An online research immersion program to increase introductory science student confidence and science identity

Abstract

AbstractThe number of undergraduate students from underrepresented backgrounds enrolled in science and technology‐related courses has increased over the past 20 years, but these students' persistence in STEM majors until graduation still lags behind the overall college population. Interventions like exposure to independent research, instruction using active learning, and connection within a scientific community have been shown to increase persistence and the development of science identity, especially for underrepresented minority students (URM), students with high financial need, and first‐generation college students. However, exposure to research for introductory students can be expensive or challenging for an institution to provide and for some students to access. We designed Wintersession Research Week as a remotely taught, collaborative introduction to independent research for beginning undergraduate students, prioritizing those traditionally underrepresented in STEM (low income, first generation, and URM students). Because this program utilized graduate students as research mentors, we also provided training and mentoring to develop the next generation of science faculty. We found that the program helped undergraduate student participants to develop a scientific identity and increase confidence in their skills, and that graduate students found the experience valuable for their future teaching. We believe that elements of this program are adaptable to both virtual and in‐person settings as an introduction to research, mentorship, and teaching for students and mentors.