Assessing Scientific Inquiry and Leadership Skills (AScILS).ppt

1、1,Assessing Scientific Inquiry and Leadership Skills (AScILS) Report to NIGMS Advisory Council January 25, 2008,Martin M. Chemers, PI University of California, Santa Cruz,2,Overarching Research Questions,How do activities implemented by biomedical research career support programs (especially researc

2、h and mentoring) influence: Scientific research skills Science team leadership and membership skills Beliefs in efficacy and collective efficacy regarding these skills Identity as a scientist Stage-appropriate educational and career outcomes? Are these influences similar for minority and non-minorit

3、y students?,3,Program Components,Psychological Processes,Outcomes,Research Experience,Community Involvement,Academic Support,Financial Support,Mentoring: Instrumental Socio-Emotional,Performance: Science Inquiry and Leadership Skills,Commitment: Satisfaction and Continuation in Science Education and

4、 Research,Student Demographics: Ethnicity, Gender,Science Inquiry Self-Efficacy,Leadership and Teamwork Self-Efficacy,Identity and Belonging as a Scientist,4,The Research Model,Theory-DrivenInterdisciplinaryMulti-Method,5,Brief Overview of Methods,Qualitative Studies: (Assessment of Program Componen

5、ts) In-depth interviews (H.S., U.G., SACNAS)Performance Assessments (Simulations & Mentor Ratings)Longitudinal Quantitative Studies,6,Todays Report: Quantitative Survey Studies,UCSC Undergraduate Retrospective SurveySACNAS Retrospective Undergraduate and Graduate/Post-Doc Surveys,7,Program Component

6、s,Psychological Processes,Outcomes,Research Experience,Community Involvement,Academic Support,Financial Support,Mentoring: Instrumental Socio-Emotional,Performance: Science Inquiry and Leadership Skills,Commitment: Satisfaction and Continuation in Science Education and Research,Student Demographics:

7、 Ethnicity, Gender,Science Inquiry Self-Efficacy,Leadership and Teamwork Self-Efficacy,Identity and Belonging as a Scientist,8,UCSC Undergraduate Retrospective Survey Population,All 1095 participants from 14 UCSC science or engineering support programs, 1999/2000 to 2003/2004 UCSC Science/Engineerin

8、g majors not in programs during those same years Invited 100% of 870 underrepresented minorities Invited representative proportion of other ethnic groups: 548 Whites, 191 Asians, 131 Others,9,UCSC Undergraduate Retrospective Survey Sample,502 (18%) completed survey 56% women Ethnic background 34% UR

9、M 23% Asian 40% White 4% Other Average age = 23.2 years,10,UCSC Undergraduate Retrospective Survey Results,Community Involvement,Instrumental Mentoring,Identity as a Scientist,Science Inquiry Self-Efficacy,Commitment,Research Experience,.42/.46,.37/.60,ns/.23,.24/ns,Model Fit: 2 (15) = 8.60, p = .90

10、, CFI = 1.0, IFI = 1.0, GFI = .99, NNFI = 1.0, RMR = .03, RMSEA = .00 (.00, .02),.31/.25,.11/.12,.69/.79,.52/.52,.52/.42,.29/.21,.16/.15,Blue (Left) = URM students Red (Right) = White students,11,SACNAS Undergraduate Retrospective Survey Sample,327 completed survey 74% Current Undergrads, 26% Recent

11、 Grads 67% women Ethnic Background 74% URM 14% Asian 11% White 1% Other Average age = 24.06 years,12,SACNAS Undergraduate Retrospective Survey Results,Community Involvement,Instrumental Mentoring,Teamwork & Leadership Self-Efficacy,Identity as a Scientist,Science Inquiry Self-Efficacy,Commitment,Res

12、earch Experience,.34,.53,.24,.23,.17,.26,.24,.29,.32,.51,.10,Model Fit: 2 (10) = 22.20, p = .01, CFI = .97, IFI = .97, GFI = .98, NNFI = .94, RMR = .02, RMSEA = .06 (.03, .10),13,SACNAS Graduate/Post-Doc Retrospective Survey Sample,338 completed survey 82% Current Graduate Students, 18% Post-Docs 63

13、% women Ethnic Background 86% URM 7% Asian 6% White 1% Other Average age = 29.83 years,14,SACNAS Graduate/Post-Doc Retrospective Survey Results,Research Experience,Community Involvement,Instrumental Mentoring,Teamwork & Leadership Self-Efficacy,Identity as a Scientist,Science Inquiry Self-Efficacy,C

14、ommitment,Professional Experience,Socioemotional Mentoring,Model Fit: 2 (12) = 54.42, p .001, CFI = .96, IFI = .96, GFI = .97, NNFI = .87, RMR = .03, RMSEA = .10 (.08, .13),.14,.12,.16,.25,.12,.12,.11,.20,.23,.30,.12,.49,.16,.23,15,Summary & Conclusions,Identity most direct predictor of commitment a

15、nd performance Science inquiry self-efficacy both indirect (through identity) and direct predictor of commitment and performance Research, mentoring, and community involvement predict science inquiry self-efficacy and identity,16,Implications for Policy and Practice,Scientific self-efficacy and identity are positively affected by interventions involving research and mentoring. Programs should place greater emphasis on these psychological mediators.,