Supporting Students from Day 1 of College: The Importance of Relatedness to Inclusivity

Day 1: Watershed (WS) is a first-year program designed to provide an inclusive environment for students and immerse them in research from day 1 of college. Originally developed to support students from underrepresented groups (URGs) including first-generation students and students of color, WS provi...

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Autores principales:	Stephen C. Scogin, Michelle Austin, Cindy Alexander, Catherine Mader, Aaron Best, Katrina Rietberg, Katherine Supanich, Lara Iaderosa, Carly Sommavilla, Julie Barber
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2020
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/4b5bd49bcff3427d8f4f9e600892b93f
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spelling	oai:doaj.org-article:4b5bd49bcff3427d8f4f9e600892b93f2021-11-15T15:04:33ZSupporting Students from Day 1 of College: The Importance of Relatedness to Inclusivity10.1128/jmbe.v21i2.20151935-78851935-7877https://doaj.org/article/4b5bd49bcff3427d8f4f9e600892b93f2020-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v21i2.2015https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Day 1: Watershed (WS) is a first-year program designed to provide an inclusive environment for students and immerse them in research from day 1 of college. Originally developed to support students from underrepresented groups (URGs) including first-generation students and students of color, WS provides authentic research experiences for all students as they collect and analyze water and microbiological samples from the local watershed. WS also includes a living–learning community with students living in the same dorm and taking common courses during their first year. In the first year of our study, researchers investigated students’ anxieties, feelings of belonging or isolation, supports received, and personal habits. In year 2 (the primary year reported), researchers used mixed-methods and self-determination theory to determine how WS students differed from students in other introductory and research-based courses in terms of basic psychological needs satisfaction (including autonomy, competence, and relatedness). Results indicated that although WS students felt less autonomous and, at times, less competent than other students, 90% reported a positive experience. Furthermore, findings suggest that WS students’ feelings of connection with classmates and instructors, as well as a sense of belonging in the course, provided the necessary motivational support to facilitate a positive learning experience. These findings indicate that the WS program can be a viable model for supporting students in early science courses and making them feel included.Stephen C. ScoginMichelle AustinCindy AlexanderCatherine MaderAaron BestKatrina RietbergKatherine SupanichLara IaderosaCarly SommavillaJulie BarberAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 21, Iss 2 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Stephen C. Scogin Michelle Austin Cindy Alexander Catherine Mader Aaron Best Katrina Rietberg Katherine Supanich Lara Iaderosa Carly Sommavilla Julie Barber Supporting Students from Day 1 of College: The Importance of Relatedness to Inclusivity
description	Day 1: Watershed (WS) is a first-year program designed to provide an inclusive environment for students and immerse them in research from day 1 of college. Originally developed to support students from underrepresented groups (URGs) including first-generation students and students of color, WS provides authentic research experiences for all students as they collect and analyze water and microbiological samples from the local watershed. WS also includes a living–learning community with students living in the same dorm and taking common courses during their first year. In the first year of our study, researchers investigated students’ anxieties, feelings of belonging or isolation, supports received, and personal habits. In year 2 (the primary year reported), researchers used mixed-methods and self-determination theory to determine how WS students differed from students in other introductory and research-based courses in terms of basic psychological needs satisfaction (including autonomy, competence, and relatedness). Results indicated that although WS students felt less autonomous and, at times, less competent than other students, 90% reported a positive experience. Furthermore, findings suggest that WS students’ feelings of connection with classmates and instructors, as well as a sense of belonging in the course, provided the necessary motivational support to facilitate a positive learning experience. These findings indicate that the WS program can be a viable model for supporting students in early science courses and making them feel included.
format	article
author	Stephen C. Scogin Michelle Austin Cindy Alexander Catherine Mader Aaron Best Katrina Rietberg Katherine Supanich Lara Iaderosa Carly Sommavilla Julie Barber
author_facet	Stephen C. Scogin Michelle Austin Cindy Alexander Catherine Mader Aaron Best Katrina Rietberg Katherine Supanich Lara Iaderosa Carly Sommavilla Julie Barber
author_sort	Stephen C. Scogin
title	Supporting Students from Day 1 of College: The Importance of Relatedness to Inclusivity
title_short	Supporting Students from Day 1 of College: The Importance of Relatedness to Inclusivity
title_full	Supporting Students from Day 1 of College: The Importance of Relatedness to Inclusivity
title_fullStr	Supporting Students from Day 1 of College: The Importance of Relatedness to Inclusivity
title_full_unstemmed	Supporting Students from Day 1 of College: The Importance of Relatedness to Inclusivity
title_sort	supporting students from day 1 of college: the importance of relatedness to inclusivity
publisher	American Society for Microbiology
publishDate	2020
url	https://doaj.org/article/4b5bd49bcff3427d8f4f9e600892b93f
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Supporting Students from Day 1 of College: The Importance of Relatedness to Inclusivity

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