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Copyright © American Association for the Advancement of Science 2/23/2019 1
Leveraging Student Research Experiences to Bridge the Gap for Underrepresented Minorities in STEM Careers
Irene O. Aninye, Ph.D.RCP Senior Program AssociateAmerican Association for the Advancement of Science
Emerging Researchers National Conference 2019
February 23, 2019Washington, DC
Copyright © American Association for the Advancement of Science 2/23/2019 2
Session Overview
▪ Introductions
▪ Review of National Data on Underrepresented Minority (URM) participation and persistence in STEM
▪ AAAS Research Competitiveness Program STEM Program Assessment Findings
▪ SWOT Assessment
▪ Discuss tools and approaches to engage URMs in STEM undergraduate research
Copyright © American Association for the Advancement of Science 2/23/2019 3
Racial/Ethnic Distribution of S&E Degree Recipients, 2012(U.S. Citizens and Permanent Residents)
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
USPopulation(age 18-24)
Associate'sdegrees
Bachelor'sdegrees
Master'sdegrees
Doctoraldegrees
S&E Workers
Perc
ent
Black/AA Hispanic American Indian/AN Asian/PI White Unknown
National Science Board, STEM Education Data and Trends, 2014
National Data & Trends
Copyright © American Association for the Advancement of Science 2/23/2019 4
Factors that Effect URM Persistence in STEM
Challenges Interventions
National Data & Trends
Copyright © American Association for the Advancement of Science 2/23/2019 5
Factors that Effect URM Persistence in STEM
Challenges Interventions
Academic services
Social support and community building
Financial support
Disparities in academic
preparation
Cultural and academic isolation
Negative stereotypes and
experiences
Undergrad Research Experiences
National Data & Trends
Copyright © American Association for the Advancement of Science 2/23/2019 6
23%
77%
Benefits of Undergraduate Research (UGR) Experiences
▪ Builds confidence in research and professional skills
▪ Increases preparation for and commitment to pursue graduate program in STEM
▪ Clarifies future career pathways in STEM
53%
47%
ALL Student participation in UGR(NSSE, 2017)
Black student participation in UGRcompared to White students (Delta-P)
(Figueroa, 2013)
National Data & Trends
STEM Student participation in UGR(Russell, 2006)
Copyright © American Association for the Advancement of Science 2/23/2019 7
URM students who participated in UGR experiences were 17.4%more likely to persist in STEM than those who did not. (Chang et al., 2014)
0
0.02
0.04
0.06
0.08
0.1
0.12
0.14
0.16
0.18
Structured Program Research with Faculty Any Research
Del
ta P
Effect of Research Participation on STEM Graduate/Professional School Enrollment
All Students URM StudentsHurtado, 2014
National Data & Trends
Copyright © American Association for the Advancement of Science 2/23/2019 8
Bridging the STEM Gap for URMs through UGR
0
0.02
0.04
0.06
0.08
0.1
0.12
0.14
0.16
0.18
StructuredProgram
Researchwith Faculty
Any Research
Del
ta P
Effect of Research Participation on STEM Graduate/Professional School Enrollment
All Students URM Students
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
US Pop(18-24y)
AS BS MS PhD Workers
Perc
ent
Racial/Ethnic Distribution of S&E Degree Recipients, 2012
Black/AA Hispanic American Indian/AN
Asian/PI White Unknown
National Data & Trends
Copyright © American Association for the Advancement of Science 2/23/2019 9
AAAS Research Competitiveness Program
▪ Provides support to individual researchers, academic institutions, funding agencies, and governments in four program areas:
▪ Peer Review of Research Proposals
▪ STEM Program Assessments
▪ Innovation and Entrepreneurship programs
▪ Capacity-building and Competitiveness short courses
RCP Assessments Study
Copyright © American Association for the Advancement of Science 2/23/2019 10
AAAS STEM Program Assessments
▪ 250+ strategic assessments (>$1 billion in programs)
▪ Independent, external assessment to institutions and awardees
▪ Large-scale multi-institutional initiatives▪ Established Program to Stimulate Competitive Research (EPSCoR – NSF,
