Conducting Research on Diverse Students in Science Learning.pptVIP

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2016-10-07 发布于重庆
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Conducting Research on Diverse Students in Science Learning.ppt

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Conducting Research on Diverse Students in Science Learning

Expanding and Diversifying STEM Degree Recipients: What We Know From Students Experiences NIH Interventions Meeting Sylvia Hurtado, UCLA Higher Education Research Institute Collected six-year degree data from the National Student Clearinghouse Conducted focus groups with students enrolled in introductory STEM courses at eight campuses Interviewed faculty who teach introductory STEM courses at eight campuses Launched the 2011 Post-Baccalaureate Survey to more than 50,000 participants across more than 400 undergraduate “home” institutions Analyzed existing data and disseminated findings Key Activities Project Map Longitudinal Surveys Data Points 2004 Freshman Survey 420,000 students, 720 institutions 2005 Your First College Year Survey 5,100 longitudinal student respondents, 160 institutions 2008 College Senior Survey 6,224 longitudinal (TFS) student respondents, 240 institutions 2008 Faculty Survey 6,800 STEM faculty respondents, 206 institutions 2011 Post-Baccalaureate Survey Currently 10,600 longitudinal (TFS) student respondents, 498 institutions Key Findings Importance of UG research programs on graduate enrollment intentions Structure of opportunity in predicting students’ participation in UG research and STEM completion Predictive power of science identity and negative racial experiences on 1st-year science major persistence Role of student achievement and feelings of intimidation on receipt of faculty mentorship Graduate Student Focus Groups Conducted focus groups on six campuses with 150 graduate students Predominantly in STEM programs Recruited from programs such as AGEP Key Themes: Multiple career pathways – faculty’s willingness to expose them to alternative careers and support them in non-research careers Intersections of identity – how students’ science identity appears in conflict with identities of gender, race, religion, sexual orientation, nationality, and socioeconomic status Perceptions of institutional support – the role of institutiona