University of Arizona NASA AZ Space Grant Peer Engagement Study
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University of Arizona NASA AZ Space Grant Peer Engagement Study Daniel Diaz-Brown Ariel Fry Beza Gebru Dana Lerch Yvette-Marie Margaillan Leila Shevins Stephanie Wogan
University of Arizona NASA AZ Space Grant Peer Engagement Study. Daniel Diaz-Brown Ariel Fry Beza Gebru Dana Lerch Yvette-Marie Margaillan Leila Shevins Stephanie Wogan. Agenda. Introduction: Beza Gabru Recruitment: Yvette-Marie Margaillan Cultural Values and Norms: Danny Diaz-Brown - PowerPoint PPT Presentation
TRANSCRIPT
University of Arizona NASA AZ Space Grant Peer Engagement
StudyDaniel Diaz-Brown
Ariel FryBeza GebruDana Lerch
Yvette-Marie MargaillanLeila Shevins
Stephanie Wogan
Robin Breault
This section as it is belongs with and/or after Yvettes. If you actually looked at how this experience changed their lives and how that can be leveraged to promote more engagement…then it belongs at the end section between Steph and Ariel.That would be better placement if you actually go back to your focus that you took in the status update that looked at the benefits of the internship and it's potential power for engagement beyond just the year in the formal mentorship to building a network that harnesses the power of it's alumni to grow and sustain diversity in space grant and STEM.
Robin Breault
This is your key take away, but you have no data in your section that really addressees and supports this.Where is the secondary research on alumni engagement you did for status update and didn't include?Where is the alumni data that indicates that this was a life changing experience for them?Don't these both speak to continued recruitment and engagement strategies especially as you look at how these networks can begin to address Danny's question of cultural norms?
Robin Breault
This aligns with Yvette's too.
Robin Breault
This slide would belong better in the section that Yvette covers.
Robin Breault
The transition here from advisor and mentor training is that for opportunities to be relevant and meaningful (which means people will want to apply) the meaning has to be personally, culturally and academically relevant.So that leads us to ask how we can make this internship relevant to different areas of study for individuals and capture the diversity that Beza mentioned strengthens any pursuit.
Robin Breault
Moved this section to after Danny because it was a logical next step. Be sure to edit the change on the Agenda slide.
Robin Breault
This chart is small, you'll want to think about how to make it better. See comments on Yvette's chart example I edited.This is a perfect transition from Danny's section. Almost all the survey respondents would recommend to a friend. So here you probably need to bring in some secondary research on the power of peer mentorship. It is easy to find there are tons of peer mentoring programs and positive examples out there. Peer mentorship is a great way to provide a potential way to recruit and engage interns in personally, culturally, and academically relevant ways.
Robin Breault
This slide aligns perfectly with the data that danny presented about mentor's being like their mentee…You might want to do a pie chart of mentors who are like their mentees to illustrate the importance of the training.If they can't connect with them the learning is greatly impacted. Space grant might Need to provide ways to educate and inform the advisors of how to provide relevant experiences for underrepresented STEM.
Robin Breault
This comment seems to match this chart better.I'm not sure but it seems that you are indicating that training mentors and academic advisors to help recruit and engage is a key role. If the mentor faculty and advisors are aware of how to present culturally. personally, or academically relevant opportunities the kids won't apply or engage.
Robin Breault
I don't think you have to have the question on the slide. You can simply pose it verbally.
Robin Breault
You also might go and find a quote from the focus groups that illustrates this.As is this slide seems unsupported. Since your research methods are focus group in this case there are several ways you can pull in the data..1. quotes (share example of what was said)2. count up the number of times certain comments were made in the focus groups and create a table/chart. Since my guess is that you all didn't take notes in a way that would allow you to tabulate comments easily, the quote route might be the way to go.
Yvette-Marie Margaillan
I am going to use that as a talking point so that I don't have a ton of content on my slides.
