icwes15 - undergraduate research initiative at a community college. presented by margaret e...

The 15th International Conference for Women Engineers and

Scientists (ICWES15)Adelaide, Australia15—22 July 2011

1

UNDERGRADUATE RESEARCH PROGRAM AT A COMMUNITY

COLLEGE

Margaret E. McCarthy1*, Beth C. McGinnis-Cavanaugh1*, Barbara S. Wurtzel1*

1 Springfield Technical Community College, One Armory Square, Springfield MA

01105

2

Abstract• National Research Council [USA] has charged Community Colleges

to consider instituting a foundation program to introduce students to science research.

• Initial focus will be a community of faculty "Research in Community" [RICE] to promote test-bed implementation and assessment as well as foster faculty buy-in across the campus.

• The plan will be coordinated with the existing Honors Program and current independent faculty / student research projects.

• The major goals:– enhance overall student experience– improving student performance and preparation– supporting student transfer opportunities– outreach to academic and community partners.

• This format is modeled on “Teaching in Community” specifically to provide better access for women in science to all aspects of the undergraduate experience.

3

http://www.mapsofworld.com/usa/states/massachusetts/maps/massachusetts-map.jpg

4

Commonwealth of Massachusetts

5

Western Massachusetts

6

Springfield Technical Community College 1967

7

STCC Number of programs: 86Areas of study:Arts, Humanities & Social Sciences, Business & Information Technologies, Engineering Technologies, Health and Human Services, Liberal Arts Transfer / General Studies, Mathematics, Science & Engineering TransferNumber of faculty and staff: 425 Class size: 25 studentsNumber of alumni: > 29,000Student enrollment:Average age = 24 Females = 59% Males = 41%, Full-time = 43% Technical Community College is a major resource for the economic vitality of Western Massachusetts. As the only technical community college in Massachusetts, STCC offers a variety of career programs unequalled in the state. Biotechnology, IT Security, Laser Electro-Optics, Nursing, Robotics, Sonography, Telecommunications and dozens of other career programs produce potential employees each year. STCC’s highly-regarded transfer programs in Business, Engineering, Liberal Arts, Science and Technology continue to provide the most economical option for students pursuing a four-year degree. With an enrollment of over 6,000 day, evening, weekend and online students

8

Student Enrollment Top Five:

Pre-Health Sciences,Liberal Arts/General Studies/Liberal Arts Transfer, Law Enforcement, Bilingual Core, Nursing. 827 students in Engineering Technology programs60 in the Engineering Transfer program.

9

Degrees & ProgramsAssociate Degree Programs

Fine Arts OptionLiberal Arts Transfer

Teacher Education Transfer OptionCommonwealth Transfer Compact Option

University Without Walls Option

Certificate ProgramHealth Aide Option

Degree Preparation ProgramsPre-Engineering Science Transfer Option

Pre-Health OptionBilingual Program OptionNon-Matriculating Option

11

Studies OptionsLTGS.AA -Transfer Option: for the student electing one of the degree or transfer programs

Commonwealth Transfer Compact OptionUniversity Without Walls Option

HTHC.GS -Pre-Health Option: for the student contemplating application to a program in the fields of Health Sciences or Nursing

ENGC.GS - Pre-Engineering/Science Transfer Option: for the student planning to major in the Science Transfer Option or to prepare for the Engineering Transfer program of the College

BLNG.GS - Bilingual Program: for students who need to develop English language skills, an intensive and accelerated curriculum in English As a Second Language, as well as transitional courses in mathematics and biology, with related counseling and support services

UNDC.NM - Non-Matriculating Option: for students not currently seeking acceptance into a STCC program

12

http://health.stcc.edu/School of Nursing

Nursing

School of Health & Patient Simulation

13

Clinical LabCosmetologyDental AssistantDental HygieneParamedic ProgramInterdisciplinary Health StudiesMedical AssistantMassage TherapyOccupational Therapy Assisting

Physical Therapy AssistantRespiratory CareNuclear MedicinePatient Care TechnicianSonographyRadiographySurgical Technology General Studies Health Core

Action Plan Phase I: 2010 – 2011 Academic Year

Phase I begins the formalization of the program with informational sessions for faculty and initial reporting to administration.

