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<p>Challenge</p><p>Undergraduate STEM persistence remains low, with fewer than half of intended majors completing a STEM degree. Evidence suggests that authentic, mentored research experiences before matriculation can strengthen readiness and identity. Still, models that are feasible during the school year, scalable in summer, and replicable across sites are scarce.</p><p>Novel Initiative</p><p>OPALS is a mentored, pre-college research program housed at an accredited research institute and delivered in two formats using the same scaffold: a 24-week spring session (2–4 hrs/week) alongside school and a 4-week summer session (30 hrs/week). In 2024, 176 students worked in small teams (undergraduate mentor + faculty advisor) through a three-step arc: (1) literature via question framing; (2) methods via data via “demo–do–debrief” cycles and skills micro-modules (including MATLAB micro-credentials); and (3) analysis via communication, culminating in Introduction, Methods, Results, and Discussion (IMRAD)-style posters. Mentor preparation included a 4–6 hour boot camp, weekly huddles, and midpoint observations. Engagement, skills, and artifacts were tracked, and resources and funding were documented for replication.</p><p>Reflection</p><p>Completion was 100% with high attendance (summer mean 97.6%). Students earned over 400 MATLAB certifications, and all teams produced posters, many of which were accepted by external venues. These outcomes indicate strong engagement and tangible skill gains without claiming psychosocial causality. We describe implementation details (mentor prep, scaffold, assessment) and note format trade-offs: spring broadens access; summer intensifies practice. The model offers a practical, adaptable Teaching Tip for broadening authentic research access for pre-college learners.</p>

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Empowering Future Scientists: The UCSD OPALS Program’s Impact on High School Students in STEM

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年12月16日

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  • Zachary Wang,
  • Veronica Gomez-Godinez,
  • Chengbiao Wu,
  • Linda Zhixia Shi

摘要

Challenge

Undergraduate STEM persistence remains low, with fewer than half of intended majors completing a STEM degree. Evidence suggests that authentic, mentored research experiences before matriculation can strengthen readiness and identity. Still, models that are feasible during the school year, scalable in summer, and replicable across sites are scarce.

Novel Initiative

OPALS is a mentored, pre-college research program housed at an accredited research institute and delivered in two formats using the same scaffold: a 24-week spring session (2–4 hrs/week) alongside school and a 4-week summer session (30 hrs/week). In 2024, 176 students worked in small teams (undergraduate mentor + faculty advisor) through a three-step arc: (1) literature via question framing; (2) methods via data via “demo–do–debrief” cycles and skills micro-modules (including MATLAB micro-credentials); and (3) analysis via communication, culminating in Introduction, Methods, Results, and Discussion (IMRAD)-style posters. Mentor preparation included a 4–6 hour boot camp, weekly huddles, and midpoint observations. Engagement, skills, and artifacts were tracked, and resources and funding were documented for replication.

Reflection

Completion was 100% with high attendance (summer mean 97.6%). Students earned over 400 MATLAB certifications, and all teams produced posters, many of which were accepted by external venues. These outcomes indicate strong engagement and tangible skill gains without claiming psychosocial causality. We describe implementation details (mentor prep, scaffold, assessment) and note format trade-offs: spring broadens access; summer intensifies practice. The model offers a practical, adaptable Teaching Tip for broadening authentic research access for pre-college learners.