Assessing Science Training Programs: Structured Undergraduate Research Programs Make a Difference

Wilson, Alan E.; Pollock, Jenna; Billick, Ian; Domingo, Carmen; Fernandez-Figueroa, Edna G.; Nagy, Eric S.; Steury, Todd D.; Summers, Adam P.

doi:10.1093/biosci/biy052

Cited by 51 publications

(53 citation statements)

References 19 publications

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“…Other research provides evidence that students participating in structured undergraduate research programs obtain advanced degrees and generate research products at a higher rate than a matched cohorts of students, but an understanding about how or why this occurs is limited (Wilson et al, 2018). Given the priorities identified by CHAT, we would want to collect data that help explore hypotheses related to the procedures and cultural expectations ( rules ) that determine who is selected to participate in HF‐SRPE or other REU sites (biasing for characteristics that may be independent of basic demographic descriptors such as gender, ethnicity, home institution, or GPA); specific mediating artifacts that help students achieve their career goals (recognizing that there are likely multiple equivalent paths to long‐term success); and acknowledging how students ( subjects ) and other members of their community may view and support success ( outcome ).…”

Section: Applying the Chat Framework To The Reu Experiencementioning

confidence: 99%

Section: Assessing the Impact Of Reu Programs On Persistence In Stemmentioning

confidence: 99%

“…In contrast, surveys such as URSSA were developed to assess programmatic goals prioritized by NSF. Both individual site‐based surveys and cross‐site surveys like URSSA serve their intended purpose, but both lack theoretical underpinnings that make it difficult to relate their findings to the broader literature on education or to understand similarities and differences among REU sites (Beninson, Koski, Villa, Faram, & O'Connor, 2011; Linn et al, 2015; Wilson et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Lessons and recommendations from three decades as an NSF REU site: A call for systems‐based assessment

McDevitt

Patel

Ellison

2020

Ecology and Evolution

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For more than 30 years, the US National Science Foundation's Research Experiences for Undergraduates (REU) program has supported thousands of undergraduate researchers annually and provides many students with their first research experiences in field ecology or evolution. REUs embed students in scientific communities where they apprentice with experienced researchers, build networks with their peers, and help students understand research cultures and how to work within them. REUs are thought to provide formative experiences for developing researchers that differ from experiences in a college classrooms, laboratories, or field trips. REU assessments have improved through time but they are largely ungrounded in educational theory. Thus, evaluation of long‐term impacts of REUs remains limited and best practices for using REUs to enhance student learning are repeatedly re‐invented. We describe how one sociocultural learning framework, cultural–historical activity theory (CHAT), could be used to guide data collection to characterize the effects of REU programs on participant's learning in an educationally meaningful context. CHAT embodies a systems approach to assessment that accounts for social and cultural factors that influence learning. We illustrate how CHAT has guided assessment of the Harvard Forest Summer Research Program in Ecology (HF‐SRPE), one of the longest‐running REU sites in the United States. Characterizing HF‐SRPE using CHAT helped formalize thoughts and language for the program evaluation, reflect on potential barriers to success, identify assessment priorities, and revealed important oversights in data collection.

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Section: Applying the Chat Framework To The Reu Experiencementioning

confidence: 99%

Section: Assessing the Impact Of Reu Programs On Persistence In Stemmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Lessons and recommendations from three decades as an NSF REU site: A call for systems‐based assessment

McDevitt

Patel

Ellison

2020

Ecology and Evolution

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“…In addition, enough time has passed to track outcomes for student participants (see Wilson et al, 2018 for a similar approach). CPB has developed significantly over the past decade, providing an informed perspective from which to reflect.…”

Section: Introductionmentioning

confidence: 99%

“…CPB has developed significantly over the past decade, providing an informed perspective from which to reflect. In addition, enough time has passed to track outcomes for student participants (see Wilson et al, 2018 for a similar approach). We are thus positioned to extract lessons from the REUBC.…”

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confidence: 99%

Model for improved undergraduate training in translational conservation science

Kelley

Dietl

Visaggi

2019

Conservation Science and Practice

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The "Research Experiences for Undergraduates (REU) in Biodiversity Conservation" project models transdisciplinary training in conservation science, and particularly in the emerging field of conservation paleobiology (CPB), which applies geohistorical records (e.g., sediments, fossils) and approaches to solve conservation problems. We analyzed recent funding patterns in the National Science Foundation REU program (Biological Sciences and Geosciences directorates) and found that, at most REU sites, undergraduates conduct individual projects supervised by a mentor. In contrast, at the REU in Biodiversity Conservation Site, students from geology, biology, archaeology, and environmental sciences worked in transdisciplinary teams on conservation-related research using fossil, archaeological, and modern samples. The project successfully incorporated CPB approaches and taught research and soft skills useful in conservation; 85% of students subsequently pursued STEM graduate study or employment. However, because translational science partnerships with conservation practitioners were not sought, the researchimplementation gap remained. We propose a new model for REU sites involving conservation practitioners and stakeholders as partners in research that includes the human dimension and meets community needs, resulting in transdisciplinary, team-focused training that yields actionable results. We recommend that the National Science Foundation encourage researchers to think beyond typical oneon-one mentorship when planning an REU, especially for conservation science projects.

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A resource for understanding and evaluating outcomes of undergraduate field experiences

Shortlidge

Jolley

Shaulskiy

et al. 2021

Ecology and Evolution

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Conducting research, collecting data, and teaching students outside of a laboratory or classroom setting are commonplace across disciplines. For many scientists, being "in the field" is paramount to the work that they do (Cutter, 1993;Rudwick, 1996;Wilson, 1982).Therefore, in numerous disciplines, engaging undergraduates in experiences that take place in the field ais not only expected and intuitive (Dressen, 2002), but also considered central to training

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Assessing Science Training Programs: Structured Undergraduate Research Programs Make a Difference

Cited by 51 publications

References 19 publications

Lessons and recommendations from three decades as an NSF REU site: A call for systems‐based assessment

Lessons and recommendations from three decades as an NSF REU site: A call for systems‐based assessment

Model for improved undergraduate training in translational conservation science

A resource for understanding and evaluating outcomes of undergraduate field experiences

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