Supporting STEM Persistence and Workforce Entry Via Timing and Consistency of Undergraduate Enrichment Experience Participation

• In Event: Situated Expectancy-Value Theory and Undergraduate STEM Retention: Novel Approaches to Enduring Questions

Abstract

Undergraduate Enrichment Experiences (UEE) – i.e., opportunities to participate in research, internships, and job shadowing – are a primary strategy used by universities to enhance students’ affiliation with and motivation to pursue science. In this study, we investigate the benefits of participating in these experiences during college for undergraduates (N = 2,048) science motivation and achievement at graduation, as well as associations with successful entry into the scientific workforce post-graduation. The findings of this study identify specific timepoints where participation in science UEEs better stack the odds in favor of undergraduate students’ science persistence and successful entry into a scientific career, allowing universities and funding institutions to better target resources and efforts to increase and diversify the STEM workforce.

Authors

• Lisa Linnenbrink-Garcia, Michigan State University

• Tony Perez, Old Dominion University

• Stacy J. Priniski, Temple University

• Sharlyn Ferguson-Johnson, Michigan State University

• John Keane, University of Michigan

• Alexandra A Lee, Instructure

• Kristy A. Robinson, McGill University

• You-kyung Lee, Sookmyung Women's University

• Goun Choi, Michigan State University

• Matthew James Schell, Hanover Research

• Danielle N. Berry, University of Oklahoma

• Lisa Linnenbrink-Garcia, Michigan State University