Early Exposure to Research: Outcomes of the ASTER Certification Program

Griffard, Phyllis Baudoin; Golkowska, Krystyna U.

doi:10.2505/4/jcst13_043_01_36

Cited by 3 publications

(5 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Complementing the aforementioned studies, it is recognized that these types of experiences assist students by making them feel more connected to the science and research community and other like-minded individuals (Griffard & Golkowska, 2013). The group of students associated with this work were able to experience project-based style activities while in high school and, subsequently, continue to connect with their faculty advisor from the high school environment throughout their undergraduate experience.…”

Section: How Is Research a Stepping Stone To Project-based Learning?mentioning

confidence: 89%

“…The positive link between early exposure to research, projects, and real-life experiences and student success across a variety of content areas has been shown repeatedly with various methods (Griffard & Golkowska, 2013;Russell et al, 2007). Field (2002) explored the impact that high school-level exposure to undergraduate level research has on a student's desire to pursue higher education.…”

Section: Literature Reviewmentioning

confidence: 99%

“…However, the same principles apply, and the processes present a positive transfer of learning. Feedback from students participating in the ASTER (Access to Science Through Experience in Research) program at Weill Cornell Medical College in Qatar indicated that their exposure to various aspects of research not only helped them make connections between the classroom and subsequent application of problem solving skills in other classes and clubs, but that repeated exposure to research in small doses decreased the associated intimidation factor and made them more likely to return for more research projects later (Griffard & Golkowska, 2013). This confidence factor is acknowledged by many researchers when discussing the impact of undergraduate research and the sooner students engage in the experience the greater the benefit (Field, 2002;Robnett et al, 2015).…”

Section: How Is Research a Stepping Stone To Project-based Learning?mentioning

confidence: 99%

See 2 more Smart Citations

Exploring the Impact of Early Exposure to Research on Dual Enrollment Students: A Qualitative Single-Case Study

2021

JALT

View full text Add to dashboard Cite

Embry-Riddle Aeronautical University (ERAU) provides a concurrent enrollment model to high schools across the United States. The concurrent enrollment opportunity offers science, technology, engineering, and mathematics (STEM) college-credit coursework taught by collegecredentialed instructors on the student's high school campus. One faculty member transitioned to Embry-Riddle's main residential campus following seven years of service with ERAU's concurrent enrollment program. During his tenure with ERAU's concurrent enrollment program, in addition to instructing a variety of concurrent enrollment courses, he maintained an active research agenda that involved concurrently enrolled students. His transition was preceded by the matriculation of a subset of these students to Embry-Riddle's main campus. Each of these students immediately reengaged in undergraduate research with the faculty member while he continued to serve in a strong mentoring role. This presentation explores the affect this opportunity had on individual members of this tight-knit cohort as they progressed through their concurrent enrollment and undergraduate studies, participated in a longstanding mentoring relationship, and undertook their post-graduation decision-making. The research showcases project-based learning as a scaffolding technique for meaningful undergraduate research and how it may illuminate a pathway for students who do not initially see STEM as a viable option.

show abstract

Section: How Is Research a Stepping Stone To Project-based Learning?mentioning

confidence: 89%

Section: Literature Reviewmentioning

confidence: 99%

Section: How Is Research a Stepping Stone To Project-based Learning?mentioning

confidence: 99%

See 1 more Smart Citation

Exploring the Impact of Early Exposure to Research on Dual Enrollment Students: A Qualitative Single-Case Study

2021

JALT

View full text Add to dashboard Cite

show abstract

“…The Geo-Launchpad Internship Program was a pre-REU designed to help students become research-ready. Engaging students in research experiences early in their academic career is a key but challenging aspect of guiding talented students into science (Graham et al, 2013;Griffard & Golkowska, 2013;Linn et al, 2015;Lopatto, 2010;Seymour et al, 2004). Studies show work-focused internships for college students increase their likelihood of pursuing a major in science, technology, engineering and mathematics (STEM), substantially improve employment prospects, provide students with exposure to the real-life relevance of STEM, and positively influences both attitude toward and persistence in STEM (NASEM et al, 2019(NASEM et al, , 2018.…”

Section: Introductionmentioning

confidence: 99%

Engaging two-year college students in geoscience: Summer Pre-REU internships and professional development to prepare students for participation in research

Charlevoix

Morris

Russo-Nixon

et al. 2021

Journal of Geoscience Education

View full text Add to dashboard Cite

The Geo-Launchpad Program is a pre-Research Experience for Undergraduates (pre-REU) providing a summer internship and professional development for two-year college (2YC) students from Colorado. The program goal was to build students' interest and capacity to engage in geoscience-focused STEM career pathways. The pre-REU helped students develop skills necessary to conduct scientific research. Students worked on a project that supported scientific research under the direction of a science mentor. The program also provided multi-level mentoring, information about career pathways in geosciences, and professional development. Multi-level mentoring included engagement with 2YC faculty, researchers and professionals, and students in other internship programs. Career pathways were illuminated through informal weekly discussions with guest speakers. Evaluation data from 2015-2018 indicated the program succeeded in building students' interest in and capacity to pursue geoscience-focused STEM careers. Annual program modifications were informed by evaluation data. Data were collected using a modified version of the Undergraduate Research Student Self-Assessment instrument and findings were aligned with the Framework for 21st Century Learning. The internship experience was valuable for students both from the scientific research preparation perspective and developing soft skills through professional development. Overall, the professional development component of Geo-Launchpad was demonstrated to be a highly valuable component of the intern experience. In particular, data showed that exposure to a wide array of geoscience career options and pathways through the Geoscience Career Circles was one of the most impactful elements of the Geo-Launchpad internship.

show abstract

“…There is existing literature that explores the incorporation of published primary/technical papers into undergraduate education across various disciplines [2]~ [6], and all have shown positive impacts on student learning. Grindle et al [3] conducted a study to test the effectiveness of engaging first-year students with research papers.…”

Section: Introductionmentioning

confidence: 99%