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1. Undergraduate Gender Differences in Knowledge of the GRE and Perception of the GRE as a Barrier to Applying to Graduate Mathematics Programs

   McEldowney, T.; Townsend, E.; Maldonado, D.; Michaluk, L.; Deshler, J. (February 2024, Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)

   Graduate Record Examination (GRE) scores are commonly required in applications to graduate school in mathematics. We examine undergraduate mathematics majors’ knowledge of the GRE and their perceptions of the GRE as a barrier to applying to these programs as part of a larger project studying student knowledge of the graduate school application process and how it contributes to lack of diversity in graduate mathematics programs. We found that there was an association by gender, and that women were less likely to report that they had heard of the GRE General and Subject Tests. Similarly, women were more likely to report that the GRE tests were a potential barrier to their decision to apply to graduate mathematics programs. 

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2. The Price Does Not Appear the Same for Everyone: Racial Differences in Students' Perceptions of the Mathematics Graduate School Application Process

   McEldowney, T.; Townsend, E.; Maldonado, D.; Michaluk, L.; Deshler, J. (February 2024, Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)

   Lack of racial diversity has been an ongoing issue in higher education. Recently, the Theory of Racialized Organizations has been used to help explain why, despite many calls for diversity, the demographics of higher education have not changed. Considering this framework, we seek to understand what aspects of the graduate school application process are viewed as barriers by minoritized students for applying. As part of a larger study of undergraduate student knowledge of the graduate school application process, we analyze 515 responses from undergraduate math majors using Mann-Whitney U tests to identify differences in what participants view as a barrier to apply to graduate school by race/ethnicity. We discuss two main results and recommend changes to graduate programs wishing to recruit more minoritized students. 

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3. Using champion-oriented mindset to overcome the challenges of graduate school: impact of workshop for graduate school skills on underrepresented minority retention

   https://doi.org/10.1093/femspd/ftac024  

   Marshall, Andrea G; Palavicino-Maggio, Caroline B; Neikirk, Kit; Vue, Zer; Beasley, Heather K; Garza-Lopez, Edgar; Murray, Sandra A; Martinez, Denise; Crabtree, Amber; Conley, Zachary C; et al (January 2022, Pathogens and Disease)

   Abstract Despite efforts to increase diversity, a glaring underrepresentation of minorities (URM) persists in the fields of science, technology, engineering, and mathematics (STEM). Graduate school can be a stressful step in the STEM pipeline, especially for students previously unaware of the structure and challenges of postgraduate education. To promote successful minority participation in STEM and prepare prospective students for the impending challenges of applying for and attending graduate school, we developed a workshop based on the mentoring and fostering of a champion-oriented mindset entitled, “The Trials and Tribulations of Graduate School: How Do You Make an Impact?.” Students from the HBCU Winston-Salem State University attended the workshop, and a pre/post—a 10-point Likert scale-based survey was administered. The questions used in this seminar were newly designed by the authors as program evaluations. The results suggest that the workshop was well-received by the students and provided information that they considered helpful to help navigate the graduate school process. 

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4. PhDepression: Examining How Graduate Research and Teaching Affect Depression in Life Sciences PhD Students

   https://doi.org/10.1187/cbe.21-03-0077  

   Gin, Logan E.; Wiesenthal, Nicholas J.; Ferreira, Isabella; Cooper, Katelyn M. (September 2021, CBE—Life Sciences Education)

   Gardner, Grant Ean (Ed.)

   Graduate students are more than six times as likely to experience depression compared with the general population. However, few studies have examined how graduate school specifically affects depression. In this qualitative interview study of 50 life sciences PhD students from 28 institutions, we examined how research and teaching affect depression in PhD students and how depression in turn affects students’ experiences teaching and researching. Using inductive coding, we identified factors that either positively or negatively affected student depression. Graduate students more commonly mentioned factors related to research that negatively affected their depression and factors related to teaching that positively affected their depression. We identified four overarching aspects of graduate school that influenced student depression: the amount of structure in teaching and research, positive and negative reinforcement, success and failure, and social support and isolation. Graduate students reported that depression had an exclusively negative effect on their research, primarily hindering their motivation and self-confidence, but that it helped them to be more compassionate teachers. This work pinpoints specific aspects of graduate school that PhD programs can target to improve mental health among life sciences graduate students. 

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5. Work-In-Progress: Can We Create a Model Program: Insights into the Effectiveness of a Research Experience for Undergraduates

   Stiner-Jones, L (January 2023, Proceedings ASEE annual conference)

   This study expands on our prior work of the Research Experience for Undergraduates (REU) SITE program to provide data on participant preparation for success in graduate school and their perceptions of the program. In the first two studies from our initial cohort, we summarized that we effectively provided an independent research experience, increased participants perception of preparedness for success in the graduate application process and graduate school and increased their ability to communicate about Biomechanics and Mechanobiology (BMMB)1. In the follow up study we showed that by the end of the program students believed they were better prepared for success in graduate school, two students co-authored publications from their projects, and the majority were enrolled in a graduate program2. Here we share data across our first two cohorts which expands our outcomes associated with graduate school preparation and student perceptions of the REU SITE program. We used our site-licensed online survey tool Qualtrics to administer the surveys for data collection. We used the same pre- and post-survey data to assess changes for both ten student cohorts over the 10-week period. The data were analyzed using a paired t-test from GraphPad Prism 9.3.0 software. This study confirmed the findings from the first two studies while highlighting new information. The new analysis conducted across both cohorts showed participation in the program influenced student interest in applying to graduate school p< 0.05. Additionally, the data show that participants felt more prepared to conduct independent research after participating p<0.05. Of the twenty participants the twelve students who have graduated or will be graduating before summer 2023 are enrolled in a graduate program or have applied for admission. Six of those yet to graduate reported they plan to pursue a graduate degree after completing their BS degree. Additionally, students felt the program prepared them to find and read research articles p<0.01 and participate at a conference p<0.05, skills that will be beneficial for success in a graduate program. Ninety-five percent of the participants indicated the REU SITE met or exceeded their expectations and would recommend the program to others. Similarly, 95% were satisfied with the mentorship of their graduate ambassador and 100% indicated they were satisfied with the mentorship of their faculty. Additionally, we were excited to find that after an adjustment to our program after the first cohort, the second cohort felt prepared to contribute to the field of BMMB p<0.05. This was an objective of the program that was not achieved with the first cohort. Lastly, 85% of participants were from underrepresented minority (URM) backgrounds and 70% were female. Thus, the enrollment of our participants in graduate programs continues to enhance diversity in engineering and the field of BMMB. Going forward we will continue to track the progress of participants and the careers they choose after completion of their graduate degrees. We will also continue to use student feedback to improve the experience for participants. 

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