Robin Breault
You don't have to re-organizet this way, but it is easier to read. You might also add a little check icon next to what works and a little red circle icon next to the what doesn't work so that it is easily identifiable which is which.
Robin Breault
This slide doesn't fit here either.Slide 12, 13, 14 need to be consolidated and moved into Danny's section on Cultural norms.
Yvette-Marie Margaillan
If my content gets moved into Danny's, I won't have anything to present on (recruitment) and he will have to much, don't you think?
Robin Breault
You need to look more at historical trends and you need to make your argument more robust. The high school data was extremely confusing in your section.Robin [email protected]
Robin Breault
This slide doesn't fit here
Robin Breault
This slide doesn't fit here.
Robin Breault
This slide begins to answer the question you posed on the previous slide "How do you recruit diverse qualified interns?"Well, here is what space grant has done in the past and fairly successfully….Put a picture of the flyer up here. AND you need to add an overview of all of the other ways that AZSGC has reached out. This paints a limited and inaccurate picture.Pull the chart from Leila's section about how people heard about the internship into this slide.transition to the data you collected from focus groups…something like "We wanted to know from potential applicants/recruits what really attracts them and if there was something more space grant could do to reach them more effectively and efficiently"
Robin Breault
I think you need to address (probably in a visual) the historical trends…see sparkling visual idea on right of slide. This could provide a richer understanding of the issue.
Robin Breault
Have this be value-added information. For example, "X% of this year's 31 Space Grant interns were from populations underrepresented in STEM fields and come from Y# areas of study."…Make your key take away align with the point you are trying to make, which I'm assuming in this case is to present the complication: How do you identify, recruit, and engage a diverse and qualified intern applicant pool?
Robin Breault
There were complaints that your axes and labels were too small for all presenters. You might have to play with the layout and add text boxes etc. See example…clearly this isn't complete but it might help trigger some ideas.
Robin Breault
See format comments on the first section slide ("Project Objective…")
Robin Breault
This is a mock up of a slide that you might consider adding here. Ariel you could take this and the AGENDA slide. It is important to provide a frame of reference for where all your data is coming from. Maybe even listing the number… 4 surveys, 12 interviews, 2 multistakeholder lean design labs to crowdsource solutions, 3-4 pipeline focus groups, ongoing scholarly research to…Obviously this slide is a little wacky as is, but you could use a variation of the visual in the end, which would have a nice book end effect and also let people know how you got your preliminary data.This would also be a good transition into the AGENDA slide that Ariel should also take so Beza's section doesn't run over.
Robin Breault
Call Ariel's part something else other than conclusion. Give it a title.
Robin Breault
I would flip the order of these bullets. put the path of inquiry first and then the person's name.
Agenda
Introduction: Beza GabruRecruitment: Yvette-Marie Margaillan Cultural Values and Norms: Danny Diaz-BrownMentoring and Leadership: Dana LerchAreas of Study: Stephanie WoganStudent Involvement and Retention: Leila ShevinsClosing Points: Ariel Fry
Project Objective and Diversity
Beza Gebru, Geography and Anthropology
Robin Breault
You might consider adding your year and major to your title slide. I think the diversity of backgrounds you all have adds to your argument.
Robin Breault
You don't have to use this format with the images, but their placement wasn't actually moving the viewer through the slide in the way you would have wanted. People read English top to bottom…left to right; therefore, design placement should support that pattern and draw attention to the important information.You'll see on the next slide, I moved the space grant logo to the top left title area and the A to the bottom right. The space grant logo is big and dark and will draw the viewers eye. The A is not as prominent a logo so it shouldn't lead.
UA NASA Space Grant ConsortiumArizona Space Grant Consortium is an undergraduate internship program that trains professionals for STEM related careers through internships that incorporate education with research.
Project Objective:Grow the number of UA/NASA Space grant undergraduate interns from populations underrepresented in STEM fields and maximize their level of engagement.
