstrom ◽  
Kara A. Hirano
Keyword(s):  
High School ◽  
Young Adults ◽  
Postsecondary Education ◽  
College Transition ◽  
Transition Planning ◽  
Adults With Autism ◽  
Disability Awareness ◽  
High School To College ◽  
Transition Experiences ◽  
Transition From High School

Youth with disabilities are less likely to enroll and complete postsecondary education than their nondisabled peers. Using a qualitative, cross-case design, we investigated the high school to college transition experiences of young adults diagnosed with Asperger syndrome (AS). Data sources included a family questionnaire, review of special education records, and multiple individual interviews ( N = 27) with young adults with AS, family members, teachers, and rehabilitation counselors. Social skills, communication, and executive functioning challenges in high school continued into postsecondary education settings. Across cases, five reoccurring themes seemed to influence the transition from high school to postsecondary education: (a) motivation to attend college, (b) high levels of disability awareness, (c) intentional family supports, (d) coordinated transition planning, and (e) clear postschool goals.

High School to College Transition Policy in the American States

2008 ◽  
Vol 23 (2) ◽  
pp. 385-418 ◽  
Author(s):  
Michael McLendon ◽  
Donald E. Heller ◽  
Stephanie Lee
Keyword(s):  
High School ◽  
College Transition ◽  
American States ◽  
High School To College ◽  
Transition Policy

scholarly journals Implementing a course-based undergraduate research experience to grow the quantity and quality of undergraduate research in an animal science curriculum1

2019 ◽  
Vol 97 (11) ◽  
pp. 4691-4697 ◽  
Author(s):  
Cassandra K Jones ◽  
Annie B Lerner
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Undergraduate Research ◽  
Research Experience ◽  
Animal Science ◽  
Research Experiences ◽  
Unique Challenge ◽  
Undergraduate Research Experiences ◽  
The Impact

Abstract Undergraduate research involves experiential learning methods that helps animal science students gain critical thinking skills. There is high demand for these opportunities. For example, 77.9% of incoming freshmen in the Department of Animal Sciences & Industry at Kansas State University in Fall 2017 and Fall 2018 planned to conduct research sometime during their undergraduate career (422 of 542 students). Conventional, one-on-one mentoring methods in the department were only serving 1.7% of the undergraduate population (21 of 1,212 students). This creates a unique challenge of increasing the number of undergraduate research opportunities, while maintaining the impact of individualized experiential learning. One method to address this challenge is the incorporation of a course-based research program. In this model, research projects are conducted during a conventional semester during scheduled classroom hours, with project components divided into 3 sections: (1) research preparation, including compliance requirements, hypothesis testing, experimental design, and protocol development; (2) data collection; and (3) data interpretation and dissemination. Students collect data as a team, but individually develop their own research abstract and poster to maintain a high level of experiential learning. By teaching multiple sections of this course per semester and incorporating the concepts into existing laboratories, 13.5% of students in the department completed undergraduate research in the 2018–2019 academic year (162 of 1,197 students). To monitor the quality of these experiences, student critical thinking ability was assessed using the online Critical Thinking Basic Concepts & Understanding Test (Foundation for Critical Thinking, Tomales, CA). Undergraduate research experiences increased (P = 0.028) the growth in student critical thinking score, but the type of research experience did not influence assessed skills (P > 0.281). Thus, course-based undergraduate research experiences may be an option for growing the quantity and quality of undergraduate research experience in animal science.

The Role of Collaborative Student Research on the Development of 21st Century Skills

2014 ◽  
Vol 1657 ◽  
Author(s):  
Deborah A Day ◽  
Nicole Ferrari ◽  
Christine C. Broadbridge
Keyword(s):  
High School ◽  
21St Century ◽  
21St Century Skills ◽  
College Level ◽  
Student Research ◽  
Research Experiences ◽  
Long Term Outcome ◽  
The Impact ◽  
Traditional Class

ABSTRACTCollaborative student research takes place in educational settings where the teacher directs the laboratory (traditional class) or allows the students to research a topic (non-traditional class). This study examines the role of collaborative student research in two separate settings: in high school (grades 9-12) and in college undergraduate institutions. These experiences include college level Research Experiences for Undergraduates (REU) and high school level Authentic Science Research (ASR) programs. These programs promote collaboration among student peers, teachers, professors, graduate students, post-docs, community members, and industry experts. Benefits of these collaborative student research programs may include development of skills aligned with educational standards such as Common Core State Standards and the Next Generation Science Standards. This study examines the short and long-term outcome of student engagement in collaborative student research experiences, and offers new insight regarding the impact that these unique experiences have on 21st century skill development. Students in this study have participated in non-traditional, research-based experiences ranging from 8 weeks to 4 years. Pre-post and retrospective student survey data was examined qualitatively and quantitatively to better understand the role in which collaborative student research experiences play in the formation of 21st century skills. Results of the study support the notion that collaborative student research experiences offer students meaningful interdisciplinary benefits, and these experiences are more than just a means of recruiting students into science, technology, engineering and math (STEM) fields.

scholarly journals 426 Awardee Talk: growing the quantity and quality of undergraduate research experiences in animal science

2019 ◽  
Vol 97 (Supplement_3) ◽  
pp. 109-109
Author(s):  
Cassandra K Jones
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Undergraduate Research ◽  
Research Experience ◽  
Animal Science ◽  
Research Experiences ◽  
Unique Challenge ◽  
Undergraduate Research Experiences ◽  
The Impact

Abstract Undergraduate research is known to be one of experiential learning methods that helps animal science students gain critical thinking skills. There is high demand for these opportunities. For example, 77.9% of incoming freshmen in the Department of Animal Sciences & Industry at Kansas State University from 2016–2018 planned to conduct research sometime during their undergraduate career (225 of 289 students). Conventional 1:1 faculty:undergraduate mentoring methods in the Department were only serving 1.7% of the undergraduate population (21 of 1,212 students). This creates a unique challenge of increasing the number of undergraduate research opportunities, while maintaining the impact of individualized experiential learning. One method to address this challenge is the incorporation of a course-based research program. In this model, research projects are conducted during a conventional semester during scheduled classroom hours, with project components divided into three 5-week sections: 1) research preparation, including compliance requirements, hypothesis testing, experimental design, and protocol development; 2) data collection; and 3) data interpretation and dissemination. Students collect data as a team, but individually develop their own research abstract and poster to maintain a high level of experiential learning. By teaching multiples sections of this course per semester and incorporating the concepts into existing laboratories, 13.3% of students in the Department completed undergraduate research in the 2018–2019 academic year (159 of 1,197 students). To monitor the quality of these experiences, student critical thinking ability was assessed using the online Critical Thinking Basic Concepts & Understanding Test (Foundation for Critical Thinking, Tomales, CA). The type of research experience did not influence assessed skills (P > 0.10). Thus, course-based undergraduate research experiences may be an option for growing the quantity and quality of undergraduate research experience in animal science.

Sign in / Sign up

Export Citation Format

Share Document