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www.ccuri.org
What we have to learn to do, we learn by doing
www.ccuri.org
What we have to learn to do, we learn by doing
Community College Undergraduate Research Initiative
Scottsdale Plaza ResortScottsdale, AZ
October 16-19, 2014
www.ccuri.org
What we have to learn to do, we learn by doing
Logistics• Welcome• Introductions• Schedule• Teambuilding options• Friday debrief • Reimbursements
www.ccuri.org
What we have to learn to do, we learn by doing
TUES Type III : We’re It (no pressure)$4.37M Total Funding
www.ccuri.org
What we have to learn to do, we learn by doing
Breaking Ground
www.ccuri.org
What we have to learn to do, we learn by doing
PI
James HewlettExecutive Director
Mike TiberioSenior Laboratory
Technician
Heather BockProject Director
Kelsey Castro, Assistant Project Director
Tracy WhiteCase Study/Curriculum
Editor
Case Writing Team
Co-PIsJohn VanNiel
Jackie Crisman
Co-PIsJake Jacob
Virginia Balke
PARTNERSAnoka Ramsey CC Austin CC Capital CCCentral Wyoming CollegeCochise CollegeEdmonds CC Everett CC Florida Keys CC Gaston College Glendale CC Ivy Tech CC Kapiolani CCLake Wash Inst. Of Tech. McLennan CC
Mesalands CCMessa CCMidland College Moreno Valley CollegeMuskegon CCNorth Hennepin CCPiedmont Tech College Portland CCRedlands CCSeminole State College Truckee Meadows CC Tulsa CC Volunteer State CC
HSI PartnersDel Mar Community College
Estrella Mountain Community CollegeLone Star Community College
Los Medanos Community CollegeMesa Community College
Pueblo Community CollegeTrinidad State
COLLABORATORSBellvue Community College
Mass Bay Community CollegeMontgomery County Community College
www.ccuri.org
What we have to learn to do, we learn by doing
Rationale for UR as a pedagogy
www.ccuri.org
What we have to learn to do, we learn by doing
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
www.ccuri.org
What we have to learn to do, we learn by doing
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
www.ccuri.org
What we have to learn to do, we learn by doing
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
www.ccuri.org
What we have to learn to do, we learn by doing
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
www.ccuri.org
What we have to learn to do, we learn by doing
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
www.ccuri.org
What we have to learn to do, we learn by doing
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
www.ccuri.org
What we have to learn to do, we learn by doing
Convinced !• Molecular Ecology
Research Program at FLCC in 2001
• Students incorporated in 2002
• Success ? ? ? ? ? ?
www.ccuri.org
What we have to learn to do, we learn by doing
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?
www.ccuri.org
What we have to learn to do, we learn by doing
Simple RCA“5 Whys”
Nodes / points of ignorance: - need more information - where solutions are constructed
Consider the following reported barrier: “Our
students are not prepared for the UR experience”
Unable to work independently
Poor advising
Lack of experience
Advised too late
Not integrated into HS and freshman coursework
Missing basic coursework
Why?
Why?
Why?
Why?
NOT PREPARED
? ?
www.ccuri.org
What we have to learn to do, we learn by doing
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
www.ccuri.org
What we have to learn to do, we learn by doing
FLCC TODAYEcological Consequences of Continual Volcanic Activity on the Lizard, Anolis lividus, from Montserrat
North American river otter (Lontra canadensis) population studies
Indicators of stress in corals and the use of biomarkers for the early detection of symbiotic breakdown.
Varietal fruit composition and vigor characteristics
New York State Black Bear population dynamics
Process development / optimization of the upstream steps of biofuel production from switch grass
Expression, purification, and evaluation of enzymatic activity of DHFR
www.ccuri.org
What we have to learn to do, we learn by doing
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
www.ccuri.org
What we have to learn to do, we learn by doing
Indirect Network Value
Initial $24,000 investment in program development$1.2M in economic impact
www.ccuri.org
What we have to learn to do, we learn by doing
Program Development Map1. Become educated (campus-wide) on the “why?”2. “Plug-In” to existing networks of CC UR
programs and resources.3. Conduct self-studies to reveal institutional
barriers (tools available to help)4. Adopt and/or adapt a model to address those
barriers (or develop one de novo)5. Include infrastructural elements to support UR
program6. Assess and Track
www.ccuri.org
What we have to learn to do, we learn by doing
• Intro Course curriculum reform – “the hook”
• Opportunities for advanced exploration (CURE PURE SURE)
• Faculty skill and network development = CCURI
CCURI Model
www.ccuri.org
What we have to learn to do, we learn by doing
• CSM Training by faculty• CSM training and
writing by a team• Expansion beyond CSM
to other methods – PBL, Teaching with Data
Course Reform: Creating the Hook
www.ccuri.org
What we have to learn to do, we learn by doing
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
www.ccuri.org
What we have to learn to do, we learn by doing
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
www.ccuri.org
What we have to learn to do, we learn by doing
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)
www.ccuri.org
What we have to learn to do, we learn by doing
Web, Print, Dissemination
www.ccuri.org
What we have to learn to do, we learn by doing
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)
www.ccuri.org
What we have to learn to do, we learn by doing
Join the Conversation• www.ccuri.org• www.facebook.com/ccuriusa• On LinkedIn – Community College
Undergraduate Research Initiative• On Twitter (@stxhook) and #ccuriusa
