scholarly journals Effects of Discovery, Iteration, and Collaboration in Laboratory Courses on Undergraduates’ Research Career Intentions Fully Mediated by Student Ownership

2018 ◽  
Vol 17 (2) ◽  
pp. ar20 ◽  
Author(s):  
Lisa A. Corwin ◽  
Christopher R. Runyon ◽  
Eman Ghanem ◽  
Moriah Sandy ◽  
Greg Clark ◽  
...  
Keyword(s):  
Structural Equation ◽  
Undergraduate Research ◽  
Equation Modeling ◽  
Design Features ◽  
Career Intentions ◽  
Research Experiences ◽  
Student Ownership ◽  
Laboratory Courses ◽  
Research Initiative ◽  
And Mathematics

Course-based undergraduate research experiences (CUREs) provide a promising avenue to attract a larger and more diverse group of students into research careers. CUREs are thought to be distinctive in offering students opportunities to make discoveries, collaborate, engage in iterative work, and develop a sense of ownership of their lab course work. Yet how these elements affect students’ intentions to pursue research-related careers remain unexplored. To address this knowledge gap, we collected data on three design features thought to be distinctive of CUREs (discovery, iteration, collaboration) and on students’ levels of ownership and career intentions from ∼800 undergraduates who had completed CURE or inquiry courses, including courses from the Freshman Research Initiative (FRI), which has a demonstrated positive effect on student retention in college and in science, technology, engineering, and mathematics. We used structural equation modeling to test relationships among the design features and student ownership and career intentions. We found that discovery, iteration, and collaboration had small but significant effects on students’ intentions; these effects were fully mediated by student ownership. Students in FRI courses reported significantly higher levels of discovery, iteration, and ownership than students in other CUREs. FRI research courses alone had a significant effect on students’ career intentions.

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

2016 ◽  
Vol 15 (2) ◽  
pp. ar20 ◽  
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.

scholarly journals The Laboratory Course Assessment Survey: A Tool to Measure Three Dimensions of Research-Course Design

2015 ◽  
Vol 14 (4) ◽  
pp. ar37 ◽  
Author(s):  
Lisa A. Corwin ◽  
Christopher Runyon ◽  
Aspen Robinson ◽  
Erin L. Dolan
Keyword(s):  
Course Design ◽  
Undergraduate Research ◽  
Three Dimensions ◽  
Design Features ◽  
Research Experiences ◽  
Laboratory Course ◽  
Course Assessment ◽  
Laboratory Courses ◽  
Assessment Survey ◽  
Biology Lab

Course-based undergraduate research experiences (CUREs) are increasingly being offered as scalable ways to involve undergraduates in research. Yet few if any design features that make CUREs effective have been identified. We developed a 17-item survey instrument, the Laboratory Course Assessment Survey (LCAS), that measures students’ perceptions of three design features of biology lab courses: 1) collaboration, 2) discovery and relevance, and 3) iteration. We assessed the psychometric properties of the LCAS using established methods for instrument design and validation. We also assessed the ability of the LCAS to differentiate between CUREs and traditional laboratory courses, and found that the discovery and relevance and iteration scales differentiated between these groups. Our results indicate that the LCAS is suited for characterizing and comparing undergraduate biology lab courses and should be useful for determining the relative importance of the three design features for achieving student outcomes.

Workplace environment, employee satisfaction and intent to stay

2019 ◽  
Vol 31 (1) ◽  
pp. 268-284 ◽  
Author(s):  
Deepak Bangwal ◽  
Prakash Tiwari
Keyword(s):  
Job Satisfaction ◽  
Employee Satisfaction ◽  
Structural Equation ◽  
Hospitality Industry ◽  
Hotel Industry ◽  
Intent To Stay ◽  
Equation Modeling ◽  
Workplace Design ◽  
Design Features ◽  
Content Type

