Integrating Scientific Growth and Professional Development Skills in Research Environments to Aid in the Persistence of Marginalized Students

• Marilyn Rampersad Mackiewicz ^[1] ; Kathryn N. Hosbein ^[3] ; Dawn Mason ^[4] ; Ramya Ajjarapu ^[2]
  1. [1] Oregon State University

     Oregon State University

     Estados Unidos

     
  2. [2] Rice University

     Rice University

     Estados Unidos

     
  3. [3] Middle Tennessee University, United States
  4. [4] Eastman Chemical Company, United States

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• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 100, Nº 1, 2023, págs. 199-208
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Here, we describe strategies for integrating transferrable professional development (PD) skills into research learning environments for marginalized undergraduate students. The undergraduate research experience evolved to include the competencies students need to be successful and to gain a sense of belonging in the chemistry community they are seeking. These asset-based transferrable PD skills are part of the “hidden curriculum” not taught in traditional classrooms and yet are an integral part of student learning and success. Furthermore, current practices, or lack thereof, tend to promote inequity and fail to amplify key asset-based skills for marginalized students to navigate academic, industrial, and professional settings effectively. Consequently, many students leave STEM communities. The following six PD skills are core competencies that have been implemented in a diverse undergraduate research environment to equip students with the skills needed to navigate various STEM environments. These include: (1) Effective Communication, (2) Negotiation, (3) Leadership, (4) Networking, (5) Interpersonal skills, and (6) Active Listening. Learning topics for each of the PD skills enable mentors to help preprofessional, marginalized students gain a sense of belonging, build a network, connect with mentors, develop self-advocacy, implement interpersonal skills, manage conflict, and navigate spaces that do not fully represent them. The inclusive integration of scientific and PD skills into research experiences serves as a template that can be extended to high school and graduate students. These integrated transferrable skills are one way to increase diversity in STEM professions and bridge the gap in leadership in academia and industry.