Major
Environmental Science
Anticipated Graduation Year
2024
Access Type
Open Access
Abstract
I analyzed the geosciences learning ecosystem established through the NSF GEOPaths funded Community Air Research Experience (CARE) to identify programmatic elements that contribute to STEM identity among underrepresented minority (URM) undergraduate students. A key premise of the CARE educational model is that faculty can increase students' interests and competencies in geosciences by engaging them in research activities on issues that directly affect their community. I conducted interviews with CARE project personnel and community partners and thematically analyzed those interviews plus student research products. My research advances understanding of how faculty can motivate URM students’ interest and facilitate their success in scientific fields.
Faculty Mentors & Instructors
Tania Schusler, Assistant Professor, School of Environmental Sustainability
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
An Analysis of The Community Air Research Experience Learning Ecosystem Model
I analyzed the geosciences learning ecosystem established through the NSF GEOPaths funded Community Air Research Experience (CARE) to identify programmatic elements that contribute to STEM identity among underrepresented minority (URM) undergraduate students. A key premise of the CARE educational model is that faculty can increase students' interests and competencies in geosciences by engaging them in research activities on issues that directly affect their community. I conducted interviews with CARE project personnel and community partners and thematically analyzed those interviews plus student research products. My research advances understanding of how faculty can motivate URM students’ interest and facilitate their success in scientific fields.