Implementation and evaluation of a biotechnology research experience for African-American high school students

Boyce, Ayesha S.; Avent, Cherie; Adetogun, Adeyemo; Servance, Lakeita; DeStefano, Lizanne; Nerem, Robert M.; Platt, Manu O.

doi:10.1016/j.evalprogplan.2018.10.004

Cited by 9 publications

(4 citation statements)

References 18 publications

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“…High school and undergraduate students who have research opportunities experience a host of benefits including improved science self-efficacy, a community of scientific peers and mentors, and improved retention in science, technology, engineering, mathematics and medicine (STEMM) careers (Boyce et al, 2019;Linn et al, 2015;Sams et al, 2015;Tai et al, 2017). The COVID-19 pandemic forced students and teachers at all levels to transition to emergency remote instruction in 2020 and eliminated in-person research opportunities for high school and undergraduate students.…”

Section: Introductionmentioning

confidence: 99%

“…In the fall of 2020, the Illinois Mathematics and Science Academy (IMSA) transitioned its existing Student Inquiry and Research (SIR) program to a fully remote format. The SIR program is described in more detail below, but of published studies on high school research experiences, SIR is most similar to the program described in Boyce et al (2019). Twelve students were mentored during this study.…”

Section: Introductionmentioning

confidence: 99%

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Remote-Only Research Experience Improves STEMM Self-Efficacy in Secondary School Students

Stainbrook

2022

JSTEM

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During the COVID-19 pandemic, the existing Student Inquiry and Research program at IllinoisMathematics and Science Academy transitioned to a remote-only format. This paper describes the mentoring of 12 high school juniors and seniors in yearlong remote research projects involving plant biology and protein engineering. Working in groups of two or three, students read scientific articles and proposed experiments. An experienced researcher then carried out the experiments and gave the students the data. Students analyzed data, drew conclusions, and shared their results in an oral presentation and in a written paper. Despite the online-only format, all anonymously surveyed students agreed that the experience improved their confidence in both conducting and communicating scientific research, and 90% agreed that because of the experience, they are more likely to pursue a career in STEMM. These results are similar to those seen from in-person research experiences. Given the positive outcomes from this program, further development and use of remote research experiences may be beneficial, particularly for students who would not otherwise have access to any research opportunities. Remote learning technology thus enables existing resources of time and funding to be allocated differently to provide more students with authentic research experiences.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Remote-Only Research Experience Improves STEMM Self-Efficacy in Secondary School Students

Stainbrook

2022

JSTEM

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“…Research experiences provide several key benefits to students, which include fostering learning that lasts, increasing awareness of and interest in graduate school (especially in the sciences), improving understanding of the research process, improving tolerance for obstacles, and increasing confidence in their research skills (Hunter et al, 2007;Lopatto, 2010;Russell et al, 2007). Implementing authentic research experiences at the high school level for African Americans can encourage them to attain advanced degrees and careers in science, technology, engineering, and mathematics (STEM) fields (Boyce et al, 2019).…”

Section: Research Experiences Among High School and Early College Studentsmentioning

confidence: 99%

A Mixed-Method Research Study of Dual Enrolled Students’ Experiences in a Research Course: Research Capital Development?

Vásquez-Colina

Shatara

Meredith

2021

Journal of Advanced Academics

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Early college and dual enrollment initiatives provide students opportunities for college credit courses and increased academic engagement. The purpose of this mixed methods research study was to examine the case of 79 dual-enrolled students in a research methodology course using online surveys and focus groups. Students perceived increased knowledge regarding undergraduate research content, whereas their perceived research usefulness decreased slightly. Likewise, students felt increased comfort with research and expressed perceived benefits but felt anxiety by setting different types of expectations and comparisons. Findings add to the relevant literature by mixing quantitative and qualitative data in this case study to allow for meta-inferences about the dichotomy of being a dual-enrolled student taking research courses, and by suggesting the notion of research capital related to the dynamics of dual enrollment programs in a Southeastern state.

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“…The effect is promising because it increases the probability that the program's students would choose a career in engineering. Finally, a biotechnology research experience aimed at African-American high school students in Georgia yielded success as the outreach program improved students' college readiness for STEM careers [15]. These findings are significant because they satisfy the possible concern that minority-students are not as involved or exposed to STEM resources [16].…”

Section: Introductionmentioning

confidence: 88%

External Factors Affecting A Successful and Inclusive Secondary School STEM program

Accuosti

ASEE-NE 2022 Proceedings

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Implementation and evaluation of a biotechnology research experience for African-American high school students

Cited by 9 publications

References 18 publications

Remote-Only Research Experience Improves STEMM Self-Efficacy in Secondary School Students

Remote-Only Research Experience Improves STEMM Self-Efficacy in Secondary School Students

A Mixed-Method Research Study of Dual Enrolled Students’ Experiences in a Research Course: Research Capital Development?

External Factors Affecting A Successful and Inclusive Secondary School STEM program

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