About me
Dr. Sigmon is an Assistant Professor of Practice in the Department of Plant Pathology at the University of Nebraska-Lincoln. As part of her appointment, she also serves as the Academic Success Coordinator for the Microbiology Program. In this program, Dr. Sigmon focuses on enhancing experiential learning opportunities for students, as well as program-level interventions to increase student success, retention, and career preparation.
Designing Programming to Address Knowledge Gaps and Confidence to Encourage Early Pursuit of Experiential Learning in STEM Education
Student participation in experiential learning is essential to gain valuable hands-on experience in preparation for their future careers. However, many STEM students wait too long before participating in experiential learning, which can result in missed opportunities impacting academic success, retention, and career preparedness. Early programming to address knowledge gaps and student confidence may encourage earlier participation in experiential learning. In this study a group of 22 first- and second-year undergraduate students enrolled in an introduction to the major STEM course received targeted instruction surrounding topics relating to experiential learning and participated in an experiential learning-oriented workshop and research symposium. Both quantitative and qualitative data were collected and analyzed from assessments administered throughout the semester to determine the impact of these activities on student learning. Students were found to be motivated to pursue undergraduate research and understood the value of gaining this experience but less confident in how to obtain these opportunities. Students were also less confident in their knowledge of other types of experiential learning outside of undergraduate research. Through targeted instruction and activities including participation in an experiential learning-oriented workshop and research symposium, student confidence in their knowledge of obtaining different experiential learning opportunities increased significantly. Students also broadened their interests and planned to participate in more diverse experiences while maintaining their plans to pursue undergraduate research. Early programming addressing knowledge gaps and student confidence in introductory STEM courses may therefore empower students to start seeking opportunities earlier in their undergraduate education.