Raising interest in STEM education: A research-based learning framework for improving minority participation

Despite efforts in the past three decades, participation of underrepresented minority groups is still an issue in STEM disciplines. Minority ethnic groups account for approximately 30% of the United States population, but only 9.1% of those working in STEM occupations. In this context, a program between the Community College of Philadelphia and Drexel University to provide research experience to underrepresented minority students (UMS) was implemented based on the hypothesis that learning about science and engineering is more effective if it is paired with the challenge of independent research in a specifically collaborative "micro-environment", as for example in active research laboratories. Six undergraduate UMS (three male, three female) were selected from a pool of twenty applicants in the inaugural year. Each student independently selected a faculty advisor and corresponding research group best aligned to their interests within the first two of the ten week program. From the outset, library integration underpinned the program. To this aim, students were personally introduced to key library professionals and digital library search tools and databases were immediately employed to review at least three journal articles relevant to their research foci, which assisted to form the basis for independent research proposals. By week four, students presented research plans before a panel of faculty and student judges. In order to complete the program, each student produced three final deliverables-an oral presentation, a technical poster and a paper describing their work. In addition, students were exposed to STEM research in an application-driven industrial setting through a visit to a private corporation known for its innovation. A final survey and individualized assessments were conducted to evaluate the effectiveness of the program and progress of the individual students, respectively. Students demonstrated familiarity with basic research methods and universally reported increased interest in STEM education and careers, with four continuing to work in their labs beyond the program's formal duration. Beyond the summer research program, the partnership facilitated: (i) tutoring in community college STEM courses by Drexel graduate students, (ii) a STEM career discussion panel, and (iii) a discussion among faculty and staff from both institutions on addressing challenges UMS face in STEM education.