Author(s):
The need to increase the diversity of the STEM workforce is still present, even though much work has been done in this area. Given the demographic make-up and sheer number of undergraduates that begin at community colleges, community colleges play an important role in helping to mitigate this problem. At Wake Technical Community College (Wake Tech), the undergraduate research program, STEM Academic Research & Training (START), is intentionally designed to provide exposure to various STEM disciplines, to increase students’ sense of belonging both at the college and in STEM, in general, and to provide an inclusive environment. START is based on the community of inquiry (COI) framework which identifies three essential and overlapping elements of an educational experience: 1) social presence (a supportive learning community), 2) cognitive presence (collaborative activities to construct meaning: inquire, critical thinking, and problem solving), and 3) teaching presence (instructor facilitation). Students actively participate in a faculty-mentored research project in a STEM area while they learn about the STEM community through online professional development that focuses on research ethics, data analysis, reading primary literature, DEI, and oral and written communication. START is also intentional about building a sense of community through poster presentations, social events, online engagement, and campus visits to partner universities, and conference participation. START has no GPA requirement and is open to all Wake Tech students who aspire to transfer to a 4-yr. institution and are taking one curriculum course. In addition, this is a paid experience so that lower income students pay participate. In addition, there are START Ambassadors – students who were interns for at least one semester and were trained in the art of storytelling, that visit classrooms, attend campus events, and participate in recruiting events – who display the demographics of the student body and help potential participants see themselves represented in the program. The hypothesis is that allowing students a co-curricular opportunity to explore STEM and become part of the STEM community, students will be retained at Wake Tech, graduate from Wake Tech, and transfer to a 4-yr. institution at a higher rate than their peers. Through generous funding through the National Science Foundation, START is conducting a randomized control trial to determine programmatic impacts using qualitative and quantitative metrics. When comparing results from treatment and control students, there is statistically significant positive impacts on STEM career awareness, comfort with STEM, self-efficacy, STEM research, scientific literacy, diversity and inclusion in STEM, and transfer confidence. There were positive impacts on grit & perseverance. The impact study comparing treatment and control students using administrative data shows a statistically significant positive impact on retention at Wake Tech and number of overall credits earned. Qualitative data displays an increase in confidence (both academic and to pursue other opportunities) and sense of belonging.This study displays the impact of participation in undergraduate research at the community college level and provides a model for such a program.
Coauthors
Sarah Horstman, Wake Technical Community College, Raleigh, NC; Stephanie Rollins, Wake Technical Community College, Raleigh, NC; Carolyn Hoffman, Wake Technical Community College, Raleigh, NC
