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Community College Undergraduate Research Initiative

Community College Undergraduate Research Initiative. Scottsdale Plaza Resort Scottsdale, AZ October 16-19, 2014. Logistics. Welcome Introductions Schedule Teambuilding options Friday debrief Reimbursements. TUES Type III : We’re It (no pressure) $4.37M Total Funding. Breaking Ground.

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Community College Undergraduate Research Initiative

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  1. Community College Undergraduate Research Initiative Scottsdale Plaza Resort Scottsdale, AZ October 16-19, 2014

  2. Logistics • Welcome • Introductions • Schedule • Teambuilding options • Friday debrief • Reimbursements

  3. TUES Type III : We’re It (no pressure)$4.37M Total Funding

  4. Breaking Ground

  5. Co-PIs John VanNiel Jackie Crisman Co-PIs Jake Jacob Virginia Balke PARTNERS Anoka Ramsey CC Austin CC Capital CC Central Wyoming College Cochise College Edmonds CC Everett CC Florida Keys CC Gaston College Glendale CC Ivy Tech CC Kapiolani CC Lake Wash Inst. Of Tech. McLennan CC HSI Partners Del Mar CommunityCollege Estrella Mountain CommunityCollege LoneStarCommunityCollege Los MedanosCommunityCollegeMesa CommunityCollege Pueblo CommunityCollege Trinidad State Mesalands CC Messa CC Midland College Moreno Valley College Muskegon CC North Hennepin CC Piedmont Tech College Portland CC Redlands CC Seminole State College Truckee Meadows CC Tulsa CC Volunteer State CC COLLABORATORS Bellvue Community College Mass Bay Community College Montgomery County Community College

  6. Rationale for UR as a pedagogy

  7. Recommended Solutions - Reform • Content delivered through process thinking (students explore their own questions) • Research experience as early as possible in the educational pathway (for all students) • Science studies should be interdisciplinary with math fully integrated • Content delivered with inquiry-based methods (ex. PBL) – learn through exploration • Teach science in a collaborative setting - students explore their questions with others. • Multiple levels of mentorship

  8. Recommended Solutions - Reform • Content delivered through process thinking (students explore their own questions) • Research experience as early as possible in the educational pathway (for all students) • Science studies should be interdisciplinary with math fully integrated • Content delivered with inquiry-based methods (ex. PBL) – learn through exploration • Teach science in a collaborative setting - students explore their questions with others. • Multiple levels of mentorship

  9. Recommended Solutions - Reform • Content delivered through process thinking (students explore their own questions) • Research experience as early as possible in the educational pathway (for all students) • Science studies should be interdisciplinary with math fully integrated • Content delivered with inquiry-based methods (ex. PBL) – learn through exploration • Teach science in a collaborative setting - students explore their questions with others. • Multiple levels of mentorship

  10. Recommended Solutions - Reform • Content delivered through process thinking (students explore their own questions) • Research experience as early as possible in the educational pathway (for all students) • Science studies should be interdisciplinary with math fully integrated • Content delivered with inquiry-based methods (ex. PBL) – learn through exploration • Teach science in a collaborative setting - students explore their questions with others. • Multiple levels of mentorship

  11. Recommended Solutions - Reform • Content delivered through process thinking (students explore their own questions) • Research experience as early as possible in the educational pathway (for all students) • Science studies should be interdisciplinary with math fully integrated • Content delivered with inquiry-based methods (ex. PBL) – learn through exploration • Teach science in a collaborative setting - students explore their questions with others. • Multiple levels of mentorship

  12. Recommended Solutions - Reform • Content delivered through process thinking (students explore their own questions) • Research experience as early as possible in the educational pathway (for all students) • Science studies should be interdisciplinary with math fully integrated • Content delivered with inquiry-based methods (ex. PBL) – learn through exploration • Teach science in a collaborative setting - students explore their questions with others. • Multiple levels of mentorship

  13. Convinced ! • Molecular Ecology Research Program at FLCC in 2001 • Students incorporated in 2002 • Success ? ? ? ? ? ?

