Assessing Scientific Inquiry and Leadership Skills (AScILS)
Report to NIGMS Advisory Council
January 25, 2008
Martin M. Chemers, PI
University of California, Santa Cruz
Overarching Research Questions
How do activities implemented by biomedical research career support programs (especially research and mentoring) influence:
Scientific research skills
Science team leadership and membership skills
Beliefs in efficacy and collective efficacy regarding these skills
Identity as a scientist
Stage-appropriate educational and career outcomes?
Are these influences similar for minority and non-minority students?
Program Components
Psychological Processes
Outcomes
Research Experience
Community Involvement
Academic Support
Financial Support
Mentoring:
Instrumental
Socio-Emotional
Performance: Science
Inquiry
and
Leadership Skills
Commitment: Satisfaction
and
Continuation
in Science Education and Research
Student Demographics: Ethnicity, Gender
Science Inquiry
Self-Efficacy
Leadership and Teamwork Self-Efficacy
Identity and Belonging as a Scientist
The Research Model
Theory-Driven
Interdisciplinary
Multi-Method
Brief Overview of Methods
Qualitative Studies:
(Assessment of Program Components)
In-depth interviews (H.S., U.G., & Grad.)
(Longitudinal Case Studies)
Retrospective Surveys
(UCSC Students; COSMOS; SACNAS)
Performance Assessments
(Simulations & Mentor Ratings)
Longitudinal Quantitative Studies
Today's Report:
Quantitative Survey Studies
UCSC Undergraduate Retrospective Survey
SACNAS Retrospective Undergraduate and Graduate/Post-Doc Surveys
Program Components
Psychological Processes
Outcomes
Research Experience
Community Involvement
Academic Support
Financial Support
Mentoring:
Instrumental
Socio-Emotional
Performance: Science
Inquiry
and
Leadership Skills
Commitment: Satisfaction
and
Continuation
in Science Education and Research
Student Demographics: Ethnicity, Gender
Science Inquiry
Self-Efficacy
Leadership and Teamwork Self-Efficacy
Identity and Belonging as a Scientist
UCSC Undergraduate Retrospective Survey Population
All 1095 participants from 14 UCSC science or engineering support programs, 1999/2000 to 2003/2004
UCSC Science/Engineering majors not in programs during those same years
Invited 100% of 870 underrepresented minorities
Invited representative proportion of other ethnic groups: 548 Whites, 191 Asians, 131 Others
UCSC Undergraduate Retrospective Survey Sample
502 (18%) completed survey
56% women
Ethnic background
34% URM
23% Asian
40% White
4% Other
Average age = 23.2 years
UCSC Undergraduate Retrospective Survey Results
Community Involvement
Instrumental Mentoring
Identity as a Scientist
Science Inquiry Self-Efficacy
Commitment
Research Experience
.42/.46
.37/.60
ns/.23
.24/ns
Model Fit: χ2 (15) = 8.60, p = .90, CFI = 1.0, IFI = 1.0, GFI = .99,
NNFI = 1.0, RMR = .03, RMSEA = .00 (.00, .02)
.31/.25
.11/.12
.69/.79
.52/.52
.52/.42
.29/.21
.16/.15
Blue (Left) = URM students
Red (Right) = White students
SACNAS Undergraduate Retrospective Survey Sample
327 completed survey
74% Current Undergrads, 26% Recent Grads
67% women
Ethnic Background
74% URM
14% Asian
11% White
1% Other
Average age = 24.06 years
SACNAS Undergraduate Retrospective Survey Results
Community Involvement
Instrumental Mentoring
Teamwork & Leadership Self-Efficacy
Identity as a Scientist
Science Inquiry Self-Efficacy
Commitment
Research Experience
.34
.53
.24
.23
.17
.26
.24
.29
.32
.51
.10
Model Fit: χ2 (10) = 22.20, p = .01, CFI = .97, IFI = .97, GFI = .98,
NNFI = .94, RMR = .02, RMSEA = .06 (.03, .10)
SACNAS Graduate/Post-Doc Retrospective Survey Sample
338 completed survey
82% Current Graduate Students, 18% Post-Docs
63% women
Ethnic Background
86% URM
7% Asian
6% White
1% Other
Average age = 29.83 years
SACNAS Graduate/Post-Doc Retrospective Survey Results
Research Experience
Community Involvement
Instrumental Mentoring
Teamwork & Leadership Self-Efficacy
Identity as a Scientist
Science Inquiry Self-Efficacy
Commitment
Professional Experience
Socioemotional Mentoring
Model Fit: χ2 (12) = 54.42, p < .001, CFI = .96, IFI = .96, GFI = .97,
NNFI = .87, RMR = .03, RMSEA = .10 (.08, .13)
.14
.12
.16
.25
.12
.12
.11
.20
.23
.30
.12
.49
.16
.23
Summary & Conclusions
Identity most direct predictor of commitment and performance
Science inquiry self-efficacy both indirect (through identity) and direct predictor of commitment and performance
Research, mentoring, and community involvement predict science inquiry self-efficacy and identity
Implications for Policy and Practice
Scientific self-efficacy and identity are positively affected by interventions involving research and mentoring.
Programs should place greater emphasis on these psychological mediators.