Cultivating minority scientists: Undergraduate research increases self-efficacy and career ambitions for underrepresented students in STEM

2016 ◽  
Vol 54 (2) ◽  
pp. 169-194 ◽  
Author(s):  
Anthony Carpi ◽  
Darcy M. Ronan ◽  
Heather M. Falconer ◽  
Nathan H. Lents
Keyword(s):  
Self Efficacy ◽  
Undergraduate Research ◽  
Underrepresented Students ◽  
Minority Scientists

Transfer Learning Community: Overcoming Transfer Shock and Increasing Retention of Mathematics and Science Majors

2015 ◽  
Vol 19 (3) ◽  
pp. 300-316 ◽  
Author(s):  
Timothy P. Scott ◽  
Sara S. Thigpin ◽  
Adrienne O. Bentz
Keyword(s):  
Learning Community ◽  
Undergraduate Research ◽  
Underrepresented Students ◽  
Lessons Learned ◽  
Retention Rates ◽  
Transfer Student ◽  
Peer Mentors ◽  
Transfer Shock ◽  
Grade Point ◽  
The University

The College of Science at Texas A&M University developed a transfer student learning community with one 2-year institution after receiving National Science Foundation funds for scholarships to support students majoring in engineering and science. To date, 89% of the students that matriculated to Texas A&M University under this grant have completed their degrees or are on target to do so. Eighty-three percent of historically underrepresented students supported through the grant have completed their degrees. Lessons learned from success of the grant have been implemented to create a mandatory learning community for every incoming transfer student. Hallmarks of the program include an Academic Boot Camp prior to the start of the semester and monthly meetings. Monthly meetings include intentional advising, campus resources, academic policies, access to peer mentors, and introduction to undergraduate research opportunities. Overall retention rates to the university have risen through this expanded learning community, as have overall grade point averages.

scholarly journals How do self-efficacy beliefs for academic writing and collaboration and intrinsic motivation for academic writing and research develop during an undergraduate research project?

2018 ◽  
Vol 45 (2) ◽  
pp. 209-225 ◽  
Author(s):  
Floris M. van Blankenstein ◽  
Nadira Saab ◽  
Roeland M. van der Rijst ◽  
Marleen S. Danel ◽  
Aaltje S. Bakker-van den Berg ◽  
...  
Keyword(s):  
Intrinsic Motivation ◽  
Academic Writing ◽  
Self Efficacy ◽  
Undergraduate Research ◽  
Efficacy Beliefs ◽  
Research Project ◽  
Undergraduate Research Project

Extending the Reach of the STARs (Students Tackling Advanced Research)

2021 ◽  
pp. 009862832110560
Author(s):  
Caitlin Posillico ◽  
Sarah Stilwell ◽  
Jacqueline Quigley ◽  
Crystal Carr ◽  
Sara Chadwick ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Low Income ◽  
Undergraduate Research ◽  
Underrepresented Students ◽  
Research Participation ◽  
Research Process ◽  
Self Report ◽  
Educational Outreach ◽  
Outreach Program ◽  
Research Opportunities

Background Participating in research opportunities during undergraduate education is met with myriad benefits. Students learn the scientific research process, how to think critically, develop transferable skills, refine public speaking, build a professional network, and gain confidence. Despite the numerous benefits of undergraduate research participation, underrepresented and minority (URM) students (e.g., first-generation, low-income, and historically underrepresented students) often do not engage in these valuable undergraduate research opportunities. Objective To begin breaking down some of these historical barriers to participation, we developed the Students Tackling Advanced Research (STAR) Scholars Program. Method A holistic educational outreach program was designed to facilitate underrepresented undergraduate students’ involvement in research and help them understand why research is important in a greater context. Conclusion Students who participated in STAR Scholars self-report positive impacts on understanding what research is, ways to seek out research opportunities, and what steps to take toward future educational and professional goals. Teaching Implications It is imperative to explicitly target barriers that underrepresented students face to allow for equity and inclusion in research and academia. Workshops and activities designed to demystify research, build networking and professional skills, and provide mentorship to students are successful in breaking down these barriers and increase student confidence and competence.

scholarly journals Cooking Beliefs and Culinary Program Interest of College Students with Overweight and Obesity from Different Environments (P21-012-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Miriam Mahmood ◽  
Jennifer Kleiman ◽  
Rachel Ryan ◽  
Kayla Wong ◽  
Ronald Lu ◽  
...  
Keyword(s):  
College Students ◽  
Weight Loss ◽  
Self Efficacy ◽  
Weight Status ◽  
Undergraduate Research ◽  
Overweight And Obesity ◽  
Weight Loss Program ◽  
New York University ◽  
Tertiary Institution ◽  
Significant Difference

