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This Innovative Practice paper describes the Local Research Experiences for Undergraduates (LREU) program that was established by the Computing Alliance of Hispanic-Serving Institutions (CAHSI) at Hispanic-serving institutions (HSIs) in 2021 to increase the number of students, particularly students from underrepresented populations, who enter graduate programs in computer science. Since its first offering in Spring 2022, the LREU program has involved 182 faculty and 253 students. The LREU program funds undergraduate research experiences at the students’ home institutions with an emphasis on first-generation students and those with financial needs. The motivation for the program is to address the low number of domestic students, particularly Hispanics and other minoritized populations, who seek and complete graduate degrees. Research shows that participation in research activities predicts college outcomes such as GPA, retention, and persistence. Even though these studies inform us of the importance of REU programs, many programmatic efforts are summer experiences and, while students may receive support, faculty mentors rarely receive coaching or professional development efforts. What distinguishes the LREU program is the focus on the deliberative development of students’ professional and research skills; faculty coaching on the Affinity Research Group model; and the learning community established to share experiences and practices and to learn from each other. Students, who are matched with faculty mentors based on their areas of interest, work with their mentor to co-create a research plan. Students keep a research journal in which they record what they have learned and identify areas for their growth and development as researchers. The LREU provides an opportunity for the LREU participants to cultivate a growth mindset through deliberate practice and reflection from personal, professional, social, and academic perspectives. The paper discusses the multi-institutional perspectives that help CAHSI understand the types of challenges faced in undergraduate research programs, how faculty mentors communicate and make decisions, and how mentors resolve challenges, allowing the research community to better understand students’ and faculty experiences. In addition, the paper reports on research and evaluation results that documented mentors’ growth in their knowledge of effective research mentoring practices and students’ learning gains in research and other skills. The paper also describes the impact of the learning community, e.g., how it supports developing strategies for interaction with and mentoring students from underrepresented populations.
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Work in Progress: Student Learning Experiences in the Research Lab: Qualitative Analysis of Two Types of Leadership-Mentorship Style
Multiple studies report the benefits of authentic research experiences in STEM education. While most of them focus either on course-based research projects or on undergraduate students’ experiences, few document authentic learning experiences unfolding in real time among and between graduate students in research laboratories. Therefore, we situate our study in the context of authentic research experiences in research laboratories and focus on documenting learning processes as they unfold during daily practices in the laboratories. Specifically, the goal of our study is to observe and document how graduate students, and other lab members, learn from one another within the cultural space of the laboratory, and what aspects of laboratory culture facilitate and what impede learning. To that end, we use cognitive ethnography, an ethnographic approach combined with cognitive science to study cognitive processes through participant-observation of two engineering research laboratories. We identified the following themes pertaining to learning experiences: scaffolding (structured activities or apprenticeship), peer-to-peer learning, self-directed and self-regulated learning, and independence in research activities. While in many respects the two laboratories are similar, the presence and role of a leader-mentor in daily activities is what set them apart. In this report, we analyze the impact of leadership-mentorship on learning and professional formation. We argue that the degree to which a leader-mentor is consistently active in the laboratory’s life presents advantages and disadvantages with respect to different aspects of learning and professional formation. On one hand, professional development of students may be hindered by the absence of direct oversight from an in-laboratory professional mentor, resulting in delayed graduation for example. On another, absence of direct oversight can compel students to independently seek out mentors who have important expertise to help complete projects in a timely manner, an important professional skill. In the first case, students benefit from the expertise of mentors, so having mentors consistently present in the laboratory helps students efficiently conduct their projects. In the second case, students learn that they cannot always rely on only one person to provide direction and will need to seek help from other quarters.
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- Award ID(s):
- 2325099
- PAR ID:
- 10451962
- Date Published:
- Journal Name:
- ASEE annual conference exposition proceedings
- ISSN:
- 2153-5868
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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