NASA, DoE)
▪ IDeA Network for Biomedical Research Excellence (NIH INBRE)
▪ Expert panel provides scientific andadministrative assessment and guidance▪ Research infrastructure
▪ Program design and leadership development
▪ Student training and research
▪ Summary report of panel’s findingsand recommendations
RCP Assessments Study
NSF EPSCoR,
46%NIH INBRE,
33%
Other, 20%
RCP Assessment Portfolio
Copyright © American Association for the Advancement of Science 2/23/2019 11
AAAS STEM Program Assessments: A Retrospective Analysis
▪ RCP assessments from 2010 to 2017
▪ Reports on programs assessed at least 3 times over 5 years
▪ 15 reports, including 48 institutions
RCP Assessments Study
0 2 4 6 8 10 12
Other (e.g., National Labs, NFP)
Healthcare Centers/Hospitals
Community Colleges
Tribal Colleges
Minority Serving Institutions
Primarily Undergraduate
Research-intensive
No. of Institutions Represented in AAAS Study
Copyright © American Association for the Advancement of Science 2/23/2019 12
Retrospective Analysis:Approaches to Engage URMs in UGR
RCP Assessments Study
12%
18%
9%
16%
16%
6%
12%
8%4%
Areas of Focus
Students/Training
Faculty/Mentoring
Outreach
Leadership
Communication
Research/Program Cores
Funding
M&E
Sustainability
▪ Broadening Access and Participation
▪ Addressing Student Preparedness
▪ Developing Mentors
▪ Institutionalizing Support for UGR
Copyright © American Association for the Advancement of Science 2/23/2019 13
Approaches to Broaden Access and Participation
▪ Offer challenging projects that students can take ownership of
▪ Ensure research opportunity is accessible to students (travel and lodging), summer and academic year UGR
▪ Engage students after the summer program; utilize alumni networks
▪ Highlight non-PhD career options in STEM
RCP Assessments Study
▪ Community-based participatory research and service learning opportunities
▪ Potential public health or clinical research focus
▪ Partnered with community organizations, clinics, centers
▪ Engaged and serviced students’ local or home community
Copyright © American Association for the Advancement of Science 2/23/2019 14
Approaches to Address Student Preparedness
▪ Expose students to sophisticated equipment/methodology
▪ Utilize small group discussions and working groups
RCP Assessments Study
▪ Intensive boot camp orientation (1-2 weeks) at the beginning of the summer▪ Provided training in basic lab techniques, research ethics, and
field methods
▪ Offered specialty training and certifications (e.g., cultural competency, CPR, phlebotomy)
▪ Assessed knowledge acquisition with pre- and post- testing
Copyright © American Association for the Advancement of Science 2/23/2019 15
Approaches to Develop Mentors
▪ Require mentor training/orientation
▪ Incorporate teaching and mentoring opportunities for post-docs and graduate students
Strong faculty-student relationships is a strong predictor of choosing STEM graduate study (Hurtado, 2014)
RCP Assessments Study
▪ Active matching process to place students with a faculty mentor
▪ Promoted direct faculty engagement with student during program
▪ Exposed students to a diverse pool of mentors
Copyright © American Association for the Advancement of Science 2/23/2019 16
Approaches to Institutionalize Support for UGR
▪ Enable course credit for UGR throughout the year
▪ Provide gap funds when grant cycle is misaligned to internship schedule
▪ Incentivize and recognize faculty for participation in UGR
▪ Sponsor internal competition for students to continue summerresearch during the academic year (awards <$10,000)
RCP Assessments Study
▪ Multi-program symposia and seminars
▪ Allowed students to communicate science and exposed them to the larger scientific community
▪ Maximized individual program resources
▪ Incentivized the institutions to provide additional support to event
▪ Attracted attention of the surrounding non-STEM community
Copyright © American Association for the Advancement of Science 2/23/2019 17
References and Resources
▪ Chang MJ, et al. (2014). What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups. Journal of Research in Science Teaching, 51(5), 555-580.
