Continuing to Nurture Undergraduates in STEM: Evaluation of a Polymer-Infused Chemistry Research Experience for Undergraduates at an HBCU

Autor/inn/en	Orozco, Grettel Arias; Avent, Cherie M.; Reid, Aileen; Boyce, Ayesha; Taylor, Darlene K.
Titel	Continuing to Nurture Undergraduates in STEM: Evaluation of a Polymer-Infused Chemistry Research Experience for Undergraduates at an HBCU
Quelle	In: Journal of Negro Education, 90 (2021) 3, S.411-423 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Undergraduate Students; STEM Education; Black Colleges; African American Students; Fellowships; College Role; Disproportionate Representation; Student Participation; Program Evaluation; Student Satisfaction; Research Skills; Skill Development; Career Development; Occupational Aspiration + Suchen Sie Ihr Suchwort? STEM; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Fellowship; Stipendium; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Programme evaluation; Programmevaluation; Forschungsleistung; Kompetenzentwicklung; Qualifikationsentwicklung; Berufsentwicklung; Berufsneigung; Berufsziel
Abstract	This article aims to describe the implementation, evaluation, and outcomes associated with a science, technology, engineering, and mathematics (STEM) research fellow experience at an historically Black college and university (HBCU) funded by the National Science Foundation. This experience, Polymer Research, was part of a multipronged approach for infusing polymers into the General and Physical Chemistry curricula. After briefly reviewing the literature on broadening participation in STEM and undergraduate research experiences, the authors provide a description of the context, evaluation, and project outcomes and conclude with a discussion on project impact and the role of HBCUs in training and graduating underrepresented students in STEM. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: https://jne.howard.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01