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1. The impact of multiple research experiences on undergraduate students

   Dominguez, K ; Darrah, M ( August 2024 , Research in Higher Education Journal)

   Almerico, Gina ; Hall, Kelly (Ed.)

   For many years, studies have shown that undergraduate research experiences have numerous positive effects on students. This study seeks to determine if students get more benefit from having multiple undergraduate research experiences. Specifically, this study considered how students' self-efficacy and STEM belonging changed as a result of multiple experiences and how students' perceptions of the mentoring they receive related to the growth in their self-efficacy. In-depth interviews produced several case studies that outline specific benefits students gained from having multiple undergraduate research experiences. Faculty interviews enlightened the research related to the types of undergraduate research offered in various colleges and universities. Results indicate that students do benefit greaUy from having multiple undergraduate research experiences. Self-efficacy and STEM belonging are significantly higher for students who have had multiple experiences versus those students who only had one experience. There is also a correlation between the instrumental mentoring students receive and the development of their self-efficacy. Students shared the excellent benefits they gained from having multiple undergraduate research experiences and the life-altering consequences of instrumental mentoring. 

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2. The impact of multiple research experiences on undergraduate students

   Dominguez, K ; Darrah, M ( August 2024 , Research in Higher Education Journal (RHEJ))

   Almerico, Gina ; Hall, Kelly (Ed.)

   For many years, studies have shown that undergraduate research experiences have numerous positive effects on students. This study seeks to determine if students get more benefit from having multiple undergraduate research experiences. Specifically, this study considered how students’ self-efficacy and STEM belonging changed as a result of multiple experiences and how students’ perceptions of the mentoring they receive related to the growth in their self-efficacy. In-depth interviews produced several case studies that outline specific benefits students gained from having multiple undergraduate research experiences. Faculty interviews enlightened the research related to the types of undergraduate research offered in various colleges and universities. Results indicate that students do benefit greatly from having multiple undergraduate research experiences. Self-efficacy and STEM belonging are significantly higher for students who have had multiple experiences versus those students who only had one experience. There is also a correlation between the instrumental mentoring students receive and the development of their self-efficacy. Students shared the excellent benefits they gained from having multiple undergraduate research experiences and the life-altering consequences of instrumental mentoring. 

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3. Physically Disabled Students in Summer Undergraduate Research Environments

   https://doi.org/10.1109/TE.2021.3101401  

   Schearer, Eric ; Reinthal, Ann ; Jackson, Debbie ( August 2021 , IEEE Transactions on Education)

   Contribution: This study uncovered specific benefits, challenges, and facilitators to participating in undergraduate research for physically disabled students (PDSs) taken directly from students themselves. Background: Disabled students (DSs) earn bachelor's degrees and gain employment in STEM careers at rates lower than their peers. The paradigm shift in undergraduate STEM education from lecture-based to inquiry-based learning is an opportunity to explore new options for including DSs. Little is known about designing inquiry-based learning settings for DSs. Research Question: This article seeks to increase the understanding of how to support PDSs in inquiry-based settings. Specifically, the authors documented the experiences of PDS in a summer undergraduate research program to uncover: 1) benefits they receive from participating; 2) specific challenges these students face; and 3) novel ways to facilitate participation. Methodology: The authors conducted semistructured interviews of five undergraduate PDS, who participated in a summer research program. The paper reports representative student responses across themes related to benefits, challenges, and facilitators of success in the program. Findings: The students enjoyed many benefits typically gained from undergraduate research, most notably career clarification. Additionally, the students experienced personal growth, including improved self-advocacy, increased confidence in their independence, and greater understanding of limitations. The main facilitator was the positive attitudes of research mentors. A principal challenge was the lack of knowledge about disability in peers without disabilities who participated in the program. 

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4. “That Was the Biggest Help”: The Importance of Familial Support for Science, Technology, Engineering, and Math Community College Students

   https://doi.org/10.3389/feduc.2022.768547  

   Bueno, Elia ; Velasquez, Selena M. ; Deil-Amen, Regina ; & Jones, Candace ( April 2022 , Frontiers in education)

   This analysis reveals the informal instrumental and socio-emotional support that non-traditional (e.g. Latinx, Black, Indigenous, lower-income, and first-generation) college students receive from family members to combat experiences of marginalization and contribute towards their self-efficacy. Family support can be particularly important for underrepresented undergraduate Science, Technology, Engineering, and Math (STEM) students who have been shown to have higher risks of dropping out of their program and experience lower levels of success indicators (e.g. sense of belonging, self-concept, and STEM identity) compared to their white and Asian peers. Therefore, it is important to further investigate the nuances of family support contributing to non-traditional student retention and success. Utilizing a phenomenological approach, we used open-ended questions during focus groups with community college transfer students to gain their experiences with challenges and feelings of belonging in college and STEM. This article investigates the value family support holds for students in surviving STEM challenges by extending family to include romantic partners and extended family as well as applying the funds of knowledge framework to community college transfer students. 

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5. Breaking barriers: female and Hispanic undergraduate students experience gains in self-confidence and tolerance for obstacles during a sustainability-centered internship program in the USA

   https://doi.org/10.1007/s13412-024-00966-6  

   Murray, M ; Spinks, H ; Besen-Cassino, Y ; Emery, E ; Johnson, B ; Perez, E Nunez ; Wang, Y ; Lopatto, D ; Goodey, N M ; Tuininga, A R ( July 2024 , Journal of Environmental Studies and Sciences)

   Previous research has shown that female and Hispanic students who are underrepresented in science, technology, engineering and mathematics (STEM) face more educational barriers than their non-Hispanic, male peers. However, little research has been conducted on the effects of intersectional identities in the STEM space. In an effort to bridge the gap in underrepresented students' experience, the PSEG Institute for Sustainability Studies organizes a paid, interdisciplinary, team-based, experiential learning and internship program called the Green Teams that occurs during 10 weeks of the summer. The Green Teams Program strives to provide undergraduate students from all backgrounds–academically, economically, and demographically–an opportunity to develop their abilities in STEM fields and prepare them to enter the professional world. Based upon a survey given post-internship, self-reported learning gains for all students were analyzed to determine if the program had a significantly greater impact on students who are from groups traditionally underrepresented in STEM in their STEM-related learning gains and their confidence in STEM disciplines. Through t-tests, a Principal Component Analysis (PCA), and a 2-way factorial Analysis of Variance (ANOVA), Hispanic and female participants were found to report significantly higher learning gains than their counterparts in multiple STEM areas from increased tolerance for obstacles to gains in self confidence. The results of the study suggest Hispanic and female students benefit from paid work experiences in STEM with diverse peers and intentional, supportive mentoring. This research on the Green Teams Program provides insight into how this approach positively impacts STEM education of individuals from traditionally underrepresented groups in STEM. The findings may help to further guide the development of the Green Teams Program and the adoption of paid, interdisciplinary, team-based, experiential learning and internship experiences in additional academic STEM settings.

    

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