| Autor: |
Patricia Escobedo, Sungmin Moon, Kyle Moreno, Judith C. P. Lin, Patchareeya P. Kwan, Gilberto E. Flores, Gabriela Chavira |
| Jazyk: |
angličtina |
| Rok vydání: |
2023 |
| Předmět: |
|
| Zdroj: |
Education Sciences, Vol 13, Iss 6, p 579 (2023) |
| Druh dokumentu: |
article |
| ISSN: |
2227-7102 |
| DOI: |
10.3390/educsci13060579 |
| Popis: |
To understand how COVID-19 impacted undergraduate research experiences (URE), the current study examined how student outcomes changed over time among biomedical science majors. In addition, this study describes how a Building Infrastructure Leading to Diversity (BUILD) Promoting Opportunities for Diversity in Education and Research (PODER) URE program shifted entirely online in response to COVID-19. Biomedical science majors at a university in Southern California completed surveys in 2019 and 2020 and rated their science identity, science self-efficacy, and academic self-concept. We examined how scores changed over time by comparing: (1) BUILD and non-BUILD students and (2) students from underrepresented groups (URG) and non-URG students. Sense of belonging scores from 2020 were also compared among BUILD and non-BUILD students. BUILD students reported a significant increase in science self-efficacy scores, unlike non-BUILD participants. BUILD students also increased their science identity scores, unlike non-BUILD participants. Differences in sense of belonging were not significant, and differences between URG and non-URG students were not significant. Given the importance of science self-efficacy and science identity in a student’s academic trajectory, our results indicate that UREs such as BUILD PODER were able to improve or maintain critical student outcomes during a pandemic. These results highlight the importance of URE participation among biomedical science majors. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
|
