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.

中文翻译：

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从大学第一天起就为学生提供支持：与包容性相关的重要性†

第1天：分水岭（WS）是第一年计划，旨在为学生提供一个包容的环境，并使他们从大学第一天开始就沉浸在研究中。WS最初旨在支持来自代表性不足的群体（URG）的学生，包括第一代学生和有色人种，当他们收集和分析当地流域的水和微生物样品时，它们为所有学生提供了真实的研究经验。WS还包括一个生活学习社区，学生在第一年都住在同一宿舍并参加普通课程。在研究的第一年，研究人员调查了学生的焦虑感，归属感或孤独感，获得的支持以及个人习惯。在第二年（报告的主要年份），研究人员使用混合方法和自决理论来确定WS学生在基本心理需求满意度（包括自主性，能力和亲和力）方面与其他入门课程和研究型课程的学生之间的差异。结果表明，尽管WS学生比其他学生感到自主能力低下，有时能力不强，但90％的学生表示积极的经历。此外，研究结果表明，WS学生与同学和老师的联系感以及对课程的归属感，为促进积极的学习体验提供了必要的动机支持。这些发现表明，WS计划可以成为支持早期科学课程的学生并使他们感到被包容的可行模型。