Hostname: page-component-8448b6f56d-gtxcr Total loading time: 0 Render date: 2024-04-25T03:27:45.568Z Has data issue: false hasContentIssue false
  • English
  • Français

The effect of university research apprenticeships for high school students on Science, Math, Engineering, and Technology learning and the pursuit of Science, Math, Engineering, and Technology degrees and careers

Published online by Cambridge University Press:  09 May 2018

Julia Budassi  and
Miriam Rafailovich
Julia Budassi*
Affiliation:
Materials Science and Chemical Engineering Department, Stony Brook University, Stony Brook, New York, 11794-2275, USA
Miriam Rafailovich
Affiliation:
Materials Science and Chemical Engineering Department, Stony Brook University, Stony Brook, New York, 11794-2275, USA
*
Address all correspondence to Julia Budassi at julia.budassi@stonybrook.edu
Get access

Abstract

The goal of this study is to examine whether participation in high school research apprenticeships increases pursuit of degrees and careers in science, and to explore other apprenticeship benefits. Students who participated in a research apprenticeship were surveyed about its influence on their undergraduate, graduate, and professional decisions. A control group who attended the same high schools, had similar grade point averages, and graduated with the apprenticeship participants was also surveyed. It was found that a significantly higher fraction of the apprenticeship group majored in Science, Math, Engineering, and Technology (STEM) fields, pursued careers in STEM disciplines, and found the experience to strategically influence their job performance.

Type
Prospective Articles
Information
MRS Communications , Volume 8 , Issue 2 , June 2018 , pp. 387 - 397
Check for updates
Copyright
Copyright © Materials Research Society 2018 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

1.National Science Foundation: Science and Engineering Indicators 2016. NSB-201601 (2016). Available at: https://www.nsf.gov/statistics/2016/nsb20161/#/report (accessed November 2017).Google Scholar
2.Paldy, L.G.: No time for complacency. J. Coll. Sci. Teach. 35, 4–5 (2005).Google Scholar
3.Nicholls, G.M., Wolfe, H., Besterfield-Sacre, M., Shuman, L.J., and Larpkiattaworn, S.: A method for identifying variables for predicting STEM enrollment. J. Eng. Educ. 96, 33–44 (2007).Google Scholar
4.Cannady, M.A., Greenwald, E., and Harris, K.N.: Problematizing the STEM pipeline metaphor: is the STEM pipeline metaphor serving our students and the STEM workforce? Sci. Educ. 98, 443–460 (2014).CrossRefGoogle Scholar
5.Bryan, R.R., Glynn, S.M., and Kittleson, J.M.: Motivation, achievement, and advanced placement intent of high school students learning science. Sci. Educ. 95, 1049–1065 (2011).CrossRefGoogle Scholar
6.Hofstein, A. and Lunetta, V.N.: The laboratory in science education: foundations for the twenty-first century. Sci. Educ. 88, 28–54 (2003).Google Scholar
7.Tai, R.H., Liu, C.Q., Maltese, A.V., and Fan, X.: Planning early for careers in science. Science 312, 1143–1144 (2006).Google Scholar
8.Kokkelenberg, E.C. and Sinha, E.: Who succeeds in STEM studies? An analysis of Binghamton University undergraduate students. Econ. Educ. Rev. 29, 935–946 (2010).Google Scholar
9.Hall, C., Dickerson, J., Batts, D., Kauffmann, P., and Bosse, M.: Are we missing opportunities to encourage interest in STEM fields? J. Technol. Educ. 23, 32–46 (2011).Google Scholar
10.Sanders, M.: STEM, STEM education, STEMmania. Technol. Teach. 68, 20–25 (2009).Google Scholar
11.Bleicher, R.E.: High school students learning science in university research laboratories. J. Res. Sci. Teach. 33, 1115–1133 (1996).Google Scholar
12.Seymour, E. and Hewitt, N.M.: Talking about leaving: why undergraduates leave the sciences (Westview, Boulder, CO, 1997).Google Scholar
13.Hathaway, R.S., Nagda, B.R., and Gregerman, S.R.: The relationship of undergraduate research participation to graduate and professional education pursuit: an empirical study. J. Coll. Stud. Dev. 43, 1–18 (2002).Google Scholar
14.Abraham, L.M.: What do high school science students gain from field-based research apprenticeship programs? Clearing House 75, 229–232 (2002).Google Scholar
15.Townsend, M.A.R. and Hicks, L.: Classroom goal structures, social satisfaction, and the perceived value of academic tasks. Br. J. Educ. Psychol. 67, 1–12 (1997).Google Scholar
16.Sadler, T.D., Burgin, S., McKinney, L., and Ponjuan, L.: Learning science through research apprenticeships: a critical review of the literature. J. Res. Sci. Teach. 47, 235–256 (2010).Google Scholar
17.Bui, Q.: What's your major? Decades of college degrees, in 1 graph (2014). NPR. Available at: https://www.npr.org/sections/money/2014/05/09/310114739/whats-your-major-four-decades-of-college-degrees-in-1-graph (accessed November 2017).Google Scholar
18.Baum, S. and Steele, P.: Who goes to graduate school and who succeeds? Access Group Inc. and Urban Institute (2017). Available at: https://www.urban.org/sites/default/files/publication/86981/who_goes_to_graduate_school_and_who_succeeds_0.pdf (accessed November 2017).Google Scholar
19.US News and World Report: Best colleges (2016). Available at: https://www.usnews.com/best-colleges/rankings/national-universities (accessed November 2017).Google Scholar