Ann Bessenbacher | Purdue University (original) (raw)

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Additional file 1. Student Survey.

Journal of International Development, Nov 5, 2023

aim of this article is to investigate the adoption patterns of HUB platforms that create and supp... more aim of this article is to investigate the adoption patterns of HUB platforms that create and support virtual learning communities (VLC). The adoption patterns of one particular HUB called the Collaboratory for Engineering Education Research or CLEERhub, is presented as an example of how HUBs may be used as VLCs. After explaining the affordances of the HUB architecture, the article uses two approaches to discuss the adoption of CLEERhub by users. First, the authors link the five stages of Rogers ’ Diffusion of Innovation model with various CLEERhub user metrics. The resultant mapping suggests that CLEERhub users are primarily in early stages of adoption. This is not an unexpected finding given that CLEERhub has been recently created. The second approach to studying adoption investigates the experience of a group of college students who used CLEERhub to aid them in completing a group assignment. A CLEERhub Usage Survey was developed and implemented during the last part of the semester...

Positive student outcomes of undergraduate research experiences (UREs) have been well documented,... more Positive student outcomes of undergraduate research experiences (UREs) have been well documented, however, many studies have neglected the logical relationship among outcomes, the processes through which they are achieved, and the contextual and participant factors at play in UREs. This study uses structural equation modeling to explore these issues in a URE program. The study tested a hypothesized model of the mediating effect of participant research self-efficacy on the relationship between their research skills and desire to persist in science. Results indicate that research skills and research self-efficacy predict student aspirations for research careers, and that the effects of research skills are partially mediated through self-efficacybeliefs.#2013WileyPeriodicals,Inc. J Res Sci Teach

The journal of college science teaching, 2012

A notable limitation in the extant and emerging literature on faculty-mentored undergraduate rese... more A notable limitation in the extant and emerging literature on faculty-mentored undergraduate research is that the focus is often on the benefits to students’ with little or no examination of the benefits and challenges to participating faculty. Using the cognitive apprenticeship model as a theoretical framework, descriptions of the benefits and challenges accruing to faculty are drawn from analysis of their responses to open-ended questions. Reported gains include “contribution to research agenda” and the personal satisfaction derived from enhancing students’ professional growth while time constraints emerged as an important challenge. Although we cannot make generalizations beyond the scope and context of this qualitative study, the data provides some insight into the impact of mentoring undergraduate research on faculty.

The journal of college science teaching, 2012

Many national and statewide programs throughout the K-12 science education environment teach stud... more Many national and statewide programs throughout the K-12 science education environment teach students about science in a hands-on format, including programs such as Global Learning and Observations to Benefit the Environment (GLOBE), Project Learning Tree (PLT), Project Wild, Project Wet, and Hoosier River Watch. Partnering with one or more of these well-known programs can provide many benefits to both the scientists involved in disseminating research and the K-12 educators. Scientists potentially benefit by broader dissemination of their research by providing content enrichment for educators. Educators benefit by gaining understanding in content, becoming more confident in teaching the concept, and increasing their enthusiasm in teaching the concepts addressed. Here we discuss an innovative framework for professional development that was implemented at Purdue University, Indiana in July 2013. The professional development incorporated GLOBE protocols with iPad app modules and intera...

The U.S. Department of Agriculture (USDA), which administers the Specialty Crop Block Grant Progr... more The U.S. Department of Agriculture (USDA), which administers the Specialty Crop Block Grant Program (SCBGP), entered into a cooperative agreement with Purdue University's Evaluation and Learning Research Center (ELRC) to perform a program...

International Journal of STEM Education

Background: Expanding opportunities to experience engaging STEM educational programs is an import... more Background: Expanding opportunities to experience engaging STEM educational programs is an important pathway to increasing students' interest and competencies in STEM and, ultimately, motivation to pursue STEM careers. After-school programs offer one means to achieve this aim, but barriers such as a lack of transportation or available teachers may limit participation for some students in this context. Transitioning after-school STEM programs to in-school can provide opportunities to increase reach by removing these and other barriers. However, it is likely that this change in the learning context, from after-school to in-school, impacts student experiences and, ultimately, program efficacy by altering how students and teachers interact; as teachers and students adjust their behaviors and expectations to a more traditional learning context. To examine this potential effect, self-determination theory was used to frame how the learning context influences the social and motivational outcomes of a STEM program for underserved youth. In-school (N = 244; 39% girls, M age = 13, 63% Caucasian, 18% African American, 6% Multiracial) and after-school (N = 70, 33% girls, M age = 12, 55% Caucasian, 16% Multiracial, 13% Latino/a) program students completed surveys that assessed teacher-student interactions, and student psychological needs and motivation. In a structural equation model, student perceptions of teachers were entered as predictors of motivation for the program directly and mediated by psychological need satisfaction. Learning context (0 = in-school, 1 = after-school) was entered as a ubiquitous predictor. Results: Findings support the theorized model where perceptions of teachers positively predicted psychological need satisfaction (R 2 = .20), and both variables positively predicted more self-determined motivation (R 2 = .30-.35). Findings also demonstrate an effect of learning context where learning context negatively predicted the less self-determined motivations only (R 2 = .06-.10) (i.e., in-school contexts are associated with less desirable motivational outcomes). Conclusion: Findings reinforce the instrumental role of students' positive perceptions of teachers in fostering a more desirable self-determined motivation for STEM program participation. Additionally, in-school programs must consider and integrate novel approaches that mitigate the negative impact of established in-school structures and processes (e.g., grades and mandatory participation) on student motivation for these programs and, potentially, interest in STEM careers.