Abstract Objectives College students with overweight/obesity previously reported a lack of confidence in meal planning/production, which may contribute to current weight status and subsequent weight gain. The objectives of this study were to: 1) determine cooking beliefs of students with overweight/obesity from different environments and 2) assess interest in a culinary-focused, weight loss program. Methods Students with overweight or obesity (BMI > 25), ages 18–24, enrolled in New York University (NYU) or LaGuardia Community College (LCC) were recruited. Participants completed a Qualtrics survey that included: 1) Cooking Attitudes Subscale, 2) Cooking Behaviors Subscale, 3) Cooking Self-Efficacy Scale (SEC), 4) Self-Efficacy for Using Basic Cooking Techniques Scale (SECT) and 5) a culinary program preference questionnaire. Height and weight were objectively measured. Descriptive, Chi square, Kruskal-Wallis, and post hoc Dunn test statistics were conducted. Results Students (N = 91; 19.6 ± 1.6 years; BMI 31.7 ± 5.6) were 64% female and 24% non-Hispanic. Institution type was associated with ethnicity (P = 0.03), with a higher percentage of non-Hispanic students from NYU. NYU students had a significantly lower BMI (P = 0.01) and were younger (P = 0.005). There was a significant difference in the Cooking Behaviors Subscale between institutions, with NYU students having overall lower scores (P = 0.0001). For LCC, there was a significant difference in BMI between the lowest and third quartiles of SECT scores (P = 0.04); students with a higher BMI had lower scores. At NYU, there was a significant difference in BMI between the lowest and second (P = 0.004) and third (P = 0.01) quartiles of the Cooking Behaviors Subscale; the lowest quartile had a higher mean BMI. Regardless of institution, the majority of students were interested in participating in a culinary-focused weight loss program for 6–8 weeks. However, NYU students reported a greater interest in weekly group meetings (P = 0.0001). Conclusions There is heterogeneity in cooking beliefs by college environment and BMI. However, interest in a culinary-focused, weight loss program is high for both 2- and 4-year tertiary institution students with overweight/obesity. Focus groups will be used for the development of population specific interventions. Funding Sources NYU College of Arts and Science Dean's Undergraduate Research Fund Grant (Spring 2018).

The influence of PBL on students' self-efficacy beliefs in chemistry

2015 ◽  
Vol 16 (4) ◽  
pp. 929-938 ◽  
Author(s):  
Lloyd M. Mataka ◽  
Megan Grunert Kowalske
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Quantitative Data ◽  
Mixed Methods Research ◽  
Undergraduate Research ◽  
Efficacy Beliefs ◽  
Chemistry Laboratory ◽  
Post Test ◽  
The Usa ◽  
The Difference

A convergent mixed methods research study was used to investigate whether or not undergraduate students who participated in a problem-based learning (PBL) laboratory environment improved their self-efficacy beliefs in chemistry. The Chemistry Attitude and Experience Questionnaire (CAEQ) was used as a pre- and post-test to determine changes in students' self-efficacy beliefs in general chemistry laboratories at a Midwestern University in the USA. Interviews were used to augment the quantitative data. Paired samplet-tests were used to determine the difference in means between pre- and post-tests. Analysis of variance was used to determine the influence of confounding variables. Thematic analysis was used to interpret the interview data. There was an observed improvement in students' self-efficacy beliefs using both qualitative and quantitative data. Interviews with the participants indicated that students had higher self-efficacy beliefs in chemistry for conducting chemistry experiments and for participating in undergraduate research after the PBL laboratory experience than they had before it. Students felt that PBL provided them with autonomy while exploring phenomena and allowed them to take more responsibility for their own learning. This study is significant in that it adds knowledge to research on the effects of PBL instruction and strengthens existing information on the relationship between PBL and the affective domain. Results from this study may also be informative to chemistry laboratory instructors on what PBL has to offer with regard to student outcomes.

Research skills and STEM undergraduate research students' aspirations for research careers: Mediating effects of research self-efficacy

2013 ◽  
Vol 50 (8) ◽  
pp. 940-951 ◽  
Author(s):  
Omolola A. Adedokun ◽  
Ann B. Bessenbacher ◽  
Loran C. Parker ◽  
Lisa L. Kirkham ◽  
Wilella D. Burgess
Keyword(s):  
Self Efficacy ◽  
Undergraduate Research ◽  
Mediating Effects ◽  
Research Skills ◽  
Research Careers ◽  
Research Students

Self-Efficacy and Interest Thresholds: Implications for Underrepresented Students in STEM

2017 ◽  
Author(s):  
Nikki A. Falk ◽  
Patrick J. Rottinghaus ◽  
Chan Jeong Park ◽  
Shao-Jung Ko
Keyword(s):  
Self Efficacy ◽  
Underrepresented Students
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