A Measure of College Student Persistence in the Sciences (PITS)

Curricular changes that promote undergraduate persistence in science, technology, engineering, and mathematics (STEM) disciplines are likely associated with particular student psychological outcomes, and tools are needed that effectively assess these developments. Here, we describe the theoretical basis, psychometric properties, and predictive abilities of the Persistence in the Sciences (PITS) assessment survey designed to measure these in course-based research experiences (CREs). The survey is constructed from existing psychological assessment instruments, incorporating a six-factor structure consisting of project ownership (emotion and content), self-efficacy, science identity, scientific community values, and networking, and is supported by a partial confirmatory factor analysis. The survey has strong internal consistency (Cronbach’s alpha: α = 0.96) and was validated using standard simple and multiple regression analyses. The regression analyses demonstrated that the factors of the PITS survey were significant predictors of the intent to become a research scientist and, as such, potentially valid for the measurement of persistence in the sciences. The PITS survey provides an effective method for measuring the psychological outcomes of undergraduate research experiences relevant to persistence in STEM and offers an approach to the development and validation of more sophisticated assessment tools that recognize the specificities of the type of educational opportunities embedded in a CRE.

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Enhancing Diversity in STEM Interdisciplinary Learning

STEM Education ◽

10.4018/978-1-4666-7363-2.ch054 ◽

2015 ◽

pp. 997-1019

Author(s):

Reginald A. Blake ◽

Janet Liou-Mark

Keyword(s):

Stem Education ◽

Real World ◽

Undergraduate Research ◽

Interdisciplinary Approach ◽

Thinking Skills ◽

New Paradigm ◽

Research Experiences ◽

Stem Disciplines ◽

And Mathematics ◽

Diversity In Stem

The Science, Technology, Engineering, and Mathematics (STEM) disciplines have traditionally been woefully unsuccessful in attracting, retaining, and graduating acceptable numbers of Underrepresented Minorities (URMs). A new paradigm of STEM practices is needed to address this vexing problem. This chapter highlights a novel interdisciplinary approach to STEM education. Instead of being siloed and mired in their respective STEM disciplines, students integrate real world, inquiry-based learning that is underpinned by a strong foundation in mathematics and a myriad of other pillars of STEM activities. These activities include Peer-Assisted Learning Workshops, Mentoring Programs, Undergraduate Research Experiences, STEM Exposure Trips, Conference Participation, and Peer Leadership. This strategy enhances STEM education among URMs by purposefully connecting and integrating knowledge and skills from across the STEM disciplines to solve real-world problems, by synthesizing and transferring knowledge across disciplinary boundaries, and by building critical thinking skills in a manner that is relevant to their experiences and yet transformative.

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“Where’s My Mentor?!” Characterizing Negative Mentoring Experiences in Undergraduate Life Science Research

CBE—Life Sciences Education ◽

10.1187/cbe.19-02-0036 ◽

2019 ◽

Vol 18 (4) ◽

pp. ar61 ◽

Cited By ~ 3

Author(s):

Lisa B. Limeri ◽

Muhammad Zaka Asif ◽

Benjamin H. T. Bridges ◽

David Esparza ◽

Trevor T. Tuma ◽

...

Keyword(s):

Life Science ◽

Psychosocial Support ◽

Undergraduate Research ◽

Science Research ◽

Future Research ◽

Research Experiences ◽

Career Support ◽

Abuse Of Power ◽

Unequal Treatment ◽

And Mathematics

Undergraduate research experiences in science, technology, engineering, and mathematics fields are championed for promoting students’ personal and professional development. Mentorship is an integral part of undergraduate research, as effective mentorship maximizes the benefits undergraduates realize from participating in research. Yet almost no research examines instances in which mentoring is less effective or even problematic, even though prior research on mentoring in workplace settings suggests negative mentoring experiences are common. Here, we report the results of a qualitative study to define and characterize negative mentoring experiences of undergraduate life science researchers. Undergraduate researchers in our study reported seven major ways they experienced negative mentoring: absenteeism, abuse of power, interpersonal mismatch, lack of career support, lack of psychosocial support, misaligned expectations, and unequal treatment. They described some of these experiences as the result of absence of positive mentoring behavior and others as actively harmful behavior, both of which they perceive as detrimental to their psychosocial and career development. Our results are useful to mentors for reflecting on ways their behaviors might be perceived as harmful or unhelpful. These findings can also serve as a foundation for future research aimed at examining the prevalence and impact of negative mentoring experiences in undergraduate research.