Goal: To introduce and infuse a culture of undergraduate research at STCC

Objectives

Determine characteristics of successful undergraduate research program at STCC

Determine how undergraduate research is compatible with a teaching institution and consistent with the teaching mission of the College

Promote “buy-in” of faculty

Identify methods to elevate participating faculty and students in the culture of the institution

Assess existing and required resources and support

Strategies

Outcomes

14




Objectives

Strategies

Formulation of RICE group

RICE meetings with STCC faculty

Compilation of faculty feedback from RICE sessions

Report to College President and Dean of Academic Affairs

Research funding sources and begin funding process

Outcomes

15




Objectives

Strategies

Outcomes

Preliminary working definition of undergraduate research at STCC

Preliminary formal articulation of program’s philosophy

Preliminary draft of overall program characteristics and structure

RICE approved by College President and Academic Dean

Formalization of first full RICE faculty cohort

16

Phase II: 2011 – 2012 Academic Year

Phase II represents the specific formalization of the program. The program will eventually fit within the Shared Governance structure as a standing committee, which also serves as a free standing authority for future funding requests.

Goal: To design a sustainable undergraduate research program

Objectives

Compile and analyze faculty feedback from RICE meetings

Evaluate existing library services and identify gaps

Inventory existing Honors projects and independent faculty research projects

Identify “test-bed” faculty and courses for pilot projects and faculty mentors

Set thresholds, pre-requisites, and criteria for participation

Identify realistic, sustainable incentives for faculty

Develop effective support structure for program

Determine satisfactory faculty incentives and adequate support

Strategies

Outcomes

17




Objectives

Strategies

Exploration of existing and planned learning communities to further program

Present definition of undergraduate research to Shared Governance

Outreach to Grants/Development and other sources for funding; initialization of contacts in academic/business/civic communities

Review, compilation, and presentation to College President and Dean of Academic Affairs

Outcomes

18




Objectives

Strategies

Outcomes

Formal definition of undergraduate research as approved by Shared Governance

Clarification of connection between undergraduate research and Honors Program

RICE becomes standing committee under Shared Governance

Fully-designed undergraduate research program at STCC approved by College President and Dean of Academic Affairs

Approval by Academic Curriculum Committee

19

Action Plan Phase III: 2012 – 2013 Academic Year

The STCC definition for undergraduate research will be finalized and a working program design will be fully implemented.

Goal: To implement fully-designed undergraduate research program

Objectives

Recruit and enroll qualified students

Pursue funding sources and outside resources

Comply with union contractual obligations and limitations

Strategies

Outcomes

20




Objectives

Strategies

Establish faculty mentors

Develop assessment and evaluation instruments to align with academic/industry standards (examples: ABET, Essential of Medical Technologies, Nursing)

Conduct outreach to other community colleges via reciprocal site visits

Conduct outreach to other campus and national organizations

Conduct outreach to local/state/national civic and business communities

Outcomes

21




Objectives

Strategies

Outcomes

Sufficient numbers of qualified and interested students and faculty; satisfactory projected enrollment

Formal assessment and evaluation underway

Collaboration with other academic, business, and community organizations with appropriate facilities, research programs, and opportunities for students

Recognition by STCC Board of Trustees

22

AssessmentStudents Faculty Institution

# participants # participants Increased collaboration with

local and peer institutions

Diversity of participants Diversity of programs offered Increased visibility in

community

Retention Retention Increased appeal to potential

students

Increased scores on faculty-

designed content/skill rubrics

Increased grant activity Increased grant funding

Number and quality of

presentations and publications

Increased collaboration with

faculty

Enhanced collegiality among

faculty and administration

Scholarship and transfer

success

New faculty researchers and

increased research publication

Better preparedness for four-

year institutions

Faculty feedback

Job and internship placement

Increased interest in STEM

Student feedback

23

ConclusionDirected by a clearly outlined three-year, three-phase process, the major goals of the initiative will be directed by the STCC definition of undergraduate research.

Characteristics of the successful program will be identified and tailored by input across the campus and the curriculum for the academic year 2012-2013.

The major goals:

enhance the overall student experience

improve student engagement, performance, and preparation

support student transfer opportunities; recruit

retain traditionally underrepresented groups in areas of study

foster outreach to academic, community, and industry partners.