– Identify – Recruit– Engage
Robin Breault
Beza when you speak about Space Grant you can probably shorten the description for the Symposium. The intro you provided was excellent framing for the Lab and will be needed in the final presentation as well, but for the Symposium where most people are NASA internship related, you can probably move through this slide quickly to focus on the diversity research which is key to framing the entire presentation.
Observing Diversity
Diversity is the variety of experience, age, physical ability, religion, race, ethnicity, gender, and many other attributes that contributes to the richness of the environment.
Diversity in Science and AcademiaThe variety in discipline, intellectual outlook, cognitive style, and personality that gives a range of ideas that constitute a dynamic intellectual community.
Does Diversity Produce Better Science?Cumulative research provides evidence that a diverse student body, faculty, and staff benefit creativity, innovation, and problem-solving skills.
Promoting Diversity in Research: Research showing that diverse teams are better at solving complex problems. On homogeneous teams, unquestioned assumptions remain unquestioned, and everyone gets stuck in the same place. If we only listen to people who agree with us, we cease to grow .
Does Diversity On Research Team Improve Quality Of Science? NPRStudy found that publications with diverse teams reach broader audiences, greater citation (Vendantam, 2014) .
AZSG Peer Engagement Study: Research Methods
RecruitmentYvette-Marie Margaillan
Management Information Systems, Finance
U of A Recruitment - 2013
31 Current Space Grant
Interns
Robin Breault
you need to add historical data here
Yvette-Marie Margaillan
We don't have any historic data from Space Grant
Yvette-Marie Margaillan
Nothing that include race **
Who is Interested in STEM?
-According to our survey of 50 high-potential high school students from underprivileged areas, 84% of respondents show an interest in pursuing degrees in STEM
-All 50 participants showed an interest in pursuing at least a Bachelor’s degree
- 48 of the participants are minorities
Survey conducted at the Be A Leader Foundation, Phoenix AZ
Breakdown by Ethnic Background
Survey conducted at the Be A Leader Foundation, Phoenix AZ
Past Recruitment Strategies
What Attracts Applicants?
Focus Groups and Peer Interviews with Student OrganizationsAfrican Student Association Arizona AssuranceEller Unity Board Women in
Engineering Association
What Works: A combination of emails and word of mouth (especially from past interns & professors)
What doesn’t work: Content heavy flyers
What Do Applicants Seek?
Top 3 Reasons-Experience (research in particular)-Mentorship and hands-on guidance -Monetary compensation
The alumni survey respondents’ primary reasons for applying to the AZ Space Grant Consortium internship
Alumni Responses
Robin Breault
this corresponds with what you fund in focus groups
Yvette-Marie Margaillan
This isn't really related to my topic of recruitment: Seeing that Minorities really are interested in STEM. The person talking about retention should have this slide
Cultural Norms and ValuesDaniel Diaz-Brown
Management Information Systems, Finance, Operations Management
Yvette-Marie Margaillan
Shouldn't Cultural Norms and Values go BEFORE student involvement and retention? It makes more sense to look at culture before student involvement and after recruitment
dannydb
that was robin's take on the correct order
Robin Breault
Based one what was in the section it needed to move. If the content of the section changes, move the section where it fits best. Robin [email protected]
Cultural Norms and Values
Will understanding the cultural norms and values of the target groups assist in recruiting and engaging them?
Will having similar mentors help with recruiting more underrepresented minorities and women into STEM?
