200 - Empowering Emerging Voices through Reflective Practices: An Evaluation of the Research Experience for Undergraduates (REU) Summer Program

Abstract Information: 
Introduction
This paper presents a compelling discourse on integrating reflective practices within educational evaluations. As educational environments become increasingly diverse and complex, the need for methods that transcend mere academic assessment to foster profound introspection and personal growth among participants becomes ever more critical. Reflective practices in evaluation serve as a powerful tool to bridge this gap, fostering an environment where learners can critically assess their experiences, challenges, achievements, and learning processes. This evaluative approach is dedicated to empowering emerging voices through reflective activities.

Abstract
This proposal explores the role of reflective practices in evaluating the Research Experience for Undergraduates (REU) program in amplifying and empowering emerging voices within atmospheric science. Through a detailed analysis of the REU Summer Program's implementation of reflective evaluation practices, this study aims to illuminate the pathways through which such practices can amplify underrepresented voices and contribute to cultivating a more inclusive and reflective generation of scientists. Central to our evaluation method is the understanding that "Reflection and reflective practice are essential components of competence" (Mann et al., 2009, p. 6).
Employing the DATA-DATA model for reflective practice as our methodological foundation (Peters, 2009; Tovey & Archibald, 2023), our methodology aligns with amplifying and empowering voices in the evaluation process. This model places a significant emphasis on reflection throughout the program's duration, encompassing a qualitative design through reflective practices to engage participants deeply in their experiential learning. Our approach includes pre-program surveys focusing on self-expectations, reflective journals for documenting personal experiences and learning growth, detailed mentor feedback, interactive REU workshop feedback sessions, conclusive research presentations, and post-program interviews to capture extensive self-reflection on the learning process.
By focusing on reflective practices within a supportive framework, the evaluation process ensures that participants' voices are heard, valued, and integrated into the REU evaluation. One participant highlighted the importance of integrating subject-specific components into their project, noting, "There were a lot of meteorological components in this project that I had done, and so that was very important to me" [REU Participant]. This structured reflective methodology is instrumental in promoting deeper engagement and ensuring the evaluation process is inclusive and transformative.
Our findings emphasize, the effectiveness of reflective practices hinges on providing a supportive environment, as articulated by Mann et al. (2009): "It appears that the most influential elements in enabling the development of reflection and reflective practice are a supportive environment." This is exemplified by the experiences of participants who, prior to the program, were unacquainted with research environments. One participant reflected, "I have not been in a research environment before... this is all very new to me and after having my mentors who are awesome and after being led through this process, I feel a lot more confident in my abilities to be able to do research and graduate school in the future." [REU Participant], emphasizing the confidence gained through mentorship and the structured process of the REU program. This paper contributes to a deeper understanding of how reflective practices can serve as a tool to amplify marginalized voices in the scientific discourse, thereby fostering a more equitable and dynamic scientific community.