24

References (Alphabetical)Boyd, MK, Wesemann, JL, & Frederick, KA 2009, Broadening participation in undergraduate research: fostering excellence and enhancing the impact. Council for Undergraduate Research, Washington, D. C. Bransford, J 2000, How people learn: brain, mind experience and school.National Academy Press, Washington, D. C. Council on Undergraduate Research & National Council for Institutional Administrators. 2010. Developing undergraduate research at community colleges: tapping the potential of all students, viewed 8 August, 2010. <http://www.cur.org/cclicommcoll.html >.Council on Undergraduate Research. Learning for research: frequently asked questions. Viewed 22 January, 2011 < http://www.cur.org/faq.html > Dolan, E 2010, ‘The last five years.’ CBE: Life Sciences Education, vol.9, no. 4, pp. 379-380, CBE: Life Sciences Education, American Society for Cell Biology, viewed 12 February 2010. Economic Development Council of Western Massachusetts. 2010. Knowledge corridor. Viewed 25 January 2011. <http://www.westernmassedc.com/Data__Demographics/knowledgecorridor/ >

25

References (continued)Engestrom Y, 2001, Expansive learning at work: toward an activity-theoretical reconceptualisation. University of London, Institute of Education.Ishiyama, J 2007, ‘Expectations and perceptions of undergraduate research expectations and perceptions of undergraduate mentoring comparing first generation, low income white/caucasian and African American students.’ College Student Journal, vol 41, no 3, pp. 540-549.Hunt, EB & Minstrell, J 1994 ‘A cognitive approach to the teaching of physics.’ In K McGilly (ed.) Classroom Lessons: Integrating Cognitive Theory and Classroom Practice. MIT Press, Cambridge (Massachusetts)Karukstis, K 2007, 'Alliances to promote undergraduate research.’ Journal of Chemical Education , vol 84, no 3, pp. 384-386, Journal of Chemical Education Online, viewed 10 February 2011.Karukstis, K 2006, ‘A Council on Undergraduate Research Council initiative to establish, enhance and institutionalize undergraduate research.’ Journal of Chemical Education, vol. 83, no. 3, pp.1744-1745, Journal of Chemical Education Online, viewed 10 February 2011.Karukstis, K 2007, The impact of undergraduate research on America's global competitiveness.’ Journal of Chemical Education, vol. 84, no.6, pp.912-915. Journal of Chemical Education Online, viewed 11 February 2011.

26

References (continued)Karukstis, K 2007, The impact of undergraduate research on America's global competitiveness.’ Journal of Chemical Education, vol. 84, no.6, pp.912-915. Journal of Chemical Education Online, viewed 11 February 2011.

Marx, RW, Blumenfeld, PC, Krajcik, JS & Soloway, E 1997, ‘Enacting project-based science.’ The Elementary School Journal, vol.97, no.4 pp.341-358.

Mojock, C, Keefer, R & Summer, D 2008, ‘Stop and smell the fries: collaborative bio-fuel research in the community college." Community College Journal of Research & Practice, vol. 32, no.11, pp. 892-894, Professional Development Collection. EBSCOhost,Viewed 12 February 2011.

Nagda BA.Gregerman, SR, Jonides, J. von Hippel, W & Lerner, JS. 1998,‘Undergraduate student-faculty research partnerships affect student retention.’ The Review of Higher Education.Vol. 22, no. 1, pp. 55-72. Viewed 21 May 2011 http://www-personal.umich.edu/~jjonides/pdf/1998_6.pdf

Nonaka, I & Takeuchi, H 1995, The knowledge creating company: how Japanese companies create the dynamics of innovation. Oxford University Press, New York.

Sadler, TD & McKinney, L 2010, ‘Scientific research for undergraduate students: a review of the literature.’ Journal of College Science Teaching vol.39, no. 5, pp. 43-49, Educator's Reference Complete, Ebscohost. viewed 12 February 2011.

Taraban, R & Blanton, RL 2007, Creating effective undergraduate research programs in science: the transformation from student to scientist. Teachers College Press, New York.

27

http://www-personal.umich.edu/~jjonides/pdf/1998_6.pdf







Contact Information

www.stcc.edu

Speaker: Margaret E McCarthy: [email protected]

Chairman Physics Department

Beth C. McGinnis-Cavanaugh:

[email protected]

Civil Engineer

Barbara S. Wurtzel: [email protected]

Reference Librarian

28

mailto:[email protected]



