Encouraging Contributions in Early Physics Research Experiences for STEM Motivation

Students participating in undergraduate research experiences learn to contribute in many impactful ways (e.g., collecting data, asking questions, coming up with ideas) that in turn foster their motivation to pursue STEM, especially by improving their confidence as a researcher and how others recognize their science accomplishments. The TRAINS program explores community college students in their first physics research experiences, bridging the gap in-between classroom physics and active research participation that can be especially challenging for community college students. This study focuses on 15 community college TRAINS Scholars who participated in a mentored biophysics research experience. Data analysis includes qualitative coding of focus group interviews and open-ended journal prompts about making contributions, asking questions, and STEM motivation and interests as well as quantitative analysis of additional context questions. Findings provide insights into the specific ways that undergraduate students learn to contribute to authentic physics research. By understanding the key ways that students learn to contribute to physics research in their first undergraduate research experiences, we can make the support for these contributions a more explicit and transparent part of undergraduate research programs.