Brief Assessment of the 2008 Summer Research Internship
Article by Dr. Chris Sullivan
Description:
In order to more thoroughly consider the effects of this summer research internship, a brief pre and post-questionnaire was distributed to the nine youth involved in the 2008 summer program. The questions included in the assessment sought to illuminate aspects of program marketing and operation (e.g., “how did you hear about this summer research experience?”, “If you were in charge, what would you do differently?”), youth goals in getting involved with the summer research internship (e.g., “What most interested you in this summer research experience?”), basic academic information (“intended major”, “current class year”), and youths’ initial and concluding confidence in their research and leadership skills.
The items displayed in the figure below were compared before and after the summer research experience (rated from 1 to 10 in low to high confidence). On average, the interns felt fairly confident on all items at the start of the summer. As the figure shows, the group felt better on each of those after the internship (7.87, before; 8.48, after). Importantly, among the larger changes observed from program start to conclusion, were the three college preparation items (“participate in college classes”, “write college level reports”, “overall college preparation”). While some of the individual research/analytic skills will likely take longer to build (e.g., “analyze numerical information”, “comprehend complex methods”). Interns also show slightly improved confidence in “public speaking”, “working in a group to complete a shared task”, and “successfully complete a research project.”
Other survey questions asked youth to describe their primary goals for the summer research internship (pre-summer) and the strengths that they brought to the program (post-summer) in their own words. The youth were also asked about the “best part of the summer research experience.”
Youth responses regarding their prospective goals for the summer research experience generally centered on the desire to learn college-level research skills and contribute to their community in a positive way. For example, one student responded, “I believe I have a lot of positive ideas for improving the community. I hope that I teach others something new as well as gaining knowledge myself.” Another noted that h/she wished to “get a feel for the college experience” and “learn things that could benefit my community and peers.”
At the conclusion of the summer, the interns were asked to relate the “strengths” that they brought to the project and also share their beliefs about the highlights of the research experience. In terms of the strengths that they brought to the research experience, some mentioned that they helped in keeping the group “focused” and oriented to the “outcome.” Others highlighted interpersonal skills like “optimism” and “friendliness.” Several interns indicated that going out and speaking and conducting research at local summer programs for younger students was the “best part of this summer research experience.” A few also mentioned some of the specific skills that they picked up in “analyzing data”, “presenting”, and “lit reviews” in highlighting the “best” parts of their summer experience.
In general, this brief assessment provides some information that is useful in understanding the youth involved as well as some ideas about what can be done to enhance the research internship going forward. The interns appear to have benefited from the summer research experience and all stated that they would recommend it to a sibling or friend. At the same time, the assessment also provides some information that will help in shaping the experience for future.
Contact Person: Cindy J Liberton
Funding for Academic Year: 2008-09