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Engaging Undergraduate Students in Online Data Science Research: Implementation and Impact of a Summer Research Program During COVID-19.

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Title: Engaging Undergraduate Students in Online Data Science Research: Implementation and Impact of a Summer Research Program During COVID-19.
Authors: Lessard, Laura M.1 (AUTHOR) llessard@udel.edu, Boukari, Hacene2 (AUTHOR), D'Souza, Malcolm3 (AUTHOR), Kecskemethy, Heidi H.4 (AUTHOR), Polasko, Linda1,5 (AUTHOR), Siegel, Scott1,5 (AUTHOR), Singleton, Erica2,4,5 (AUTHOR), Duncan, Melinda K.1,3 (AUTHOR)
Source: Education Sciences. Mar2026, Vol. 16 Issue 3, p357. 14p.
Subject Terms: *Student research, *Online education, *COVID-19 pandemic, *Summer schools, *Distance education, *STEM occupations, Data science, Mentoring
Abstract: Paid full-time summer undergraduate research programs (SURPs) increase persistence in science, technology, engineering and math (STEM) degrees and later careers. Research disruptions during the summer of 2020 due to the COVID-19 pandemic required a transition to Emergency Remote Teaching (ERT) and created the opportunity to explore whether online-only SURPs were feasible. Data science projects emerged as a particularly feasible option for both mentors and students. A total of 65 students working with 49 mentors employed at five different research sites matriculated into a 10-week full-time paid SURP in 2020, with most projects focused on data science. Program implementation and impact were explored using online student surveys before (n = 62) and after (n = 56) participation, interviews with students conducted after the program ended (n = 10), online surveys of mentors conducted after the program ended (n = 35), and data on persistence in relevant fields. Scholars reported satisfaction with the program and described how the program developed their scientific skills and interest in data science. Mentors surveyed reported that they would be willing to invite another undergraduate student to perform research under their direction using a distance model. About half of the mentors reported that mentoring students online took about the same amount of time as mentoring in-person. Students who completed the program in-person in 2019 and those who participated in the remote program in 2020 had similar early career trajectories, with approximately 60% of both cohorts remaining in related fields five to six years later. Our experience suggests that an online SURP can be feasibly implemented across multiple sites, with positive impacts on student interest in data science. [ABSTRACT FROM AUTHOR]
Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Engaging Undergraduate Students in Online Data Science Research: Implementation and Impact of a Summer Research Program During COVID-19.
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  Data: <searchLink fieldCode="AR" term="%22Lessard%2C+Laura+M%2E%22">Lessard, Laura M.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> llessard@udel.edu</i><br /><searchLink fieldCode="AR" term="%22Boukari%2C+Hacene%22">Boukari, Hacene</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22D'Souza%2C+Malcolm%22">D'Souza, Malcolm</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kecskemethy%2C+Heidi+H%2E%22">Kecskemethy, Heidi H.</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Polasko%2C+Linda%22">Polasko, Linda</searchLink><relatesTo>1,5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Siegel%2C+Scott%22">Siegel, Scott</searchLink><relatesTo>1,5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Singleton%2C+Erica%22">Singleton, Erica</searchLink><relatesTo>2,4,5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Duncan%2C+Melinda+K%2E%22">Duncan, Melinda K.</searchLink><relatesTo>1,3</relatesTo> (AUTHOR)
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  Data: Paid full-time summer undergraduate research programs (SURPs) increase persistence in science, technology, engineering and math (STEM) degrees and later careers. Research disruptions during the summer of 2020 due to the COVID-19 pandemic required a transition to Emergency Remote Teaching (ERT) and created the opportunity to explore whether online-only SURPs were feasible. Data science projects emerged as a particularly feasible option for both mentors and students. A total of 65 students working with 49 mentors employed at five different research sites matriculated into a 10-week full-time paid SURP in 2020, with most projects focused on data science. Program implementation and impact were explored using online student surveys before (n = 62) and after (n = 56) participation, interviews with students conducted after the program ended (n = 10), online surveys of mentors conducted after the program ended (n = 35), and data on persistence in relevant fields. Scholars reported satisfaction with the program and described how the program developed their scientific skills and interest in data science. Mentors surveyed reported that they would be willing to invite another undergraduate student to perform research under their direction using a distance model. About half of the mentors reported that mentoring students online took about the same amount of time as mentoring in-person. Students who completed the program in-person in 2019 and those who participated in the remote program in 2020 had similar early career trajectories, with approximately 60% of both cohorts remaining in related fields five to six years later. Our experience suggests that an online SURP can be feasibly implemented across multiple sites, with positive impacts on student interest in data science. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192632511
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