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Allison AB, York VV, Hoefner DM, Clark ME, Yost MC, Vondrasek JR. Supervised Study: Required Independent Research at a Community College Supports Persistence in Science. CBE LIFE SCIENCES EDUCATION 2022; 21:ar44. [PMID: 35759624 PMCID: PMC9582823 DOI: 10.1187/cbe.21-09-0290] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Revised: 03/18/2022] [Accepted: 05/11/2022] [Indexed: 06/15/2023]
Abstract
This study assesses the impacts of the Science program at Piedmont Virginia Community College and its flagship capstone research experience, Supervised Study, through psychosocial perceptions associated with persistence in science and through a comparative analysis of subsequent science bachelor's degree attainment. Supervised Study involves authentic, independent projects, a research methods course and learning community, and one-on-one faculty mentoring. The Persistence in the Sciences survey was used as a repeated-measures instrument in four semesters of Supervised Study. Positive trends were observed for self-efficacy, science identity, community values, and networking, while responses related to project ownership were mixed (n = 13). To contextualize these observations, transfer and bachelor's degree completion rates were analyzed. Students who earn an associate's degree in Science (n = 113 between 2012 and 2019) complete bachelor's degrees at high rates (66.4%). Moreover, they are two to four times more likely to major in physical and natural sciences than their science-oriented peers, who take many of the same courses, with the exception of Supervised Study. Notably, these comparison rates remain consistent between different demographic groups. These findings further describe a model for research at the community college level that supports persistence in undergraduate science for a broad group of students.
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Affiliation(s)
- Anne B. Allison
- Biology Department, Division of Health & Life Sciences, Piedmont Virginia Community College, Charlottesville, VA 22902
| | - Virginia V. York
- Biology Department, Division of Health & Life Sciences, Piedmont Virginia Community College, Charlottesville, VA 22902
| | - Donna M. Hoefner
- Biology Department, Division of Health & Life Sciences, Piedmont Virginia Community College, Charlottesville, VA 22902
| | - Melinda E. Clark
- Biology Department, Division of Health & Life Sciences, Piedmont Virginia Community College, Charlottesville, VA 22902
| | - Marlena C. Yost
- Biology Department, Division of Health & Life Sciences, Piedmont Virginia Community College, Charlottesville, VA 22902
| | - Joanna R. Vondrasek
- Biology Department, Division of Health & Life Sciences, Piedmont Virginia Community College, Charlottesville, VA 22902
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Spence PL, Phillips RS, McAllister AR, White SL, Hollowell GP. Student-Scientist Curriculum: Integrating Inquiry-Based Research Experiences and Professional Development Activities into an Introductory Biology Laboratory Course. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2020; 21:jmbe-21-74. [PMID: 33384762 PMCID: PMC7747884 DOI: 10.1128/jmbe.v21i3.2225] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/27/2020] [Accepted: 11/02/2020] [Indexed: 05/24/2023]
Abstract
We designed a 16-week scaffolded student-scientist curriculum using inquiry-based research experiences integrated with professional development activities. This curriculum was implemented to teach undergraduate students enrolled in an introduction to biology course about enzyme activity, biochemical reactions, and alcohol fermentation. While working through the curriculum, students completed the entire scientific process by planning experiments, maintaining laboratory journals, analyzing and interpreting data, peer-reviewing research proposals, and producing and presenting a poster. The overall outcome was for students to complete a multiweek, collaborative, student-scientist project using Saccharomyces cerevisiae as the model organism. Student learning outcomes were evaluated using formative assessments (post-Research on the Integrated Science Curriculum survey and peer- and self-reflection worksheets) and summative assessments (pre/post assessments and assignment grades). Results indicated that more than 50% of the students scored 70% or higher on the collaborative student-scientist project, demonstrated several self-reported learning gains in scientific concepts and skills, and reported they would recommend this laboratory course to their peers. By providing the opportunity for students to carry out the entire scientific process, this curriculum enhanced their technical, analytical, and communication skills.