“The idea that women and minority faculty members exert a role-model effect on women and minority students is a widely held belief in academia” (Rask & Bailey. 2002)
“However, a 1995 paper by Canes and Rosen, also using institutional data, finds no link between the percentage of female faculty in a department and the percentage of majors that are female” (Griffith, 2010)
Robin Breault
I think you can work on this slide to make sure that it is actually doing what you think it is:)The research quotes you present don't really have any direct correlation to the question on the complication.Your complication/path of inquiry question is good, but there are three or four steps of thinking that you went through to get to the research you present.Essentially, you asked this question, did some research and learned that, yes, being understood and feeling welcomed and like you belong is a high part of "joining the conversation" but there are many different perspectives on how that can happen, especially when it comes to engagement. Some of your research and interviews said that well meaning and caring mentors of any race or gender can bridge the gap if they make an effort to understand the perspective of their intern. Other studies note that the race and gender of mentors that reflects that of participants adds toward success. Think about how you can get that story into this slide. I can think of several ways, but it's not quite happening here yet.
Cultural Norms and Values•Combined Results from Intern and Alumni Surveys:
Robin Breault
Give it a title…The transition into this slide can be tricky or easy depending on how you conclude your previous slide.The natural progression I see here is with those different perspectives in mind you looked at the combined data from current and alumni surveys to see if there were cultural and gender reflections of the intern population in the mentors…there isn't.So that means that belonging has to come through mentor training or another source, which might be a peer network.So the question becomes, are underrepresented groups interested in STEM can there be a "peer group" that can help bridge the culture gap?
Survey of 50 High-Potential Minority Students from Phoenix, AZ at the Be A Leader Foundation
Female: 30Male: 15No Answer: 5
High School Survey Data Results
Of our 30 Female participants:
83.3% (25/30) are interested in pursuing degrees STEM
Cultural Norms and Values
Peer Mentoring?
Robin Breault
I think this slide is trying to show that underrepresented HS kids are interested in STEM careers. BUt is its a not very helpful slide. Can you combine some of the data from Yvette's slides 12, 13, 14 and come up with some hybrid version of those and this one here? To do this think about your key take away: the pipeline has a real interest in STEM. Show how the data lead you there.And that this is reflected in some of the scholarly research you found as well. There seems to be an increasing interest in STEM careers in youth over the last 15-20 years.This is good news and indicates that if space grant can capitalize on existing peer networks and strong mentors they can help bridge the gap and keep more kids interested in and pursing STEM careers.
Mentoring and LeadershipDana Lerch, Public Health
Mentoring and Leadership
•Complication: How can AZSGC better use mentors and leaders as a way to recruit and engage underrepresented individuals?
–Who are the potential interns current mentors and leaders and how do we engage them?
–How can the space grant program (faculty and intern alumni) engage its current participants to build more productive mentor and leadership relationships?
Mentoring and Leadership
Establish points of contact on campus
Most likely to connect students to resources, including internships and jobs, on campus (Campbell & Nutt, 2008)
Academic advisors and professors
Mentoring and Leadership
Harness peer networks and leadership
Power of peer mentorship
Higher perceived levels of peer mentoring related to higher perceived levels of knowledge creation and sharing of ideas (Bryant & Terborg, 2008).
Mentoring and Leadership
“Diverging perceptions between a mentor and a mentee on the nature and content of of feedback given in mentoring conversations may have a profound impact on the mentee’s learning from conversation” (Korver & Tillema, p 167, 2013).
Areas of StudyStephanie Wogan, Public Health
Areas of StudyExplore the question of diversity and relevance in relation to three topics:
• Self-identification as STEM• Barriers to engagement• Interdisciplinary opportunities
Self Identification• Increase engagement of non-STEM students
What is your major?
Robin Breault
I think this is an important slide. You need to figure out what the key takeaway is and make sure that you present that somehow on the slide.In other words, what is your conclusion and how can you illustrate that conclusion with the layout and data on the slide.
BarriersCultural issues, first generation students, family pressures, and lack of experience that dictate a student's decision to pursue opportunities in STEM.
• Secondary research explains, for many first generation students, the very act of going to college indicates an interest in attaining a white collar, middle class position not previously attained by a family member that may take the student into uncharted cultural territory (London, 1992).