▪ Figueroa T. (2013). Supporting future scientists: Predicting minority student participation in the STEM opportunity structure in higher education. Paper presented at the National Association for Research in Science Teaching, Rio Grande, PR.
▪ Hurtado S, et al. (Apr 2014). Reversing Underrepresentation: The Impact of Undergraduate Research Programs on Enrollment in STEM Graduate Programs. Los Angeles: Higher Education Research Institute, UCLA
▪ Maton, et al. (2016). Outcomes and Processes in the Meyerhoff Scholars Program: STEM PhD Completion, Sense of Community, Perceived Program Benefit, Science Identity, and Research Self-Efficacy. CBE Life Sci Educ, 15(3). pii:ar48.
▪ Russell SH. (2006). Evaluation of NSF support for undergraduate research opportunities: Follow-up survey of undergraduate NSF program participants: Draft final report (pp. vi, 6, 54, 15 p.). Arlington, VA: National Science Foundation.
▪ National Science Board’s STEM Education Data: https://www.nsf.gov/nsb/sei/edTool/
▪ National Survey of Student Engagement: http://nsse.indiana.edu/
RCP Assessments Study
Copyright © American Association for the Advancement of Science 2/23/2019 18SWOT Assessment
S WO T
Helpful to achieving the objective
Harmfulto achieving the objective
Inte
rnal
Ori
gin
(a
ttri
bu
tes
of
the
org
aniz
atio
n) STRENGTHS - internal, positive
attributes of your group/program/ institution. These are things that are within your control.
•Successful processes implemented•Assets of your team/environment (e.g., network, staff, equipment, funding, skills, reputation)•Competitive advantages
WEAKNESSES - negative factors that detract from your strengths. These are things that you might need to improve on to be more effective.
•Things needed to be more competitive•Processes needing improvement•Tangible assets needed (e.g., money or equipment)•Gaps in team, program, or institution•Location fit
Exte
rnal
Ori
gin
(a
ttri
bu
tes
of
the
envi
ron
men
t) OPPORTUNITIES - external factors in your environment that are likely to contribute to your success, but have not been incorporated or utilized.
•Trends in research attractive to students•Upcoming events to promote/grow program•Policy and funding developments•Reputation
THREATS - external factors that you have no control over. Consider identifying contingency plans for dealing them if they occur.
•Sustainability of supplies, funds, and resources•Maintaining pace with advances in
technology•Research, funding, or career trends that challenge your goals
Copyright © American Association for the Advancement of Science 2/23/2019 19
Discussion
• Broadening access and URM participation in UGR
• Addressing student preparedness
• Engagement of faculty and program alumni
• Institutionalizing support
Internal, positive attributes of your group/program/ institution. These are things that are within your control.
Negative factors that detract from your strengths. These are things that you might need to improve on to be more effective.
External factors in your environment that are likely to contribute to your success, but have yet not been utilized/maximized.
External factors that you have no control over. Consider identifying contingency plans for dealing them if they occur.
• What processes have shown success implementing your goals?
• What assets do you have in your team/environment (e.g., staff, network, skills, reputation, equipment, technology, funding, facilities)?
• What competitive advantages does your group/program/institution have?
• What things would make your group/ program/institution more competitive?
• What processes need improvement? • Are there tangible assets that you need
(e.g., money, equipment)? • Are there gaps on your team or within
your program/institution? • Is your location ideal for your success?
• What trends in your research area will attract student participation?
• What coming events could you utilize to promote/grow your program?
• Are there upcoming policy or funding changes that might impact your program positively?
• Do students, colleagues, or external entities think highly of you?
• Which other groups draw from your current pool of resources (e.g., facilities, funds, audience)?
• What supplies/funds will be available long term to support your needs?
• How might technology advances change how you do your work?
• Are there research/funding trends that could become a threat to your goals?
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