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Interdisciplinary Training in Mathematical Biology through Team-based Undergraduate Research and Courses

CBE—Life Sciences Education ◽

10.1187/cbe.10-03-0046 ◽

2010 ◽

Vol 9 (3) ◽

pp. 284-289 ◽

Cited By ~ 12

Author(s):

Jason E. Miller ◽

Timothy Walston

Keyword(s):

Mathematical Biology ◽

Undergraduate Research ◽

Lessons Learned ◽

State University ◽

Interdisciplinary Training ◽

Research Experiences ◽

Research Collaborations ◽

Mathematics Program ◽

And Mathematics ◽

Interdisciplinary Courses

Inspired by BIO2010 and leveraging institutional and external funding, Truman State University built an undergraduate program in mathematical biology with high-quality, faculty-mentored interdisciplinary research experiences at its core. These experiences taught faculty and students to bridge the epistemological gap between the mathematical and life sciences. Together they created the infrastructure that currently supports several interdisciplinary courses, an innovative minor degree, and long-term interdepartmental research collaborations. This article describes how the program was built with support from the National Science Foundation's Interdisciplinary Training for Undergraduates in Biology and Mathematics program, and it shares lessons learned that will help other undergraduate institutions build their own program.

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A Comparison of Internal Dispositions and Career Trajectories after Collaborative versus Apprenticed Research Experiences for Undergraduates

CBE—Life Sciences Education ◽

10.1187/cbe.16-06-0206 ◽

2017 ◽

Vol 16 (1) ◽

pp. ar1 ◽

Cited By ~ 5

Author(s):

Kyle J. Frantz ◽

Melissa K. Demetrikopoulos ◽

Shari L. Britner ◽

Laura L. Carruth ◽

Brian A. Williams ◽

...

Keyword(s):

Undergraduate Research ◽

Stem Careers ◽

Science Anxiety ◽

Research Experiences ◽

Institutional Settings ◽

Career Trajectories ◽

Active Research ◽

And Mathematics ◽

Faculty Mentors ◽

Summer Research Program

Undergraduate research experiences confer benefits on students bound for science, technology, engineering, and mathematics (STEM) careers, but the low number of research professionals available to serve as mentors often limits access to research. Within the context of our summer research program (BRAIN), we tested the hypothesis that a team-based collaborative learning model (CLM) produces student outcomes at least as positive as a traditional apprenticeship model (AM). Through stratified, random assignment to conditions, CLM students were designated to work together in a teaching laboratory to conduct research according to a defined curriculum led by several instructors, whereas AM students were paired with mentors in active research groups. We used pre-, mid-, and postprogram surveys to measure internal dispositions reported to predict progress toward STEM careers, such as scientific research self-efficacy, science identity, science anxiety, and commitment to a science career. We are also tracking long-term retention in science-related career paths. For both short- and longer-term outcomes, the two program formats produced similar benefits, supporting our hypothesis that the CLM provides positive outcomes while conserving resources, such as faculty mentors. We discuss this method in comparison with course-based undergraduate research and recommend its expansion to institutional settings in which mentor resources are scarce.

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Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering, and Mathematics Degrees

CBE—Life Sciences Education ◽

10.1187/cbe.16-03-0117 ◽

2016 ◽

Vol 15 (2) ◽

pp. ar20 ◽

Cited By ~ 82

Author(s):

Stacia E. Rodenbusch ◽

Paul R. Hernandez ◽

Sarah L. Simmons ◽

Erin L. Dolan

Keyword(s):