PurposeThe hotel industry suffers from retaining its employees, and to retain their employees is a big challenge to the hotel industry. So, the purpose of this study is to examine the causal relationship between workplace design features of hospitality industry with employee job satisfaction and their intent to stay through empirical validation.Design/methodology/approachAs per the objective of the study, three hypotheses were proposed based on a comprehensive literature review on workplace design features of the hospitality industry. The proposed relationships were examined by using structural equation modeling approach with AMOS 18 as prescribed by Hair et al. (1998).FindingsSignificant evidence was found in favor of proposed hypotheses. The result of hypothesis testing showed workplace design features of hospitality industry to positively influence employee’s intent to stay through job satisfaction.Originality/valueWhile the employee satisfaction and commitment has been a significant research topic for more than decades, barely any research has been conducted that focuses specifically on workplace design features of a hospitality industry. This study tries to make a link between workplace design with the employee intent to stay through employee satisfaction. These links are rare from an Indian perspective.

Modeling Gameplay Enjoyment, Goal Orientations, and Individual Characteristics

Gamification ◽  
2015 ◽  
pp. 1451-1478
Author(s):  
John M. Quick ◽  
Robert K. Atkinson
Keyword(s):  
Structural Equation Modeling ◽  
Game Design ◽  
Structural Equation ◽  
Goal Orientations ◽  
Individual Characteristics ◽  
Equation Modeling ◽  
Design Features ◽  
Important Work ◽  
Six Dimensions ◽  
Player Enjoyment

The purpose of this study was to investigate the relationships between gameplay enjoyment, gaming goal orientations, and individual characteristics. A total of 301 participants were surveyed and the data were analyzed using structural equation modeling. This led to an expanded Gameplay Enjoyment Model (GEM) with 41 game design features that influence player enjoyment. Furthermore, a 3x2 Gaming Goal Orientations model was established with six dimensions that describe players' motivations for gaming. In addition, players' individual characteristics were used to predict gameplay enjoyment in the GEM-Individual Characteristics model. The six Gaming Goal Orientations dimensions were the strongest predictors, while the commonly used gender and hours played per week variables failed to predict enjoyment. The results of this study enable important work to be conducted surrounding gameplay experiences and individual characteristics. Ultimately, it is believed that the Gameplay Enjoyment Model, Gaming Goal Orientations, and the GEM-Individual Characteristics model will be useful tools for researchers and designers who seek to create effective gameplay experiences that meet the needs of players.

Enhancing Diversity in STEM Interdisciplinary Learning

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.

Modeling Gameplay Enjoyment, Goal Orientations, and Individual Characteristics

2014 ◽  
Vol 4 (2) ◽  
pp. 51-77 ◽  
Author(s):  
John M. Quick ◽  
Robert K. Atkinson
Keyword(s):  
Structural Equation Modeling ◽  
Game Design ◽  
Structural Equation ◽  
Goal Orientations ◽  
Individual Characteristics ◽  
Equation Modeling ◽  
Design Features ◽  
Important Work ◽  
Six Dimensions ◽  
Player Enjoyment

The purpose of this study was to investigate the relationships between gameplay enjoyment, gaming goal orientations, and individual characteristics. A total of 301 participants were surveyed and the data were analyzed using structural equation modeling. This led to an expanded Gameplay Enjoyment Model (GEM) with 41 game design features that influence player enjoyment. Furthermore, a 3x2 Gaming Goal Orientations model was established with six dimensions that describe players' motivations for gaming. In addition, players' individual characteristics were used to predict gameplay enjoyment in the GEM-Individual Characteristics model. The six Gaming Goal Orientations dimensions were the strongest predictors, while the commonly used gender and hours played per week variables failed to predict enjoyment. The results of this study enable important work to be conducted surrounding gameplay experiences and individual characteristics. Ultimately, it is believed that the Gameplay Enjoyment Model, Gaming Goal Orientations, and the GEM-Individual Characteristics model will be useful tools for researchers and designers who seek to create effective gameplay experiences that meet the needs of players.

scholarly journals Measuring Networking as an Outcome Variable in Undergraduate Research Experiences