  14. Self-study • Many reports are solution driven and not focused on root causes. • Root Cause Analysis (RCA): Identify conditions (causes) and then keep asking WHY? • Every recommended reform effort should connect to a root cause, and presented with a solution that can be implemented…ie. HOW?

  15. NOT PREPARED Simple RCA“5 Whys” Why? Missing basic coursework Unable to work independently Why? Consider the following reported barrier: “Our students are not prepared for the UR experience” Poor advising Lack of experience Why? Nodes / points of ignorance: - need more information - where solutions are constructed Advised too late Not integrated into HS and freshman coursework ? ? Why?

  16. RCA at Finger Lakes Community College • Lack of financial resources • An Incompatible faculty model (ex. Teaching load) • Lack of faculty preparation (research and PBL) • Lack of access to a community of CC researchers - Networks • Lack of four-year school research collaborations - Networks • Support from administrators tied to a lack of administrator understanding of reform recommendations

  17. FLCC TODAY Ecological Consequences of Continual Volcanic Activity on the Lizard, Anolislividus, from Montserrat New York State Black Bear population dynamics North American river otter (Lontracanadensis) population studies Process development / optimization of the upstream steps of biofuel production from switch grass Varietal fruit composition and vigor characteristics Expression, purification, and evaluation of enzymatic activity of DHFR Indicators of stress in corals and the use of biomarkers for the early detection of symbiotic breakdown.

  18. Benefits of UR? CCURI value added is not in revealing benefits of UR….. Rich literature CCURI uniqueness • First and Second Year experience • Transfer component • Community Colleges • Underrepresented minorities in STEM

  19. Indirect Network Value Initial $24,000 investment in program development $1.2M in economic impact

  20. Program Development Map • Become educated (campus-wide) on the “why?” • “Plug-In” to existing networks of CC UR programs and resources. • Conduct self-studies to reveal institutional barriers (tools available to help) • Adopt and/or adapt a model to address those barriers (or develop one de novo) • Include infrastructural elements to support UR program • Assess and Track

  21. CCURI Model • Intro Course curriculum reform – “the hook” • Opportunities for advanced exploration (CURE PURE SURE) • Faculty skill and network development = CCURI

  22. Course Reform: Creating the Hook • CSM Training by faculty • CSM training and writing by a team • Expansion beyond CSM to other methods – PBL, Teaching with Data

  23. Your CCURI Strategic Plan • SURE, CURE, PURE structure (curriculum integration) • Research Project / Program Descriptions • Collaborations (current and planned) • Faculty Development Plan • Program Development Supply and Budget Needs • Evaluation and Sustainability • Infrastructure • Grant and/or business office • IRB and IACUC

  24. Unsustainable Elements • Paying faculty stipends and release time to teach • Student stipends and summer salaries • Student emigration to obtain their UR experience – keep in “in house” • Short-term or one-time research questions / programs / projects • Instrumentation and Equipment HEAVY • Disconnected from regular academic programming BARRIERS? – barrier analysis

  25. CCURI Support for program development • Fall Strategic Planning Workshop • Faculty release time (project development) • Faculty / Professional Development • Spring conference (Portland, OR) May 20-22 for faculty AND students • $2,000 supply line for project development (justification) • Site visits from current CCURI programs (research) • Site visits from CCURI leadership (administrative)

  26. Web, Print, Dissemination

  27. Evaluation • Institutional Impact • “soft” (culture) • “hard” (courses, curriculum, networks) • Faculty Impact • “soft” (attitudes, collaboration) • “hard” (research and pedagogical skills) • Student Impact • “soft” (attitudes and decisions) • “hard” (persistence, achievement)

  28. Join the Conversation • www.ccuri.org • www.facebook.com/ccuriusa • On LinkedIn – Community College Undergraduate Research Initiative • On Twitter (@stxhook) and #ccuriusa

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