Journal of College Science Teaching, Sep 1, 2012

Additional file 1. Student Survey.

Journal of International Development, Nov 5, 2023

aim of this article is to investigate the adoption patterns of HUB platforms that create and supp... more aim of this article is to investigate the adoption patterns of HUB platforms that create and support virtual learning communities (VLC). The adoption patterns of one particular HUB called the Collaboratory for Engineering Education Research or CLEERhub, is presented as an example of how HUBs may be used as VLCs. After explaining the affordances of the HUB architecture, the article uses two approaches to discuss the adoption of CLEERhub by users. First, the authors link the five stages of Rogers ’ Diffusion of Innovation model with various CLEERhub user metrics. The resultant mapping suggests that CLEERhub users are primarily in early stages of adoption. This is not an unexpected finding given that CLEERhub has been recently created. The second approach to studying adoption investigates the experience of a group of college students who used CLEERhub to aid them in completing a group assignment. A CLEERhub Usage Survey was developed and implemented during the last part of the semester...

Positive student outcomes of undergraduate research experiences (UREs) have been well documented,... more Positive student outcomes of undergraduate research experiences (UREs) have been well documented, however, many studies have neglected the logical relationship among outcomes, the processes through which they are achieved, and the contextual and participant factors at play in UREs. This study uses structural equation modeling to explore these issues in a URE program. The study tested a hypothesized model of the mediating effect of participant research self-efficacy on the relationship between their research skills and desire to persist in science. Results indicate that research skills and research self-efficacy predict student aspirations for research careers, and that the effects of research skills are partially mediated through self-efficacybeliefs.#2013WileyPeriodicals,Inc. J Res Sci Teach

The journal of college science teaching, 2012

A notable limitation in the extant and emerging literature on faculty-mentored undergraduate rese... more A notable limitation in the extant and emerging literature on faculty-mentored undergraduate research is that the focus is often on the benefits to students’ with little or no examination of the benefits and challenges to participating faculty. Using the cognitive apprenticeship model as a theoretical framework, descriptions of the benefits and challenges accruing to faculty are drawn from analysis of their responses to open-ended questions. Reported gains include “contribution to research agenda” and the personal satisfaction derived from enhancing students’ professional growth while time constraints emerged as an important challenge. Although we cannot make generalizations beyond the scope and context of this qualitative study, the data provides some insight into the impact of mentoring undergraduate research on faculty.

The journal of college science teaching, 2012

Many national and statewide programs throughout the K-12 science education environment teach stud... more Many national and statewide programs throughout the K-12 science education environment teach students about science in a hands-on format, including programs such as Global Learning and Observations to Benefit the Environment (GLOBE), Project Learning Tree (PLT), Project Wild, Project Wet, and Hoosier River Watch. Partnering with one or more of these well-known programs can provide many benefits to both the scientists involved in disseminating research and the K-12 educators. Scientists potentially benefit by broader dissemination of their research by providing content enrichment for educators. Educators benefit by gaining understanding in content, becoming more confident in teaching the concept, and increasing their enthusiasm in teaching the concepts addressed. Here we discuss an innovative framework for professional development that was implemented at Purdue University, Indiana in July 2013. The professional development incorporated GLOBE protocols with iPad app modules and intera...

The U.S. Department of Agriculture (USDA), which administers the Specialty Crop Block Grant Progr... more The U.S. Department of Agriculture (USDA), which administers the Specialty Crop Block Grant Program (SCBGP), entered into a cooperative agreement with Purdue University's Evaluation and Learning Research Center (ELRC) to perform a program...

International Journal of STEM Education

Background: Expanding opportunities to experience engaging STEM educational programs is an import... more Background: Expanding opportunities to experience engaging STEM educational programs is an important pathway to increasing students' interest and competencies in STEM and, ultimately, motivation to pursue STEM careers. After-school programs offer one means to achieve this aim, but barriers such as a lack of transportation or available teachers may limit participation for some students in this context. Transitioning after-school STEM programs to in-school can provide opportunities to increase reach by removing these and other barriers. However, it is likely that this change in the learning context, from after-school to in-school, impacts student experiences and, ultimately, program efficacy by altering how students and teachers interact; as teachers and students adjust their behaviors and expectations to a more traditional learning context. To examine this potential effect, self-determination theory was used to frame how the learning context influences the social and motivational outcomes of a STEM program for underserved youth. In-school (N = 244; 39% girls, M age = 13, 63% Caucasian, 18% African American, 6% Multiracial) and after-school (N = 70, 33% girls, M age = 12, 55% Caucasian, 16% Multiracial, 13% Latino/a) program students completed surveys that assessed teacher-student interactions, and student psychological needs and motivation. In a structural equation model, student perceptions of teachers were entered as predictors of motivation for the program directly and mediated by psychological need satisfaction. Learning context (0 = in-school, 1 = after-school) was entered as a ubiquitous predictor. Results: Findings support the theorized model where perceptions of teachers positively predicted psychological need satisfaction (R 2 = .20), and both variables positively predicted more self-determined motivation (R 2 = .30-.35). Findings also demonstrate an effect of learning context where learning context negatively predicted the less self-determined motivations only (R 2 = .06-.10) (i.e., in-school contexts are associated with less desirable motivational outcomes). Conclusion: Findings reinforce the instrumental role of students' positive perceptions of teachers in fostering a more desirable self-determined motivation for STEM program participation. Additionally, in-school programs must consider and integrate novel approaches that mitigate the negative impact of established in-school structures and processes (e.g., grades and mandatory participation) on student motivation for these programs and, potentially, interest in STEM careers.

Journal of College Science Teaching, Sep 1, 2012