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Academic Initiative

Program For Educating Emerging Researchers (PEER)

  • Sponsor: HBCU STEM-US Center
  • Sponsor: National Science Foundation (NSF)

Program Overview

  • The vision of the Program for Educating Emerging Researchers (PEER) is to diversify the STEM workforce by developing emerging researchers from groups that experience marginalization in STEM. To achieve this vision, we seek 1) to educate undergraduate, post baccalaureate, graduate, and postdoctoral fellows who are enrolled in STEM and education fields at minority-serving institutions, in the science of broadening participation research; 2) To engage PEER fellows in hands-on experiences with center-funded research projects under the guidance of faculty/staff within the center.

Benefits

  • -Research and collect data through self-study or personal STEM related research and center wide projects -Research relevant articles for literature reviews. -Interpret, synthesize and analyze qualitative and quantitative data with the support of upper-level PEER fellows and mentors.

Program Contact

  • Ms. Briana Goolsby
  • Briana.goolsby@morehouse.edu

Location

  • Southeast
  • 830 Westview Dr SW, Atlanta, GA 30314, USA
830 Westview Dr SW, Atlanta, GA 30314, USA

Type Of Program

Audience

  • Collegiate

  • Faculty

  • Graduate

  • Post Doctoral

  • Post-Baccalaureate

  • Staff

Discipline(s)

  • Biochemistry

  • Biology

  • Chemistry

  • Computer Engineering

  • Computer Science

  • Health Sciences

  • Psychology

  • Sociology

History

Established

10/2020

Individuals Served

  • 101-500

Research, Roles & Responsibilities

Research Components

  • Mentored research experience(s)

  • Program sponsored (in-house) professional development sessions/ coursework/workshops

  • Stipend/compensation

Identity & Inclusion

  • The P.E.E.R program encompasses confidence in research skills, knowledge, and the ability to manage challenges that may arise during their academic career. Overall, building self-efficacy involves setting achievable goals, seeking support, and reflecting on past successes.

Diversity Groups (Social Identity)

  • First-Generation

  • Historically Underrepresented

Race/Ethnic Minority Group

  • African American/Black

  • Hispanic/Latino

  • Other

Inclusionary Practices/Activities

  • Creation Of A Safe Space/ Climate/Environment

  • Development Of Academic Sense Of Belongingness (E.G. Meetings With Doctoral Scholars, Peer Researchers, Exchanges At Academic Conferences)

  • Orientation (E.G. Reviewing Norms, Expectations, Structures, Goals, And/Or Protocols)

  • Specialized Curricula/Workshops (E.G. Training For Participants, Directors And/Or Faculty On Imposter Syndrome, Implicit Bias, Microaggressions)

Voice

  • The program offers an inclusive environment to foster an environment where all voices are valued and encourage participants to share without fear of judgement. Mentors practice active listening, ensuring participants feel heard and respected. The program empowers students by acknowledging the importance of their unique perspectives and experiences. Recognizing and celebrating individual student contributions—through publications, awards, and public acknowledgment reinforce the importance of each student.

Mentoring Components

  • Mentees Are Allowed To Attend Events With Mentors (I.E. Dinners, Social Events, Conferences, Retreats)

  • Mentor Recognizes The Value Of Mentee

    (I.E. Co-Authorship, Graduate School/Employment References)

  • Mentors Are Peers Of Program Participants (Near-Peer, Tiered Peer, Etc.)

  • Mentors Exchange Social Displays Of Scientific Knowledge And Practices

  • Mentors Provide Mentees With Access To Academic Resources

    (E.G. Precollegiate, Collegiate, Graduate, Postdoc, Faculty Training, Standardized Test Preparation, Writing Workshops, Research Workshops, Tenure And Promotion Information)

  • Mentors Provide Regular Scheduled Meetings With Mentees

  • Mentors Provide Support With Goal Setting And Or Career Planning

Empowering Activities

  • Academic Recognition (I.E. Research Credibility, Prestige)

  • Knowledge Transfer To The Community (E.G., Parents, Peers, Stakeholders)

  • Mentoring Opportunities

  • Publication Opportunities

Past Participant Decision Making

  • Mentor Current Participants

Expectation

  • Attending/presenting a conference Publish in peer reviewed journal or publication 100% of participants are expected to graduate from college degree program

Evaluation Methods

  • Annual Performance Report

  • External Review/Evaluation

  • Program Survey(s)

  • Site Visits

Anticipated Outcomes

  • Attendance

  • Conducting Research

    (E.G. Course-Based, Laboratory-Based, Apprentice-Based, Discovery-Based)

  • Earning acceptance to graduate school

  • Moving to the next level of the pipeline

  • Obtaining employment (industry or other sector)

  • Persistence in research

    applying to other research programs, completing other mentored research experiences

  • Persisting through current degree program

  • Presenting at a conference/symposium

  • Publishing a scholarly work as defined by an academic discipline

Key Performance Indicators

Participant Engagement (Attendance rates at webinars and conferences)

Academic Outcomes: Improvement in grades or academic performance before and after participation.

Qualitative Feedback:
Conduct interviews or focus groups to gather in-depth insights on participant experiences and personal growth.

Surveys and Questionnaires:
Pre- and post-program surveys to assess changes in self-efficacy, engagement, and perceived value of the program.

Observational Assessments:
Mentors observing participant interactions and engagement during activities to identify strengths and areas for improvement.

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  This material is based upon work partially supported by the National Science Foundation under Grant Nos. and 1818458 and 2010676. Any opinions, findings, conclusions, and recommendations expressed on this site are those of the author(s) and do not necessarily reflect the views of the National Science Foundation

Copyright © 2021 Academic Pipeline Project

 

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