Using Advocacy Exercises to Promote Academic Identity and Ownership
Keywords:
Advocacy Exercises, Academic Identity, STEMAbstract
Many science students leave their discipline before graduation. To combat this trend, educators use laboratory experiences and independent research to foster positive scientific attitudes. A non-laboratory Neuroscience pilot course was structured around advocacy to determine if advocacy-themed exercises would also enhance student attitudes. At the end of the semester, students in the advocacy course, but not a comparable control course, scored higher on the Persistence in the Sciences (PITS) questionnaire. This result suggests that advocacy efforts can enhance students’ academic identity and ownership. Further studies within and across disciplines are needed to determine the full extent of these effects.
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