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Progress Report Promoting Diversity: Access and Engagement in Biomedical and Behavioral Research Careers

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Mitchell Chang, Associate Professor. Higher Education Research Institute, UCLA. August, 2007 ... Students articulate values associated with scientific research ... – PowerPoint PPT presentation

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Title: Progress Report Promoting Diversity: Access and Engagement in Biomedical and Behavioral Research Careers


1
Progress Report Promoting Diversity Access and
Engagement in Biomedical and Behavioral Research
Careers
  • Sylvia Hurtado, Professor Director
  • Mitchell Chang, Associate Professor
  • Higher Education Research Institute, UCLA
  • August, 2007

2
Targeted Institutions and Participants
  • Minority serving institutions (MSIs)
  • Institutions that produce large numbers of
    minority baccalaureates in the sciences (Top 50)
  • MARC/MBRS/MORE/PREP program institutionsincludes
    PWIs and MSIs
  • Other types of institutions to round out the
    sample (liberal arts colleges, private
    universities)
  • URMs, White and Asian students with intentions to
    major in about a dozen biomedical/behavioral
    science fieldssmall sample of URMs in other
    fields for comparison of college experiences

3
Research Plan Key Components
  • CIRP Freshman Survey, administered at orientation
    at over 720 institutions (baseline sample), 644
    with URMs with initial intentions for
    biological/behavioral science majors
  • YFCY End of First Year Survey--160 institutions
    in working sample
  • Classroom-based surveys of introductory courses
    in 5-6 institutions in Year 3
  • Campus Case Studies Focus groups and
    institutional site visits at 5-6 institutions in
    Year 3.
  • Four-year follow-up College Senior Survey in
    Year 4.

4
Phase I CIRP Freshman Survey (SIF)
  • Data collection completed Fall 2004, three
    conference papers and one report, Aspiring
    Scientists, see project website
  • Key Findings
  • High aspirations of underrepresented minority
    students relative to White and Asian counterparts
  • Importance of formal coursework and experiential
    learning in the sciences while in high school
  • Self-efficacy and goal development supercedes
    effect of academic credentials and background
    characteristics on aspirations to become a
    scientist
  • Connection between student concern about finances
    and intention to contribute to scientific
    research

5
Phase II First-year follow-up (YFCY)
  • Focus on first-year college experiences, access
    to resources, survey instrument completed
  • Final longitudinal sample included 5,049 students
    from 160 institutions.
  • Key Findings
  • Only 11.8 of URMS report participating in a
    college level health science research program,
    21.8 participated in academic enrichment
    programs, 19.6 participated in a professors
    research
  • Students articulate values associated with
    scientific research careers but are not specific
    about these career intentions suggest more
    exposure to scientific careers is needed early on
  • Different support structures are available not
    only across institutions but within institutions,
    indicating where students get support has
    important implications for their success

6
Phase IIIClassroom Based Study/Campus Case
Studies
  • Classroom-based Study To examine experiences of
    URM students in introductory science (including
    biology, chemistry, psychology) classroom and
    campus contexts, examining dispositions for
    scientific work
  • Campus Case Studies- Site visits to determine how
    institutions provide a structure for
    undergraduates toward research careers
  • Institutional sample
  • 6 universities participated 4 MSIs/ 2 PWIs 3
    public/ 3 private
  • Xavier University of Louisiana (Fall 2007)
  • Morehouse College (Fall 2007)
  • University of New Mexico
  • University of Texas, San Antonio
  • University of California, San Diego
  • Massachusetts Institute of Technology

7
Phase IIIClassroom Based Study Classroom
Questionnaires
  • Classroom Questionnaires (pre post)
  • Administration of two on-line surveys that focus
    on critical thinking dispositions and habits of
    mind for scientific research
  • Sample consisted of 2-3 introductory science/math
    courses per campus
  • Targeted approximately 2,400 undergraduates
    currently enrolled in introductory science course
  • Pre-Survey response rate of 26
  • Longitudinal response rate of 44 (pre-survey as
    baseline)
  • Will merge final grades with survey data to
    analyze possible correlations between beginning
    and ending science dispositions with academic
    performance in the course
  • Will merge data on students to create weights,
    correcting for non-response bias

8
Phase IIICampus Site Visits
  • Two-Day site visit at each institution
  • Student focus groups (two per campus)
  • Focus groups discussed topics related to
    motivation and obstacles in pursuing
    biomedical/behavioral science, classroom
    experiences in the sciences, and career goals
  • Sample consisted of undergraduate biomedical or
    behavioral science majors who participate in
    National Institutes of Health (NIH)-sponsored
    programs (7-12 students per group)
  • Administrator interviews (two to four per campus)
  • Interviews covered areas relating to program
    administration, student recruitment, and campus
    support for programs
  • Participants included program administrators and
    affiliated faculty

9
Phase IIICase Study Preliminary Findings
  • Focus group participants identified peer support
    from within their NIH programs as motivation for
    success
  • Students had mixed feelings about moving directly
    into a graduate science research program
  • Administrators identified recruitment of students
    as a serious challenge to the sustainability of
    their programs
  • Lack of overall coordination within the
    institution seemed to lead to duplication of
    efforts across programs
  • Some students indicate a stigma attached to
    participation in minority-specific programs,
    others indicate a stigma to the scientific
    research focus

10
Academic Papers and Reports 2006-2007
  • The pre-college characteristics and experiences
    of minority students committed to scientific
    research careers (2006). Journal of Women and
    Minorities in Science and Engineering, 12, 61-83.
  • Predicting transition and adjustment to college
    Minority biomedical and behavioral science
    students first year of college. (2007) Research
    in Higher Education, 48(7), 841-887.
  • Training future scientists Predicting first-year
    minority student participation in health science
    research. Research in Higher Education. (in
    press, Spring 2008)
  • Retaining Science Students After One Year in
    College (in review)
  • Examining the effect of stereotype threat on
    retention of first-year science students (in
    progress)

11
Training future scientists Predicting first-year
minority student participation in health science
research. Research in Higher Education. (in press)
  • First-year experience courses and participation
    in departmental clubs significantly increase
    students likelihood of engaging in health
    science research
  • Receiving advice from upper-division students and
    interacting with faculty more often increased
    students odds of participation in research
  • Opportunity structure institutions that offer
    first-year students structured research
    opportunities was significantly and positively
    related to participation
  • Sub-sample of Black students showed similar
    results, yet social self-concept, participation
    in a learning community, and positive
    interactions across race/ethnicity were key

12
Preparations for Phase IVCollege Senior Survey
Timeline
  • Summer/Fall 2007
  • Finalize instruments and protocols
  • Recruit and confirm participation of institutions
  • Spring 2008
  • Administer the College Senior Survey
  • Summer 2008
  • Clean CSS data
  • Merge data with CIRP and/or YFCY respondents
  • Report of 4th Year of college on website
  • Plans to follow aspirants into graduate school
    (seeking funds)

13
RESOURCES Project Staff
  • Papers and reports are available for download
    from project website
  • Project email herinih_at_ucla.edu
  • RESEARCH STAFF
  • Sylvia Hurtado, Co-PI
  • Mitch Chang, Co-PI
  • Graduate Research Assistants
  • Lucy Arellano
  • Nolan Cabrera
  • Kevin Eagan
  • Lorelle Espinosa
  • Monica Lin
  • Project website
  • http//www.gseis.ucla.edu/heri/nih
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