Building Research Self-efficacy in Undergraduate Students through Authentic Research Experiences

Robin Lynn Nelson; Karina Ivette Vielma; JoAnn Browning

Download Paper | Permalink

Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Improving Retention & Self-Efficacy through Experiential Learning and Research Programs
Tagged Division: Cooperative and Experiential Education Division (CEED)
Tagged Topic: Diversity
Page Count: 9
DOI: 10.18260/1-2--43084
Permanent URL: https://peer.asee.org/43084
Download Count: 271

Paper Authors

biography

Robin Lynn Nelson University of Texas at San Antonio

visit author page

College of Engineering and Integrated Design at the University of Texas at San Antonio. With a Ph.D. in Interdisciplinary Learning and Teaching with a cognate in Instructional Technology and MA in Education with a concentration in Instructional Technology, her research interests lie in the intersection of active learning, broadening participation, and supporting pre-service teachers, instructors, and mentors in their classrooms and educational programming and technological implementation.

visit author page

biography

Karina Ivette Vielma The University of Texas at San Antonio orcid.org/0000-0001-5452-8888

visit author page

Dr. Karina I. Vielma is a first-generation college student who dreamed big. As the eldest of five children, Dr. Vielma became very resourceful, attributing her skills to growing up in poverty. Her parents had high expectations for school and this prepare

visit author page

biography

JoAnn Browning The University of Texas at San Antonio

visit author page

Dr. Browning was named Dean and David and Jennifer Spencer Distinguished Chair of the UTSA College of Engineering in August 2014, now the Margie and Bill Klesse College of Engineering and Integrated Design. Previously she was a faculty member at the University of Kansas for 16 years.

visit author page

Download Paper | Permalink

Abstract

The Natural Hazards Engineering Research Infrastructure (NHERI) - Research Experiences for Undergraduates (REU) Program, funded by the National Science Foundation (NSF), provides research experiences that help build their research self-efficacy for a diverse group of college undergraduates interested in mitigating the effects of natural hazards. Self-efficacy is an individual’s confidence that their actions affect an outcome, and the perception that one is capable of reaching a desired outcome. The program engages in targeted recruitment for underrepresented students in engineering including women, first-generation college students, students who may not have research opportunities at their home universities, and members of racial and ethnic minority groups. The program structure and activities are designed to prepare undergraduates for research work with the ultimate goal of retaining students in science, technology, engineering, and math fields as well as preparing them for graduate school. This evidence-based paper demonstrates an effective hybrid-model (virtual and in-person) research program for undergraduate students over a five-year period across a network of eleven (11) sites across the continental U.S. Through mixed methods research, a longitudinal case study shows evidence of 100% retention of the 77 REU alumni in the engineering and STEM field; 10% of the REU alumni are enrolled in an engineering PhD program; and diversity measures include participation from 56% females, and 31% first-generation college student participation as well as 37% Black and Hispanic students. The NHERI-REU Program also collects qualitative and quantitative data on the progress of students’ preparation of scholarly work including their self-efficacy and confidence levels throughout the program. This paper will include the quantitative pre- and post-program data to show students’ increased confidence and levels of self-efficacy. By the end of the program, student demonstrate high levels of success in scholarly products as well as increased confidence levels in research. The presentation will also offer details into the multiple points of support for students including faculty, graduate student, peer, and program mentors, the structure of the support system and the community building activities throughout the REU program, including career development workshops, NHERI faculty and professional panel, and a diversity, equity, and inclusion (DEI) session. At the end of the program, students come together at one of the network sites to present their research and posters via virtual and in-person means; they also tour the facilities to learn more about the various aspects of research outside of their assigned REU site. Overall, students show an increase in the research skills and self-efficacy gained throughout the REU program. We continue to monitor students longitudinally to learn more about their career paths after they exit the program.

Citation
Format

Nelson, R. L., & Vielma, K. I., & Browning, J. (2023, June), Building Research Self-efficacy in Undergraduate Students through Authentic Research Experiences Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43084

TY  - CPAPER
AB  - The Natural Hazards Engineering Research Infrastructure (NHERI) - Research Experiences for Undergraduates (REU) Program, funded by the National Science Foundation (NSF), provides research experiences that help build their research self-efficacy for a diverse group of college undergraduates interested in mitigating the effects of natural hazards. Self-efficacy is an individual’s confidence that their actions affect an outcome, and the perception that one is capable of reaching a desired outcome. The program engages in targeted recruitment for underrepresented students in engineering including women, first-generation college students, students who may not have research opportunities at their home universities, and members of racial and ethnic minority groups. The program structure and activities are designed to prepare undergraduates for research work with the ultimate goal of retaining students in science, technology, engineering, and math fields as well as preparing them for graduate school. This evidence-based paper demonstrates an effective hybrid-model (virtual and in-person) research program for undergraduate students over a five-year period across a network of eleven (11) sites across the continental U.S. Through mixed methods research, a longitudinal case study shows evidence of 100% retention of the 77 REU alumni in the engineering and STEM field; 10% of the REU alumni are enrolled in an engineering PhD program; and diversity measures include participation from 56% females, and 31% first-generation college student participation as well as 37% Black and Hispanic students. The NHERI-REU Program also collects qualitative and quantitative data on the progress of students’ preparation of scholarly work including their self-efficacy and confidence levels throughout the program. This paper will include the quantitative pre- and post-program data to show students’ increased confidence and levels of self-efficacy. By the end of the program, student demonstrate high levels of success in scholarly products as well as increased confidence levels in research. The presentation will also offer details into the multiple points of support for students including faculty, graduate student, peer, and program mentors, the structure of the support system and the community building activities throughout the REU program, including career development workshops, NHERI faculty and professional panel, and a diversity, equity, and inclusion (DEI) session. At the end of the program, students come together at one of the network sites to present their research and posters via virtual and in-person means; they also tour the facilities to learn more about the various aspects of research outside of their assigned REU site. Overall, students show an increase in the research skills and self-efficacy gained throughout the REU program. We continue to monitor students longitudinally to learn more about their career paths after they exit the program.
AU  - Robin Lynn Nelson
AU  - Karina Ivette Vielma
AU  - JoAnn Browning
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Building Research Self-efficacy in Undergraduate Students through Authentic Research Experiences
UR  - https://peer.asee.org/43084
DO  - 10.18260/1-2--43084
ER  -