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Affiliation(s)
- Porché L. Spence
- Biological and Biomedical Sciences, North Carolina Central University, Durham, NC 27707
| | - Ruth S. Phillips
- Biological and Biomedical Sciences, North Carolina Central University, Durham, NC 27707
- Biology Department, Syracuse University, Syracuse, NY 13244
| | - Akeem R. McAllister
- Biological and Biomedical Sciences, North Carolina Central University, Durham, NC 27707
| | - Sandra L. White
- Biological and Biomedical Sciences, North Carolina Central University, Durham, NC 27707
| | - Gail P. Hollowell
- Biological and Biomedical Sciences, North Carolina Central University, Durham, NC 27707
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Undergraduate Disabled Students as Knowledge Producers including Researchers: A Missed Topic in Academic Literature. EDUCATION SCIENCES 2019. [DOI: 10.3390/educsci9040259] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Research experience is beneficial for undergraduate students for many reasons. For example, it is argued in academic literature and in reports produced by various organizations that engage with science, technology, engineering and math (STEM) education and science education that undergraduate research experience increases the graduation rate in STEM disciplines as well as the amount of students thinking about STEM careers. As such, being researchers should also be of benefit to undergraduate disabled students in all disciplines including STEM education. However, given that undergraduate disabled students encounter many problems within post-secondary education, including STEM education, undergraduate disabled students might encounter problems in becoming researchers. Policies are to be guided by knowledge and evidence. However, knowledge and evidence deficits exist in relation to the lived experience of disabled people. Undergraduate disabled students could decrease the knowledge deficit as researchers and knowledge producers. The numbers of disabled academic faculty are judged as being too low and efforts are under way to increase the number of disabled academics. Increasing the number of undergraduate disabled researchers might increase the available pool of disabled students that pursue an academic career. Given the important role research performed by undergraduate disabled students can play and given that many studies highlight problems for disabled students in post-secondary education in general, we used a scoping review approach to investigate the coverage of undergraduate disabled students as knowledge producers, including as researchers, in the academic literature. Using various search strategies, we obtained 1299 initial hits. However, only 15 had relevant content. No study investigated how undergraduate disabled students select their research topics or how they are enticed to pursue research projects outside of a course-based framework. No study looked at the linkage between being an undergraduate disabled researcher and career choices or using the obtained research skills on the undergraduate level in one’s role as a community member after graduation. Our findings suggest an opportunity for many fields, ranging from disability studies to STEM education, to generate more empirical data and conceptual work on the role of undergraduate disabled students as knowledge producers including as researchers. Such studies could help to increase the numbers of undergraduate disabled students as knowledge producers, including researchers, which in turn could help to increase (a) the number of disabled academics, (b) the number of disabled students who perform research in the community after graduation, (c) the degree success of disabled students and (d) the knowledge available on the social situation of disabled people.
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Diaz-Martinez LA, Fisher GR, Esparza D, Bhatt JM, D’Arcy CE, Apodaca J, Brownell S, Corwin L, Davis WB, Floyd KW, Killion PJ, Madden J, Marsteller P, Mayfield-Meyer T, McDonald KK, Rosenberg M, Yarborough MA, Olimpo JT. Recommendations for Effective Integration of Ethics and Responsible Conduct of Research (E/RCR) Education into Course-Based Undergraduate Research Experiences: A Meeting Report. CBE LIFE SCIENCES EDUCATION 2019; 18:mr2. [PMID: 31120396 PMCID: PMC6755229 DOI: 10.1187/cbe.18-10-0203] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/15/2023]
Abstract
Advancement of the scientific enterprise relies on individuals conducting research in an ethical and responsible manner. Educating emergent scholars in the principles of ethics/responsible conduct of research (E/RCR) is therefore critical to ensuring such advancement. The recent impetus to include authentic research opportunities as part of the undergraduate curriculum, via course-based undergraduate research experiences (CUREs), has been shown to increase cognitive and noncognitive student outcomes. Because of these important benefits, CUREs are becoming more common and often constitute the first research experience for many students. However, despite the importance of E/RCR in the research process, we know of few efforts to incorporate E/RCR education into CUREs. The Ethics Network for Course-based Opportunities in Undergraduate Research (ENCOUR) was created to address this concern and promote the integration of E/RCR within CUREs in the biological sciences and related disciplines. During the inaugural ENCOUR meeting, a four-pronged approach was used to develop guidelines for the effective integration of E/RCR in CUREs. This approach included: 1) defining appropriate student learning objectives; 2) identifying relevant curriculum; 3) identifying relevant assessments; and 4) defining key aspects of professional development for CURE facilitators. Meeting outcomes, including the aforementioned E/RCR guidelines, are described herein.
