Qualitative Research on Undergraduate Summer Research Experiences Indicates a Need for More Opportunities for Social Interactions in a Post-COVID-19 Education Environment

Abstract Information: The Nevada (NV) National Institute of Health (NIH) IDeA Networks of Biomedical Research Excellence (INBRE) grant supports over a hundred undergraduate researchers a year through NV INBRE Outreach Programs which are offered at all seven Nevada System of Higher Education public institutions. The goal of this evaluation is to investigate possible areas for quality improvement within NV INBRE Outreach Programs. In 2023, undergraduate student participants were asked to complete a series of pre- and post-questionnaires with Likert scale and open-ended questions. The questionnaires included a Persistence in Science questionnaire, an Exit questionnaire, and a Safe and Inclusive Environment (SIE) questionnaire. Here, I will focus on the SIE questionnaire. The questionnaire began with a preamble stating that “NV INBRE strives to provide a safe and inclusive environment for students, researchers, and faculty. This includes physical safety, psychological safety, and an inclusive environment.” This sentiment is also part of the NV INBRE Outreach Programs mission statement. The preamble included links to the Equal Opportunity and Title IX offices at all seven institutions. The SIE questionnaire consisted of thirteen Likert scale questions with answers that ranged from strongly agree to strongly disagree with the option of not applicable available: Questions 1-3 asked about support and respect for identity – Student/Faculty/Staff and administrators were supportive/respectful of my identity. The next set of seven questions focused on how the student felt during the program – I felt a strong sense of belonging/community, I felt valued in the classroom/learning environment, I felt close to the people in the INBRE program, I felt like I was part of the INBRE community, I felt safe on the campus/in the lab/in the field. The final three questions focused on the climate that was created in the program – The students/staff/faculty contributed to a positive and supportive climate. Additionally, the open-ended question asked, What is one thing you recommend taking back to the leadership team for action? To evaluate the students’ responses, Likert scale responses were measured on a 1 to 5 scale with strongly agree equaling 5 and qualitative responses were analyzed using thematic analysis to look for emergent themes. Looking at the Likert scale scores and emergent themes, the data conveys that overall students experienced a safe and inclusive environment. Additionally, the data exhibited a potential area of focus for future programs. The following questions received the lowest agreement scores: I felt a sense of belonging/community, I felt close to people in the INBRE program, and I felt like I was a part of the INBRE community. The qualitative data supplied a deeper understanding of why these Likert scale questions received lower scores. Students were overwhelmingly satisfied with the educational and scientific development they received while in the program; however, they described a need for more social interactions student-student and student-faculty, which can be demonstrated in one student’s comments: I think that it may be beneficial to have more meet ups with the other INBRE members...This may strengthen the sense of belonging and connection within the INBRE community.