Using student book clubs to enhance the formation of science identity in STEM undergraduates

Wednesday, November 16, 2022

10:36 AM – 10:48 AM PT

Location: Vancouver Convention Centre, Meeting Room 207

Presenting Author(s)

Rebecca B. Simmons

Professor
University of North Dakota
Grand Forks, North Dakota

Co-Author(s)

AK

Alena Kubatova

Professor
University of North Dakota
Grand Forks, North Dakota
DP

Daphne Pedersen

Professor
University of North Dakota
Grand Forks, North Dakota
GV

Gregory Vandeberg

Professor
University of North Dakota
Grand Forks, North Dakota
KM

Kanishka Marasinghe

Professor
University of North Dakota
Grand Forks, North Dakota
SM

Shaina Mattingly

Assistant Professor
University of North Dakota
Grand Forks, North Dakota
RZ

Ryan Zerr

Professor
University of North Dakota
Grand Forks, North Dakota

The US MASTER Program is an NSF supported scholarship program that seeks to increase success of STEM students from underrepresented groups at the University of North Dakota. To date, this program has involved over 50 students from five departments (Biology, Chemistry, Environmental Sciences/Geography, Mathematics and Physics/Astrophysics) across eleven years of funding. One component of this scholarship program is a recommended seminar course that is offered each semester. In the past years, we asked students to read books related to subject areas involved with the scholarship program. In the past two years, the seminars in an academic year were linked experiences involving a common read or book club experience in the fall semester and a group research experience in the spring semester. We wanted to understand if these books and associated discussions increased student interest in STEM careers, and if students felt the books prepared them for subsequent research experiences. We also wanted to learn if students felt that these experiences were beneficial during the pandemic. We assessed student perceptions with interviews and Qualtrics surveys. We find that though students felt less connected and struggled during semesters that spanned the COVID pandemic, that the book club and student discussions seemed to allow students to form connections with their peers and to benefit from the associated group research classes.