2015 ◽  
Vol 14 (4) ◽  
pp. ar38 ◽  
Author(s):  
David I. Hanauer ◽  
Graham Hatfull
Keyword(s):  
Internal Consistency ◽  
Scientific Literacy ◽  
Undergraduate Research ◽  
Outcome Variable ◽  
Psychosocial Variable ◽  
Research Experiences ◽  
Laboratory Courses ◽  
Final Study ◽  
Undergraduate Laboratory ◽  
Discussion Partners

The aim of this paper is to propose, present, and validate a simple survey instrument to measure student conversational networking. The tool consists of five items that cover personal and professional social networks, and its basic principle is the self-reporting of degrees of conversation, with a range of specific discussion partners. The networking instrument was validated in three studies. The basic psychometric characteristics of the scales were established by conducting a factor analysis and evaluating internal consistency using Cronbach’s alpha. The second study used a known-groups comparison and involved comparing outcomes for networking scales between two different undergraduate laboratory courses (one involving a specific effort to enhance networking). The final study looked at potential relationships between specific networking items and the established psychosocial variable of project ownership through a series of binary logistic regressions. Overall, the data from the three studies indicate that the networking scales have high internal consistency (α = 0.88), consist of a unitary dimension, can significantly differentiate between research experiences with low and high networking designs, and are related to project ownership scales. The ramifications of the networking instrument for student retention, the enhancement of public scientific literacy, and the differentiation of laboratory courses are discussed.

Professionals’ Identification Within and Across Science, Technology, Engineering, and Mathematics (STEM) Fields

2020 ◽  
pp. 089484532091311 ◽  
Author(s):  
Amber Simpson ◽  
Jose Morales Collazo ◽  
John Zilvinskis ◽  
Adam Maltese
Keyword(s):  
Sense Of Belonging ◽  
Structural Equation ◽  
Online Survey ◽  
The United States ◽  
Equation Modeling ◽  
Direct Impact ◽  
Science Technology ◽  
And Mathematics ◽  
Positive Direct ◽  
Specific Identity

Professional identity, for many, is a substantial component of their career choices and development. In this study, we utilized data from an online survey completed by 1,867 participants living across the United States to consider the extent to which an individual working in science, technology, engineering, and/or mathematics (STEM) field identifies with each discipline, and how this may be associated with recognition, competence, and sense of belonging. Results from structural equation modeling indicated that participants’ STEM field had a positive, direct impact on their discipline-specific identity but a negative, direct impact on other discipline identities. Furthermore, recognition and competence had significant direct and indirect effects on participants’ STEM identity, which was not consistent by STEM field. Alternatively, sense of belonging and self-identifying as a woman had limited effects in our model. Our findings raise questions as to the possibility (or not) of STEM as an interdisciplinary identity for professionals with a career in STEM.

Digital Adaptability: A New Measure for Digital Inequality Research

2020 ◽  
pp. 089443932092608
Author(s):  
Cassidy Puckett
Keyword(s):  
High School Students ◽  
Structural Equation ◽  
Discriminant Validity ◽  
New Technologies ◽  
Past Research ◽  
Equation Modeling ◽  
School Students ◽  
Digital Inequality ◽  
Eighth Grade Students ◽  
And Mathematics

Past research suggests the ability to adapt to technological change by learning new technologies is a core feature of technological competence and consequential for inequality. Yet there exists no definition or measure of what people do to learn technologies that are new to them and empirically link this to inequality. To address this gap, I conducted studies involving over 2,000 adolescents to develop and validate a measure of what I call “digital adaptability,” the use of five habits that help individuals learn technologies that are new to them. The studies included observation and cognitive interviews to describe adaptability and develop an initial item pool, a pilot to narrow items using structural equation modeling, a full test with 897 eighth-grade students in Chicago with analysis of convergent and discriminant validity, and a replication study with 1,285 high school students near Boston. Finally, using Chicago and Boston area data, I find adaptability correlates with students’ educational plans and career aspirations in science, technology, engineering, and mathematics —linking digital adaptability to students’ futures. Overall, the digital adaptability measure provides a critical theoretical and empirical tool for digital inequality research, practice, and policy.

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