Undergraduate Research ◽

Biology Education ◽

First Year ◽

Long Term Effects ◽

Research Experiences ◽

Grade Point ◽

Stem Major ◽

Research Initiative ◽

And Mathematics

National efforts to transform undergraduate biology education call for research experiences to be an integral component of learning for all students. Course-based undergraduate research experiences, or CUREs, have been championed for engaging students in research at a scale that is not possible through apprenticeships in faculty research laboratories. Yet there are few if any studies that examine the long-term effects of participating in CUREs on desired student outcomes, such as graduating from college and completing a science, technology, engineering, and mathematics (STEM) major. One CURE program, the Freshman Research Initiative (FRI), has engaged thousands of first-year undergraduates over the past decade. Using propensity score–matching to control for student-level differences, we tested the effect of participating in FRI on students’ probability of graduating with a STEM degree, probability of graduating within 6 yr, and grade point average (GPA) at graduation. Students who completed all three semesters of FRI were significantly more likely than their non-FRI peers to earn a STEM degree and graduate within 6 yr. FRI had no significant effect on students’ GPAs at graduation. The effects were similar for diverse students. These results provide the most robust and best-controlled evidence to date to support calls for early involvement of undergraduates in research.

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Integrative Approach for a Transformative Freshman-Level STEM Curriculum

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v13i2.9632 ◽

2016 ◽

Vol 13 (2) ◽

pp. 47-64 ◽

Cited By ~ 2

Author(s):

Malcolm J. D’Souza ◽

Kathleen L. Curran ◽

Paul E. Olsen ◽

Agashi P. Nwogbaga ◽

Stephanie Stotts

Keyword(s):

Cultural Change ◽

Core Curriculum ◽

Undergraduate Research ◽

Integrative Approach ◽

Student Centered ◽

Research Experiences ◽

Student Centered Learning ◽

Stem Majors ◽

Integrated Concept ◽

And Mathematics

In 2014 Wesley College adopted a unified undergraduate program of evidence-based high-impact teaching practices. Through foundation and federal and state grant support, the college completely revised its academic core curriculum and strengthened its academic support structures by including a comprehensive early alert system for at-risk students. In this core, science, technology, engineering, and mathematics (STEM) faculty developed fresh manifestations of integrated concept-based introductory courses and revised upper-division STEM courses around student-centered learning. STEM majors can participate in specifically designed paid undergraduate research experiences in directed research elective courses. Such a college-wide multi-tiered approach results in institutional cultural change.

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A Course-Based Research Experience: How Benefits Change with Increased Investment in Instructional Time

CBE—Life Sciences Education ◽

10.1187/cbe-13-08-0152 ◽

2014 ◽

Vol 13 (1) ◽

pp. 111-130 ◽

Cited By ~ 61

Author(s):

Christopher D. Shaffer ◽

Consuelo J. Alvarez ◽

April E. Bednarski ◽

David Dunbar ◽

Anya L. Goodman ◽

...

Keyword(s):

Undergraduate Research ◽

Successful Implementation ◽

Instructional Time ◽

Research Experience ◽

Research Experiences ◽

Large Numbers ◽

Widespread Agreement ◽

Wide Range ◽

And Mathematics ◽

Biology Curriculum

There is widespread agreement that science, technology, engineering, and mathematics programs should provide undergraduates with research experience. Practical issues and limited resources, however, make this a challenge. We have developed a bioinformatics project that provides a course-based research experience for students at a diverse group of schools and offers the opportunity to tailor this experience to local curriculum and institution-specific student needs. We assessed both attitude and knowledge gains, looking for insights into how students respond given this wide range of curricular and institutional variables. While different approaches all appear to result in learning gains, we find that a significant investment of course time is required to enable students to show gains commensurate to a summer research experience. An alumni survey revealed that time spent on a research project is also a significant factor in the value former students assign to the experience one or more years later. We conclude: 1) implementation of a bioinformatics project within the biology curriculum provides a mechanism for successfully engaging large numbers of students in undergraduate research; 2) benefits to students are achievable at a wide variety of academic institutions; and 3) successful implementation of course-based research experiences requires significant investment of instructional time for students to gain full benefit.

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Using Multidisciplinary Research Experiences to Enhance STEM Learning through Undergraduate, Team-Based, Summer Research Projects for At-Risk Students

Cases on Research-Based Teaching Methods in Science Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-6375-6.ch008 ◽

2014 ◽

pp. 198-220

Author(s):

Jennifer Yantz ◽

Brittany D. Smith ◽

Ginger Holmes Rowell ◽

Thomas Cheatham ◽

Donald Nelson ◽

...

