Self-Efficacy Ratings of URM Students Who Return to a STEM Summer Research Program

The Opportunities in Genomics Research (OGR): Undergraduate Scholars program is a comprehensive, research-intensive summer program that is focused on increasing the number of underrepresented minorities who pursue PhDs in genomics and related areas. As retention of URM in STEM remains an issue and threatens the vibrancy of innovation in the United States, addressing this is of premier importance. Since its inception in 2007, OGR Undergraduate Scholars has provided research experiences and enhancement activities to URM students from across the country and US territories.  The number of applications quadrupled since its origins. The unique features of the program are that freshman are eligible, prior research experience is not required and eligible matriculates are encouraged to return to the program each year. To assess the benefits of the unique features of our program, students’ were given pre- and post- evaluations at the start and end of the 8-week program (n=44).  Focus groups were conducted to address specific program components.  Additionally, students were tracked yearly using an online tracking system, iBiosketch. Students were also given a survey to reflect on their experience with the OGR program and to evaluate its role in their current and future plans. The groups of students are defined as return students (students who spent at least more than one summer with OGR), first-time students (students who had their first research experience with OGR) or non-return (students who spent only one summer with OGR and typically had prior experience at entry).  Our data suggests that while some areas were similar for both return/first-time students and non-return students, there were some significant differences in other areas.  Students who were return students or first-time students served as co-authors of publications at 11.4 % compared to 4.5% non-return students. Using a Likert scale, students were asked to rate their confidence in areas such as: interpreting data, communicating scientific findings orally, reading and interpreting literature.  These items demonstrated the highest percent change from pre- to post- evaluation, when return students first entered the program compared to their subsequent years (ranging from 26-37% change at entry for indicated areas, to 0-8% change at subsequent return to the program). In other words, our data trend toward return students being more confident in subsequent years. While these studies are ongoing, our data indicate that there may be tangible benefits for URM students to return to a summer program that will improve their productivity and self-confidence that helps retain them in the STEM pipeline. Future studies will examine the direct link between student ratings of self-efficacy and their ratings of the impact of the OGR program to their pursuit of careers in STEM.