Robin Breault
This is an important graphic. Fix it. give it a proper title and put percentages in the circle and make the pice chart actually a pit not an egg:)
Interdisciplinary• Importance of cross discipline training in teams.
– In a study conducted among health care professionals, it was found that each group agreed that the team approach benefits patients and is a productive use of time, although interprofessional differences in attitudes were evident (Leipzig, Hver, Ek, Wallenstein, Vezina, Fairchild & Howe, 2002).
Joint internship between Arizona Daily Star and Space Grant has provided the opportunity for interdisciplinary teamwork.
Student Involvement and RetentionLeila Shevins
Management Information Systems, Operations Management, and Retailing & Consumer Sciences
Student Involvement and RetentionThe National Survey of Student Engagement says that student success is
directly linked to student involvement (NSSE, 2009).
The engagement of past and current interns sets the precedent for how the program will expand its network for potential future interns.
Engaged of students = greater potential for word of mouth promotion
Student Involvement and RetentionThe impacts Space Grant internship experiencehad on the lives of alumni survey respondents
“Thank you for providing what I would call my roots to my career!”Dr. Moriba K. Jah, Astrodynamics Team Lead, AFRL, and ERAU’s first African
American Intern, August 2008
According to a study on alumni engagement by Bucknell University, alumni engagement is directly linked to how much alumni are willing to give back, in time and in money
95% of AZSGC mentored interns complete university degrees as opposed to 54% of their peers (AZSGC Twenty-Year Program Performance and Results)
Building onto the “Student Advisors” program will continue student success
Student Involvement and Retention
Closing PointsAriel Fry, Anthropology
Drawing Connections
Benefits of Peer Engagement Study•Raising awareness of the benefits of diversity in science
•A launch pad for thinking of these issues in really diverse and deep ways
•All of the work might raise more questions than give answers
Thank you!Thank you to all mentors, student groups, access to events, UA/NASA Space Grant, and LeadLocal!
ReferencesBryant, S. E., & Terborg, J. R. (2008). Impact of Peer Mentor Training on Creating and Sharing Organizational knowledge . Journal of Managerial
Campbell, S. M., & Nutt, C. L. (2008). Academic advising in the new global century: Supporting student engagement and learning outcomes achievement. Peer
Review, 10(1), 4-7.
Chen, X., & Carroll, C. D. (2005). First-Generation Students in Postsecondary Education: A Look at Their College Transcripts. Postsecondary Education Descriptive
Analysis Report. NCES 2005-171. National Center for Education Statistics.
Donigan, K. (2013, March 8). STEM education: the value of a scientific literate population.[web log post]. Retrived April 1, 2014 From,
Griffith, A.L. (2010). Persistence of women and minorities in STEM field majors: Is it the school that matters?[Electronic version]. Retrieved [insert date], from
Cornell University, School of Industrial and LaborRelations site: http://digitalcommons.ilr.cornell.edu/workingpapers/122/
Korver, B., & Tillema, H. (2014). Feedback Provision in Mentoring Conversation - Differing Mentor and Student Perceptions. Journal of Education and Training
Studies, 2, 167-175.
London, H. B. (1992). Transformations: Cultural challenges faced by first generation students. ‐ New Directions for Community Colleges, 1992(80), 5-11.
Leipzig, R. M., Hyer, K., Ek, K., Wallenstein, S., Vezina, M. L., Fairchild, S., ... & Howe, J. L. (2002). Attitudes toward working on interdisciplinary healthcare teams: a
comparison by discipline. Journal of the American Geriatrics Society, 50(6), 1141-1148.
Primary Research from: The Be A Leader Foundation, Phoenix, Arizona
Rask, K., & Bailey, E. (2002). Are faculty role models? evidence from major choice in an undergraduate institution. Manuscript submitted for publication,
Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.195.5082&rep=rep1&type=pdf
Vedantam, S. (2014, March 21). Does Diversity on Research Team Improve Quality of Science. [web log post]. Retrieved March 22,2014, From