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Affiliation(s)
- Laura A. Diaz-Martinez
- Campus Office of Undergraduate Research Initiatives (COURI), University of Texas at El Paso, El Paso, TX 79968
- Department of Biological Sciences, University of Texas at El Paso, El Paso, TX 79968
| | - Ginger R. Fisher
- School of Biological Sciences, University of Northern Colorado, Greeley, CO 80639
| | - David Esparza
- Department of Biological Sciences, University of Texas at El Paso, El Paso, TX 79968
| | - Jay M. Bhatt
- Department of Chemistry, University of Texas at El Paso, El Paso, TX 79968
| | - Christina E. D’Arcy
- Department of Biological Sciences, University of Texas at El Paso, El Paso, TX 79968
| | - Jennifer Apodaca
- Department of Biological Sciences, University of Texas at El Paso, El Paso, TX 79968
| | - Sara Brownell
- School of Life Sciences, Arizona State University, Tempe, AZ 85281
| | - Lisa Corwin
- Department of Ecology and Evolutionary Biology, University of Colorado–Boulder, Boulder, CO 80309
| | - William B. Davis
- **School of Molecular Biosciences, Washington State University, Pullman, WA 99164-7520
| | - Kevin W. Floyd
- Department of Biological Sciences, University of Texas at El Paso, El Paso, TX 79968
| | - Patrick J. Killion
- Office of the Senior Vice President and Provost, University of Maryland, College Park, MD 20742
| | - Jaclyn Madden
- STEM Division, Harford Community College, Bel Air, MD 21015-1627
| | | | | | - Kelly K. McDonald
- Department of Biological Sciences, California State University, Sacramento, Sacramento, CA 95695
| | - Martina Rosenberg
- Department of Biochemistry and Molecular Biology, University of New Mexico, Albuquerque, NM 87131
| | - Mark A. Yarborough
- Bioethics Program, University of California, Davis, Sacramento, CA 95817
| | - Jeffrey T. Olimpo
- Department of Biological Sciences, University of Texas at El Paso, El Paso, TX 79968
- *Address correspondence to: Jeffrey T. Olimpo ()
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Olimpo JT, Diaz-Martinez LA, Bhatt JM, D’Arcy CE. Integration of RCR and Ethics Education into Course-Based Undergraduate Research Experiences in the Biological Sciences: A Needed Discussion. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2017; 18:jmbe-18-45. [PMID: 28861142 PMCID: PMC5577973 DOI: 10.1128/jmbe.v18i2.1344] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/27/2017] [Accepted: 06/28/2017] [Indexed: 05/09/2023]
Abstract
Course-based undergraduate research experiences (CUREs) have been identified as a promising vehicle to broaden novices' participation in authentic scientific opportunities. While recent studies in the bioeducation literature have focused on the influence of CUREs on cognitive and non-cognitive student outcomes (e.g., attitudes and motivation, science process skills development), few investigations have examined the extent to which the contextual features inherent in such experiences affect students' academic and professional growth. Central among these factors is that of ethics and the responsible conduct of research (RCR)-essential cornerstones of the scientific enterprise. In this article, we examine the intersectionality of ethics/RCR instruction within CURE contexts through a critical review of existing literature that details mechanisms for the integration of ethics/RCR education into undergraduate laboratory experiences in the science domains. Building upon this foundation, we propose a novel, evidence-based framework that seeks to illustrate posited interactions between core ethics/RCR principles and unique dimensions of CUREs. It is our intent that this framework will inform and encourage open dialogue around an often-overlooked aspect of CURE instruction-how to best prepare ethically responsible scholars for entrance into the global scientific workforce.
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Affiliation(s)
- Jeffrey T. Olimpo
- Department of Biological Sciences, The University of Texas at El Paso, El Paso, TX 79968
- Corresponding author. Mailing address: Department of Biological Sciences, The University of Texas at El Paso, El Paso, TX 79968. Phone: 915-747-6923. E-mail:
| | - Laura A. Diaz-Martinez
- Campus Office of Undergraduate Research Initiatives (COURI), The University of Texas at El Paso, El Paso, TX 79968
| | - Jay M. Bhatt
- Department of Chemistry, The University of Texas at El Paso, El Paso, TX 79968
| | - Christina E. D’Arcy
- Department of Biological Sciences, The University of Texas at El Paso, El Paso, TX 79968
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