Mentored conference experiences support students' career exploration and professional development

被引:2
作者
Flaherty, Elizabeth A. [1 ]
Day, Casey C. [1 ]
Urbanek, Rachael E. [2 ]
Wood, D. Arren M. [3 ,5 ]
D'acunto, Laura E. [1 ]
Quinn, V. Anessa S. [4 ]
Zollner, Patrick A. [1 ]
机构
[1] Purdue Univ, Dept Forestry & Nat Resources, 195 Marsteller St, W Lafayette, IN 47907 USA
[2] Univ North Carolina Wilmington, Dept Environm Sci, 601 South Coll Rd, Wilmington, NC 28403 USA
[3] West Virginia Univ, Sch Nat Resources, POB 6125, Morgantown, WV 26506 USA
[4] Purdue Univ Northwest, Dept Biol Sci, 1401 S US 421, Westville, IN 46391 USA
[5] Washington State Community Coll, 710 Colgate Ave, Marietta, OH 45750 USA
来源
WILDLIFE SOCIETY BULLETIN | 2019年
基金
美国食品与农业研究所;
关键词
conference preparation course; experiential learning; national conferences; professional relationships; professional skill development; professional societies; self-efficacy; STEM education; undergraduate career development; undergraduate success; UNDERGRADUATE RESEARCH EXPERIENCES; PERSISTENCE; FISHERIES;
D O I
10.1002/wsb.1013
中图分类号
X176 [生物多样性保护];
学科分类号
090705 ;
摘要
Undergraduate students benefit when they gain awareness of the diversity of career opportunities within their field, explore their professional community, and develop professional social skills early. However, these opportunities are often limited to a few students who successfully compete for undergraduate research experiences (UREs), receive professional mentorship from graduate students, or participate in internships. National scientific conferences provide professional, academic, and social opportunities to a larger and more diverse population of undergraduate students than most UREs. However, unfamiliarity with the conference environment, including professional networking and socializing, may limit the overall proportion of undergraduate science students that attend and benefit from conference attendance. To address these concerns, we developed and assessed a formal undergraduate course that mentored students through their first professional scientific conference. Assessment results indicated that students made significant progress in their professional and social abilities, with many students expressing a new sense of belonging to their field. Based on these results, attending national scientific conferences provides undergraduate students with a supportive environment to explore their future career and develop professional social skills. An associated mentored course maximizes the potential for students to benefit from their conference experience. (c) 2019 The Wildlife Society.
引用
收藏
页码:565 / 575
页数:11
相关论文
共 40 条
[1]  
AAAS, 2011, VIS CHANG CALL ACT
[2]  
American Association for the Advancement of Science [AAAS], 2018, HIST R D DAT
[3]  
[Anonymous], ADV WOMEN LEADERSHIP
[4]  
[Anonymous], 1990, Designing Experiments and Analyzing Data. A model Comparison Perspective"
[5]   Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report [J].
Auchincloss, Lisa Corwin ;
Laursen, Sandra L. ;
Branchaw, Janet L. ;
Eagan, Kevin ;
Graham, Mark ;
Hanauer, David I. ;
Lawrie, Gwendolyn ;
McLinn, Colleen M. ;
Pelaez, Nancy ;
Rowland, Susan ;
Towns, Marcy ;
Trautmann, Nancy M. ;
Varma-Nelson, Pratibha ;
Weston, Timothy J. ;
Dolan, Erin L. .
CBE-LIFE SCIENCES EDUCATION, 2014, 13 (01) :29-40
[6]   Entering Research: A Course That Creates Community and Structure for Beginning Undergraduate Researchers in the STEM Disciplines [J].
Balster, Nicholas ;
Pfund, Christine ;
Rediske, Raelyn ;
Branchaw, Janet .
CBE-LIFE SCIENCES EDUCATION, 2010, 9 (02) :108-118
[7]  
Bandura A., 1997, Self-efficacy: The exercise of control
[8]  
Bonk CJ, 1998, EDUC PSYCHO, P67
[9]  
Boone H.N., 2012, J EXT, V50
[10]   The Benefits of Attending the Annual Biomedical Research Conference for Minority Students (ABRCMS): The Role of Research Confidence [J].
Casad, Bettina J. ;
Chang, Amy L. ;
Pribbenow, Christine M. .
CBE-LIFE SCIENCES EDUCATION, 2016, 15 (03)