Keyword(s):

At Risk ◽

Undergraduate Research ◽

Research Projects ◽

Stem Learning ◽

Research Experience ◽

Research Experiences ◽

Stem Majors ◽

Faculty Mentor ◽

And Mathematics

Undergraduate research can be one of the most important and influential learning experiences during a student's college career (Light, 2001). Significant retention value is achieved both through one-on-one contact with a faculty mentor (Campbell, 1997; Jacobi, 1991) and by interaction with peers in a learning community (Johnson, 2001). Colleges and universities are using undergraduate research experiences to help improve student retention, graduation, and success in Science, Technology, Engineering, and Mathematics (STEM). However, undergraduate research is frequently reserved for the best and brightest students who have achieved junior or senior class status. This case study describes a team-based research experience designed for first-year, at-risk undergraduate students. For this project, the term “at-risk” is defined to be first-time, full-time freshman declared STEM majors with a weak mathematics background as measured by having an ACT-Mathematics sub score of 19 to 23, inclusive. In particular, this case study focuses on the multidisciplinary nature of some of the research projects and the benefits for the students in terms of confidence, depth of learning in STEM, and progress in understanding the scientific process.

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The CURE for Cultivating Fastidious Microbes

10.1101/167130 ◽

2017 ◽

Author(s):

Arundhati Bakshi ◽

Austen T. Webber ◽

Lorelei E. Patrick ◽

E. William Wischusen ◽

J. Cameron Thrash

Keyword(s):

Scientific Literature ◽

Undergraduate Research ◽

Assessment Tools ◽

First Year ◽

Acid Extraction ◽

Research Experiences ◽

Educational Benefits ◽

Undergraduate Research Experiences ◽

Ongoing Effort ◽

Large Groups

ABSTRACTCourse-based Undergraduate Research Experiences (CUREs) expand the scientific educational benefits of research to large groups of students in a course setting. As part of an ongoing effort to integrate CUREs into first-year biology labs, we developed a microbiology CURE (mCURE) that uses a modified dilution-to-extinction high throughput culturing protocol for isolating abundant yet fastidious aquatic bacterioplankton during one semester. Students learn common molecular biology techniques like nucleic acid extraction, PCR, and molecular characterization; read and evaluate scientific literature; and receive training in scientific communication through written and oral exercises that incorporate social media elements. In the first three semesters, the mCUREs achieved similar cultivability success as implementation of the protocol in a standard laboratory setting. Our modular framework facilitates customization of the curriculum for use in multiple settings and we provide classroom exercises, assignments, assessment tools, and examples of student output to assist with implementation.

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Entering Research: A Course That Creates Community and Structure for Beginning Undergraduate Researchers in the STEM Disciplines

CBE—Life Sciences Education ◽

10.1187/cbe.09-10-0073 ◽

2010 ◽

Vol 9 (2) ◽

pp. 108-118 ◽

Cited By ~ 39

Author(s):

Nicholas Balster ◽

Christine Pfund ◽

Raelyn Rediske ◽

Janet Branchaw

Keyword(s):

Learning Community ◽

Undergraduate Research ◽

Control Group ◽

Physical Sciences ◽

Research Experiences ◽

Staff Members ◽

Stem Disciplines ◽

Course Work ◽

Building Community ◽

And Mathematics

Undergraduate research experiences have been shown to enhance the educational experience and retention of college students, especially those from underrepresented populations. However, many challenges still exist relative to building community among students navigating large institutions. We developed a novel course called Entering Research that creates a learning community to support beginning undergraduate researchers and is designed to parallel the Entering Mentoring course for graduate students, postdocs, and faculty serving as mentors of undergraduate researchers. The course serves as a model that can be easily adapted for use across the science, technology, engineering, and mathematics (STEM) disciplines using a readily available facilitator's manual. Course evaluations and rigorous assessment show that the Entering Research course helps students in many ways, including finding a mentor, understanding their place in a research community, and connecting their research to their course work in the biological and physical sciences. Students in the course reported statistically significant gains in their skills, knowledge, and confidence as researchers compared with a control group of students, who also were engaged in undergraduate research but not enrolled in this course. In addition, the faculty and staff members who served as facilitators of the Entering Research course described their experience as rewarding and one they would recommend to their colleagues.

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