Learning: Something STEM students do, not something done to them. Using original research to stimulate student learningDepartment of Biology; Division of Science, Math and EngineeringMetropolitan Community College, Kansas City Metropolitan Area

Robin Ann Craig-Carriaga (Robin.Craig-Carriaga@mcckc.edu), Terry Davin (Terry.Davin@mcckc.edu), Todd Martin

(Todd.Martin@mcckc.edu), Tristan Londre (Tristan.Londre@mcckc.edu), Rachel Smith (Rachel.Smith@mcckc.edu)

• 2 Year Public Community College

• Fall 2013 Enrollment: 19,234

• Faculty (FT/PT)

•Biology 21/40

•Chemistry 6/24

•Engineering 2/1

•Geology 4/11

•Mathematics 24/66

•Physics 4/4

•Types of Programs/Majors (Associates)

•Biology and Chemistry

•Engineering

•Applied Sciences

•Computer Sciences

• Student Diversity

•43% Male and 57% Female

•65% White, 17% Black, 9% Hispanic, 3% Asian

•62% traditional age, 38% non-traditional

Demographics

Strengths• Assessment: We have used a variety of assessments

in our classes. We have begun to systematize our assessment and will continue to evaluate and revise these assessments.

• Student independent research. Sporadically, but is now in the process of being expanded to all campuses, or adjuncts and other courses.

Areas for enhancement• Metacognition. We are starting to emphasize

metacognition in in our Introduction to College course, but it is still hit and miss.

• Best Practices, some faculty are usingsome best practices, but as a multi-campus system it is difficult to share ideas and exchange best practices

Department Evaluation RubricAlu Detection Lab

Midwest and Great PlainsRegional Network

The PULSE Midwest and Great Plains Regional Network is supported by award #1355894 from the National Science Foundation

STEM Student Poster Session

Undergraduate students representing 5 courses (General Biology, Zoology, Microbiology and Organic Chemistry) and under the direction of 5 faculty participated in a STEM poster session that served to:- Promote student-centered, inquiry-based learning- Actively engage students in scientific methodology- Introduce students to professional scientific presentations- Initiate dialogue with students outside of the department- Highlight departmental course offerings to campus

Students in Zoology and Microbiology (T.D., R.A. C-C) were responsible for designing, conducting and trouble-shooting independent hypothesis-driven research projects, culminating in formal classroom presentations or papers and the departmental STEM poster session.

Zoology – T. Davin• Brainstorming• Practice Research techniques• Experimental Design• Statistical Analysis• Conduct Experiments• Presentation of results

Microbiology: R.A. C-C- Clinically or physiologically relevant research focus required

- Must be supported by strong rationale and peer-reviewed scientific literature

- Experimental design reviewed by peers in lab- Microbiological methodologies presented in lab were used

independently- Aseptic sample collection- Inoculation- Tests performed: biochemical, temperature, differential

media, motility, antibiotic and chemical—sensitivity, microbial identification

Connections and Collaborations

- Develop connections with other faculty from area community colleges and transfer institutions- Compare best practices - Track outcomes- Insure curriculum alignment- Research collaborations- Innovative approaches to incorporate into

MCCKC curriculum

- Co-taught molecular biology laboratory involving 48 undergraduate students representing 4 courses (T.D., R.A. C-C)

- Hands-on introduction to Nobel-winning technology and molecular biology techniques

- Students participated in:- Sample collection, DNA

isolation, PCR and DNA gel electrophoresis