Undergraduate Research as a High‐impact Practice for Engaging Students of Color in Ecology

Awad, Mai M.; Brown, Mark A.

doi:10.1002/bes2.1816

Cited by 6 publications

(7 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In a comparison of HIPs for White students and Students of Color, Sweat et al (2013) showed that diversity-related course content was most beneficial for engaging Students of Color. Together, this evidence further suggests that implementing and delivering HIPs and applied learning experiences needs to go beyond general promotion and consider how to best tailor to specific students (Gipson & Mitchell Jr., 2017;Sweat et al, 2013), such as Awad and Brown's (2021) examination of how undergraduate research can engage Students of Color in ecology.…”

Section: Applied Learning In Higher Educationmentioning

confidence: 99%

Supporting College Student Success through Applied Learning: Considering Associations with Average College Grades, Graduation in Four Years, and Degree Aspirations

Jach

Trolian

2023

JPSS

View full text Add to dashboard Cite

While previous research has examined the association between various forms of applied learning and effects on student outcomes, the present study examines engagement in forms of applied learning and three distinct measures of student success. Using longitudinal data from the Wabash National Study, this analysis examined the relationship between undergraduate participation in forms of applied learning and students’ graduation within four years, fourth-year college grades, and post-baccalaureate degree aspirations. Results suggested that certain applied learning experiences were associated with specific forms of student success. Specifically, the odds of graduation within four years increased for students who participated in internship, capstone, or study abroad experiences but decreased for students who participated in an independent study or volunteer experience. Applied learning experiences associated with higher college grades included faculty asking students to apply theories or concepts to practical problems or in new situations, completing an independent study, capstone, internship, research with a faculty member, or study abroad experience, but applying concepts to exams or assignments was associated with lower college grades. Finally, higher levels of students’ educational aspirations were associated with participating in research with a faculty member and study abroad. Together, these findings emphasize the need for institutions of higher education, faculty, and student affairs practitioners to nuance applied learning opportunities in relation to student success goals.

show abstract

Section: Applied Learning In Higher Educationmentioning

confidence: 99%

Supporting College Student Success through Applied Learning: Considering Associations with Average College Grades, Graduation in Four Years, and Degree Aspirations

Jach

Trolian

2023

JPSS

View full text Add to dashboard Cite

show abstract

“…1 Various strategies (e.g., first-year seminars, learning communities) have been implemented to support diverse students in STEMM majors 2 ; among them, faculty-mentored undergrad-uate research experiences have emerged as a particularly important high-impact practice for engaging students from underrepresented backgrounds. 3,4 Multiple studies have demonstrated that conducting research with a supportive faculty mentor can enhance a student's academic performance, self-confidence, and connection to resources and opportunities, as well as improve their sense of belonging and overall well-being. [5][6][7][8][9] These benefits are particularly important for students from underrepresented backgrounds in STEMM fields and can be crucial for their success and growth.…”

Section: Introductionmentioning

confidence: 99%

Advancing understanding of discordant mentoring relationships in STEMM: A method and framework

Morales

Grineski

Collins

2023

Annals of the New York Academy of Sciences

View full text Add to dashboard Cite

Having a diverse workforce in STEMM (science, technology, engineering, mathematics, and medicine) fields is essential for the United States to remain competitive in the global economy and to create a more just society. Faculty‐mentored undergraduate research experiences have been identified as a high‐impact practice for encouraging students from diverse backgrounds to pursue STEMM education and careers. Despite extensive research examining factors influencing the effectiveness of mentor−mentee relationships, there is still limited understanding of how differences or similarities in the social identities of mentors and mentees, which we term mentor−mentee discordance, impact undergraduates’ research experiences and outcomes. In this perspective, we propose that mentor−mentee discordance should be conceptualized as a multidimensional, continuous construct and suggest a global index to measure varying degrees of discordance in mentoring relationships. We also offer a conceptual model that incorporates the Discordance Index to systematize the understanding of the effects of discordant mentoring relationships on student development across social contexts and over time. Finally, we provide recommendations for future researchers, STEMM educators, and program directors who are interested in using the Discordance Index.

show abstract

Section: Introductionmentioning

confidence: 99%

“…Actively participating in research can positively impact learning outcomes and enhance the professional development of students in Science, Technology, Engineering, and Mathematics (STEM) (Linn et al, 2015 ; Lopatto, 2007 ; Seymour et al, 2004 ), including in ecology and evolution (Awad & Brown, 2021 ; Emery et al, 2019 ). These opportunities may be especially important for students of color, first‐generation college students, and those from communities that continue to be underrepresented and underserved in the sciences (Li & Koedel, 2017 ; Miriti, 2020 ; Wanelik et al, 2020 ), providing them with a potential pathway into STEM careers (Awad & Brown, 2021 ; Carpi et al, 2017 ; Hernandez et al, 2018 ; Lopatto, 2007 ). In ecology, field‐based research experiences are considered a formative “rite of passage” that allow students to explore ecological concepts in the “real world,” and these opportunities may be especially important for promoting diversity and inclusion in a field that has alarmingly low numbers of underrepresented minorities (Bowser & Cid, 2021 ; Morales et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Cultivating scientific literacy and a sense of place through course‐based urban ecology research

Valliere

2022

Ecology and Evolution

View full text Add to dashboard Cite

Undergraduate research experiences have been shown to increase engagement, improve learning outcomes, and enhance career development for students in ecology. However, these opportunities may not be accessible to all students, and incorporating inquiry‐based research directly into undergraduate curricula may help overcome barriers to participation and improve representation and inclusion in the discipline. The shift to online instruction during the COVID‐19 pandemic has imposed even greater challenges for providing students with authentic research experiences, but the pandemic may also provide a unique opportunity for creative projects conducted remotely. In this paper, I describe a course‐based undergraduate research experience (CURE) designed for an upper‐level ecology course at California State University, Dominguez Hills during remote learning. The primary focus of student‐led research activities was to explore the potential impacts of the depopulation of campus during the pandemic on urban coyotes ( Canis latrans ), for which there were increased sightings reported during this time. Students conducted two research studies, including an evaluation of urban wildlife activity, behavior, and diversity using camera traps installed throughout campus and analysis of coyote diet using data from scat dissections. Students used the data they generated and information from literature reviews, class discussions, and meetings with experts to develop a coyote monitoring and management plan for our campus and create posters to educate the public. Using the campus as a living laboratory, I aimed to engage students in meaningful research while cultivating a sense of place, despite being online. Students’ research outcomes and responses to pre‐ and post‐course surveys highlight the benefits of projects that are anchored in place‐based education and emphasize the importance of ecological research for solving real‐world problems. CUREs focused on local urban ecosystems may be a powerful way for instructors to activate ecological knowledge and capitalize on the cultural strengths of students at urban universities.

show abstract

Undergraduate Research as a High‐impact Practice for Engaging Students of Color in Ecology

Cited by 6 publications

References 23 publications

Supporting College Student Success through Applied Learning: Considering Associations with Average College Grades, Graduation in Four Years, and Degree Aspirations

Supporting College Student Success through Applied Learning: Considering Associations with Average College Grades, Graduation in Four Years, and Degree Aspirations

Advancing understanding of discordant mentoring relationships in STEMM: A method and framework

Cultivating scientific literacy and a sense of place through course‐based urban ecology research

Contact Info

Product

Resources

About