Factors Influencing Student Gains from Undergraduate Research Experiences at a Hispanic-Serving Institution

Daniels, Heather A.; Grineski, Sara E.; Collins, Timothy W.; Morales, Danielle X.; Morera, Osvaldo F.; Echegoyen, Lourdes E.

doi:10.1187/cbe.15-07-0163

Cited by 54 publications

(61 citation statements)

References 42 publications

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“…[20][21][22] Interestingly, Daniels et al showed that mentoring is more significant and efficient to promote students personal, and skill gains than the time spent doing research. 23 Our results support these findings; although time spent in research is important, mentorship is key to develop students' confidence, competence and performance. Participants' gained confidence in themselves from interactions with mentors and, due to this interaction, they report that their future career plans and educational possibilities in science have broadened.…”

Section: Discussionsupporting

confidence: 79%

An exploratory study comparing students' science identity perceptions derived from a hands‐on research and nonresearch‐based summer learning experience

Hernández-Matias

Pérez-Donato

Román

et al. 2019

Biochem Molecular Bio Educ

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Although multiple efforts have been initiated to increase students' science proficiency scores, most of the schools in the United States do not reach the expected student academic performance. This study addresses the impact of a one‐week summer scientific learning experience on students that worked with experimental procedures and students that did not. We describe and evaluate these two different interventions to explore what components influence high school students' perception of their scientific competence, performance, and recognition, using science identity as an analytical lens. Science identity score was increased at the end of both interventions. Interestingly, science identity change index was higher for the group that did not work with experimental procedures. Although this group did not perform any hands‐on experiments, they report, through reflexive diaries and interviews that working with CRISPR‐Cas9 models, being in a research laboratory, and seeing the instrumentation made them feel like scientists. Regarding science competence, both groups report exponential learning gains, although the group that performed the experiments reports more difficulties. Both groups report that mentorship was key in their competence and performance development. These findings suggest that our one‐week scientific learning programs influence participants' perception of scientific competence and performance and create an opportunity to develop further studies on short scientific learning experiences using models and active learning activities.

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Section: Discussionsupporting

confidence: 79%

An exploratory study comparing students' science identity perceptions derived from a hands‐on research and nonresearch‐based summer learning experience

Hernández-Matias

Pérez-Donato

Román

et al. 2019

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

show abstract

“…Both were actively involved, as they were passionate about the scientific field of molecular biology. In addition, highquality mentorship could result in more efficient project achievements [12].…”

Section: Resultsmentioning

confidence: 99%

“…The human hepatoma cell line Huh7 cells [11][12] were cultured in Dulbecco's modified Eagle's medium (DMEM) (Thermo Scientific, Hudson, NH) supplemented with 10% fetal bovine serum (Invitrogen Corporation/Gibco, CA), 100 U/ml penicillin and streptomycin 100 μg/ml (American Type Culture Collection, Manassas, VA), and non-essential amino acids (Invitrogen Corporation/Gibco, CA). All cells were passaged at 80-90% confluence for long-term maintenance in culture.…”

Section: Cell Culturementioning

confidence: 99%

Introducing undergraduate students to reverse genetics in the laboratory: a case study of a project-oriented learning (POL) system in Taishan Medical University, China

Zhang

Zhai

2020

Preprint

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Authors' contributions: LJY and JZ designed the research, LJY and HLZ did the experiments, LJY drafted the manuscript, and JZ gave critical reviews and revised in English. Affiliation: AbstractBiochemistry and molecular biology have become increasingly reliant on experimental experience, because they are difficult subjects to understand from a theoretical approach. The Innovation and Entrepreneurship Training Program was established by the China Ministry of Education to foster the scientific interests and experiences of undergraduate students. Here, we reported on an innovative projectoriented learning (POL) system directed by Taishan Medical University (Named Shandong First Medical University & Shandong Academy of Sciences since February 2019) China, which fused innovative project with biochemical course concepts. This study takes reverse genetics, which is considered to be difficult to understand through course-only learning, as an example. To help undergraduate students understand the principle of reverse genetics, the project involved producing hepatitis C virus in vitro. Furthermore, to give them a comprehensive scientific experience based on their knowledge from textbook, extensive mentorship was provided through the project, including theoretical guidance and technical support for experiments. Assessment showed a comprehensive improvement after participating in these programs. In conclusion, this POL system was a good model that enabled undergraduates to learn more during courses. It also provided a chance to experience hands-on sciences, which might motivate them to pursue a career in science.

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“…While prior studies show the benefits of early exposure to research through intervention programs [17,22], the advantages vary for minorities since they are less likely to participate in such research-related experiences [23]. Fewer black, Latino, and first-generation college students have engaged in research as undergraduates, as compared to white and Asian students [23].…”

Section: Variables Influencing Outcomes Of Research Experiences For Mmentioning

confidence: 99%

Biomedical career enrichment programs: Exploring women and minority participants’ motivators and outcomes

2020

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Limited empirical data exists on why women and minority students enter Biomedical Career Enrichment Programs (BCEPs) and how program variables-such as duration of research-influence their intention to pursue research careers. This exploratory study reports motivators for participation in BCEPs among women and racial/ethnic minority students-historically underrepresented groups-and the influence of program and personal variables on their research-career intent and self-efficacy beliefs. We studied the program variables of research experience, research duration, and mentor influence; and the personal variables of race, gender, family, and peers. Using the conceptual framework of planned behavior theory and social cognitive career theory, we interviewed students from underrepresented groups participating in BCEPs that offered research experience for short duration (Group A), long duration (Group B), and no research experience (Group C). We utilized Atlas Ti, a qualitative methodological software tool, to analyze the interview responses. Students choosing a BCEP with research experience cited "opportunity to gain experience" and "interest or curiosity in research" as motivators. Duration of research experience had a positive relationship with enhancement in research skills and self-efficacy beliefs, but did not change the initial research-career intent of these BCEP participants. The study revealed an interesting and unexpected theme of "perceived deterrents" to a career in research that included stress of competition (e.g. grants), the instability of projects, and the isolation of scientific research. Importantly, the study findings indicate the need to reform program design and science policies that challenge the current biomedical workforce and dissuade interested students from underrepresented groups from entering the field.

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Factors Influencing Student Gains from Undergraduate Research Experiences at a Hispanic-Serving Institution

Cited by 54 publications

References 42 publications

An exploratory study comparing students' science identity perceptions derived from a hands‐on research and nonresearch‐based summer learning experience

An exploratory study comparing students' science identity perceptions derived from a hands‐on research and nonresearch‐based summer learning experience

Introducing undergraduate students to reverse genetics in the laboratory: a case study of a project-oriented learning (POL) system in Taishan Medical University, China

Biomedical career enrichment programs: Exploring women and minority participants’ motivators and outcomes

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