Broadening Participation in Undergraduate Research

Cell Biology Education, 2014

2015

Early Undergraduate Research Experiences and Broadening Participation in Biology at an HBCU, 2022

Participation disparities in the science enterprise continue to persist for racialized minorities. This study examines the results of first-year racially minoritized biology majors participating in course-based undergraduate research experiences (CUREs) at a Historically Black College and University (HBCU). The use of course-based research experiences can democratize access and create equitable experiences in scientific research for underrepresented minority students. Student participants completed surveys to measure change in motivation in biology, self-efficacy in biology, sense of belonging, and learning gains in undergraduate research. Results differed in the pre-pandemic environment (AY 2019-2020) compared to the pandemic environment after the full onset of COVID-19 (AY 2020-2021). In the pre-pandemic environment students’ biological motivation increased significantly and across all subscales. Inversely, students’ biological motivation decreased significantly in the pandemic environment and in most subscales with the exception of self-efficacy and intrinsic motivation. Students made statistically significant gains in their sense of belonging across most subscales, with the exception of belonging to major, during the pre-pandemic environment. Sense of belonging either remained constant or declined in the pandemic environment. Undergraduate research learning gains were assessed solely in the pandemic environment in which students’ lab skills increased significantly and female students made statistically significant learning gains in research-related soft skills. As HBCUs return to post-pandemic normalcy, we anticipate a rebound in students’ biology motivation, self-efficacy in biology, and sense of belonging, and continued student learning gains in scientific research. The results of this study at an HBCU are promising to support democratizing scientific research experiences that disrupt opportunity hoarding to ensure the realization of equitable participation for racially minoritized students in undergraduate research.

Journal of the Scholarship of Teaching and Learning, 2021

Although there are numerous evidence-based benefits to undergraduate research for newmajority students (students who are from traditionally underrepresented ethnicities, first-generation college students, students from lower-income families, or transfer students) (Hurtado, S. et al., 2011; Kinzie et al., 2008a; Lopatto, 2007), they are less likely to participate or stay in mentored research experiences (Finley & McNair, 2013; Haeger et al., 2015). In order to determine not only who has access to undergraduate research, but to also identify what barriers to full-inclusion exist for newmajority students, we conducted a mixed methods study at a public, Hispanic Serving Institution. We analyzed institutional data to explore who participates in research and who does not. We also specifically sampled a group of students who expressed an interest in research experiences but who never actually participated for our student survey (N=96). Additionally, we conducted five focus groups with students, staff, and faculty (N~30). We found positive results in the analysis of patterns of participation and found no significant or substantial differences between students who did or did not participate in undergraduate research in terms of race/ethnicity, gender, or first-generation status. The undergraduate researcher population did have significantly more STEM majors and Pell grant recipients. The qualitative analysis identified barriers to participation in research in the following areas: access to research opportunities, programmatic structures, research culture and norms, and campus climate. We present these findings along with descriptions of initiatives that have been successful in diversifying research participation and strategies to create more inclusive research environments.

BioScience

New data highlight the importance of undergraduate research experiences (UREs) for keeping underrepresented science students on the pathway to a scientific career. We used a large-scale, 10-year, longitudinal, multi-institutional, propensity-score-matched research design to compare the academic performance and persistence in science of students who participated in URE(s) with those of similar students who had no research experience. Our results showed that students who completed 10 or more hours of cocurricular, faculty-mentored research per week across two or more academic semesters or summers were significantly more likely to graduate with a science-related bachelor's degree, to be accepted into a science-related graduate training program, and to be training for or working in the scientific workforce 6 years after graduation. Importantly, the findings show that just having a URE was not enough to influence persistence in science; it required a commitment of 10 or more hours per week over two or more semesters of faculty-mentored research.

National Science Foundation, 2003

Education has always been vital to the success of individuals and the science and engineering enterprise. In the technology- and knowledge-based economy of the 21st century, science, engineering, and technology education is also an investment in the United States’ collective future as a nation and as a society. For decades, the United States has excelled in building and sustaining institutions of higher education that attract science and engineering talent from all over the world. The Nation has done less well in encouraging and developing the mostly untapped potential of underrepresented minorities, women, and persons with disabilities. Developing this potential will lead to expanded opportunities for individuals as well as improving national competitiveness and prosperity. To address these concerns, the National Science Board Committee on Education and Human Resources hosted a group of distinguished panelists to participate in a workshop entitled, “Broadening Participation in Science and Engineering Research and Education” on August 12, 2003. The workshop was very well attended by people concerned with diversity in U.S. academic institutions and the workforce. The workshop had two objectives: first, to celebrate the progress that American universities have made in bringing diversity to science and engineering; and second, to identify strategies for further increasing the diversity of the nation’s science and engineering workforce

Cell Biology Education, 2004

In this study, I examined the hypothesis that undergraduate research enhances the educational experience of science undergraduates, attracts and retains talented students to careers in science, and acts as a pathway for minority students into science careers. Undergraduates from 41 institutions participated in an online survey on the benefits of undergraduate research experiences. Participants indicated gains on 20 potential benefits and reported on career plans. Over 83% of 1,135 participants began or continued to plan for postgraduate education in the sciences. A group of 51 students who discontinued their plans for postgraduate science education reported significantly lower gains than continuing students. Women and men reported similar levels of benefits and similar patterns of career plans. Ethnic groups did not significantly differ in reported levels of benefits or plans to continue with postgraduate education.

2019

The authors present evidence for the role of undergraduate research in college completion and preparation of a highly skilled workforce, particularly in STEM fields.

Georgia Journal of College Student Affairs

Participation in high-impact educational activities produces high levels of achievement of desirable educational outcomes across domains including intellectual and practical skills, personal and social responsibility, and integrative and applied learning (Kuh, 2008). The student co-curricular experience has traditionally been viewed as the 'laboratory' for this type of affective and psychosocial development, with student affairs professionals serving as guides and mentors. This article includes some ideas, grounded both in current literature and my professional experience, for how student affairs professionals can begin to create meaningful collaborations with academic affairs. Fall 2014 Georgia Journal 81 As the population of students entering higher education has become increasingly diverse, colleges and universities have sought ways to intentionally design and create opportunities that will engage all students in ways that impact development, persistence, and graduation. Thus, research on high-impact educational practices (Kuh, 2008) has garnered the attention of higher education professionals. High-impact educational practices include learning communities, writing intensive courses, undergraduate research, first year seminars and experiences, service learning, internships, diversity/global experiences, collaborative learning, common intellectual experiences, and capstone seminars and projects (Kuh, 2008). The distinguishing characteristics of high-impact activities typically include the demand for students to devote significant time and effort to educationally purposeful tasks, the demand for students to interact with faculty and peers in academically meaningful ways over an extended time, and the increase in likelihood that students experience diversity as a result of interactions with diverse peers and perspectives (Kuh, 2008). Participation in high-impact educational activities produces high levels of achievement of desirable educational outcome across domains including intellectual and practical skills, personal and social responsibility, and integrative and applied learning (Kuh, 2008). Furthermore, Kuh (2008) noted results of participation are more striking for historically underserved populations in higher education, precisely the groups gaining more access to higher education. One particular trend has been the growth and expansion of undergraduate research programs because of the espoused benefits for all students and for the institution including student engagement, research productivity, and grant dollars awarded.

Collected Essays on Learning and Teaching, 2012