Drs. Whitney Holden and Patrycja Krakowiak, both Instructors of Excellence in life sciences at the Arkansas School for Mathematics, Sciences and the Arts, have published an article in the Journal of STEM Research.
Titled “Arkansas Summer Research Institute: The Evolution of an Engaging Online Training Program in Data Analytics and Research Targeting Underrepresented Students in STEM,” the article examines the effectiveness of the Arkansas Summer Research Institute.
Since its creation in 2015, the institute’s main goal has been to broaden participation in STEM, research and data analytics, especially among underrepresented minorities. Participants have included students from colleges and universities across Arkansas who were seeking an opportunity to prepare to conduct advanced, independent research leading to advanced STEM degrees. Cohorts have also included participants ranging from high school students to postdoctoral fellows.
Holden said the institute has played an important role in advancing STEM education and careers for participants.
“ASRI’s groundbreaking approach not only narrows the STEM skills gap but propels underrepresented students into successful research careers,” she said. “I believe it will be a game-changer for future STEM students.”
The program has served more than 300 students, with the 2022 cohort of 76 students being the largest, according to the paper. During the same year, 42 faculty members from eight Arkansas colleges and universities and 13 STEM professionals from the public or private sector led technical sessions, shared advice on panels and advised students in individual research consultations. Almost 140 different STEM professionals and faculty from 14 campuses participated in the program from 2015-2022.
Data from 2015-2022 reveals that more than 50 percent of ASRI participants would be designated as an underrepresented minority. While many programs target underrepresented minorities exclusively, ASRI participants included non-minority students. The students work together, learning and helping each other, the paper said.
“The program’s commitment to broadening participation speaks volumes about its inclusive ethos,” Holden said. “Its’ pivotal role in advancing female and underrepresented students’ participation in STEM cannot be overstated. By embracing diversity and leveraging technology, it not only overcame challenges but set a model for other STEM programs that seek to replicate it.”
The program originally was an in-person experience on the ASMSA campus with one cohort attending one week and a separate cohort attending the following week. In 2020, the program moved to virtual sessions over a two-week period for all participants at the same time. The change allowed Holden and Krakowiak to revamp the sessions to include interactive components and simulations as well as MCAT and GRE prep. It has grown to two-and-a-half weeks and allowed more students to participate in the institute.
While the initial change to virtual was spurred by the COVID-19 pandemic, the switch’s success led to it becoming a virtual program thereafter. Going all virtual as well as a change in the program’s focus to data science with student-driven research projects also resulted in higher participant satisfaction scores, the journal article states.
“The shift to virtual learning was not just a necessity brought on by the pandemic; it was hugely successful and unlocked a higher level of engagement and student satisfaction,” Holden said.
Krakowiak said the changes have been positive for both the program and the participants.
“No one is ever turned away, but a special effort is made to recruit those who would otherwise have difficulty pursuing scientific research and data analytics,” Krakowiak said. “The analysis reveals that students significantly increase their abilities and confidence during the institute, and testimonials show that students feel supported and grow far beyond their expectations.”
Holden and Krakowiak sought to publish the paper to provide existing programs and those who may be seeking to start similar programs with valuable information that might be easily replicated.
“I am honored to have this work accepted for publication in the Journal for STEM Outreach, especially as it means other programs seeking to replicate the ASRI model now have a detailed blueprint to do so, but the greatest privilege is the work itself and the significant benefits to Arkansas students. Collaborating with my colleague Dr. Krakowiak, as well as the rest of the ASRI team, on this shared vision has also been greatly rewarding,” Holden said.
“The ASRI is a work of true passion, and we are constantly reviewing and updating our tactics, techniques and tools to accommodate the changing needs of our students,” Krakowiak said. “Because we are research scientists who became educators, we use our own data we collected during past institutes to drive our decisions, and we published this manuscript of our approaches and results to benefit others who want to start or improve their own programs across the country.”
In addition to Holden and Krakowiak, the article lists two other authors. Dr. K. Maja Krakowiak, is the co-chair and a professor of communication in the University of Colorado Colorado Springs Department of Communication. Jennifer Fowler, a 2004 ASMSA alumna, is the program director for the Arkansas National Science Foundation Established Program to Stimulate Competitive Research (NSF EPSCoR), which funds ASRI.