UNT-HHMI Transitions
Summer Workshop (TSW) and
Transitions Summer Research
Experience (TSRE)
Mark Burleson and Lee Hughes
Only 21% of student who initially enroll in community college
finish a bachelor’s degree within six years
(United States Department of Education. 2005. Beginning postsecondary
students: data analysis system. Technical report, National Center for
Education Statistics).
Attending a community college negatively affects graduation
with a bachelor’s degree
(Doyle, W.R. 2008. The effect of community college enrollment on
bachelor’s degree completion. Economics of Education Review 28, 199206)
Can increase the time needed to graduate with a bachelor’s
degree by 0.4 to 1.0 years
(Leigh, D.E. and Gill, A.M. 2003. Do community colleges really divert
students from earning bachelor’s degrees? Economics of Education
Review 22, 23-30).
The Problems:
In 2008, the Texas Higher Education Coordinating
Board addressed the issue of transfer students and
identified a number of academic and nonacademic
factors that affect successful completion of the
bachelor’s degree by transfer students.
1) Underprepared transfers from community colleges
into four year institutions.
2) Performance in foundational course work.
3) Student engagement in the campus community.
The Goals:
To improve transfer and minority student academic
success leading to the bachelor’s degree and
participation in research leading to graduate school.
To develop new integrative lecture and laboratory
courses that focus on critical thinking and technical
research skills.
To expand access to undergraduate research
opportunities.
To strengthen ties with the Dallas County Community
College District.
HHMI
Howard Hughes Medical Institute
One of the largest private funding organizations for
biological and medical research in the United States.
UNT received a grant to train and support transfer
students from community colleges who are interested
in research careers.
http://www.hhmi.org/index.html
UNT-HHMI Programs
For biology/biochemistry majors who intend to transfer
and complete their degree at a University
Transitions Summer Workshop (TSW)
- An academic/research skills workshop for students at
or near end of freshman year.
Transitions Summer Research Experience
(TSRE)
- An opportunity for students at the end of their
sophomore year to work in a research lab.
UNT-HHMI TSRE Overview

For community college students at or near
the end of their Sophomore year

Students will experience research under
the mentorship of a UNT researcher

Should intend to transfer to a university
(Hopefully UNT) for their Junior year to
major in Biology or Biochemistry.
What TSRE offers

$1,500 stipend for students with
additional stipend for room and board

Stipend for supplies to research mentor

Students who continue their research
project after transferring to UNT,
another stipend for supplies will be
available to their mentor during their
first academic year at UNT
UNT-HHMI TSW Overview

TSW is for students at or near the end of
their Freshman Year

Students should intend to return to
community college to complete their
Sophomore year

Should intend to major in Biology or
Biochemistry at a University
UNT-HHMI TSW Overview
cont.

Partnered with DCCCD (7 Metroplex
campuses) but students from any
community college are welcomed to apply.

A co-instructor is chosen each year from
the different DCCCD campuses
What TSW Offers

$1500 Stipend for students

Additional stipend for living expenses will
be provided for room and board

In the academic year following TSW,
students will be invited to attend 4
seminars and receive $100 stipend for
attending each event. 90% participation
to date.
Applicant Admissions Evaluation
Metric
1st Generation (+2)
 Financial Need (+2)
 Statement (1 - poor, 4 - adequate, 6- good, 8- very good, 10- excellent)
 Recommendation (1- poor, 4- adequate, 6- good, 8- very good, 10- excellent)
 GPA
 Graduation Date

TSW Components:
Lecture – 2 hours covering
academic and research topics
Lab – 3 hours covering phage
isolation (National Genomics
Research Initiative) and learning
laboratory techniques
TSW Topics
Research Topics
 Lab Safety: Chemical
Compliance, UNT Risk
Management.
 Solution Chemistry
 Measurement,
Weighing, Pipetting
 Lab Tours
 Data Keeping
 Data Analysis
Academic Topics







Transfer Info.
Literature Searches
Scientific Writing
Speakers/Seminars
Bioethics
Critical Thinking
UNT Resources
◦ Learning Center
◦ Career Center
◦ Library
End of program
symposium
Degree Requirements
•
Completing the Pre-major
• The first priority!
•
Math Requirements
• Math is key to beginning science courses
•
Other Requirements:
• Technical writing
Biology Pre-Major Requirements
(Items in Red are for Bachelor of Arts ONLY)
Pre-major Biology Course Requirements (must complete each with a grade of C or better)
BIOL 1710/1730
4 hrs.
Principles of Biology I with Laboratory
BIOL 1720/1740
4 hrs.
Principles of Biology II with Laboratory
Select two of the following
choices:
a. BIOL 2041/2042
4 hrs
Microbiology with Laboratory
b. BIOL 2140
3 hrs.
Principles of Ecology
c. BIOL 2241
3 hrs.
Biology of Higher Plants
d. BIOL 2301/2311/2302/2312 8 hrs.
Human Anatomy & Physiology I & II with Laboratories
Animal Biodiversity & Conservation
e. BIOL 2980
3 hrs.
Pre-major Chemistry Course Requirements (must complete each with a grade of C or better)
CHEM 1410/1430
4 hrs.
General Chemistry I with Laboratory
CHEM 1420/1440
4 hrs.
General Chemistry II with Laboratory
CHEM 2370/3210
4 hrs.
Organic Chemistry I with Laboratory
Pre-major Mathematics Course Requirement (May be satisfied by placement)
3-5 hrs. Pre-calculus or Probability & Statistics (or equivalent as
MATH 1610 or MATH 1650 or
MATH 1680
determined by Dept. of Mathematics)
Other Pre-major Requirements
Have at least a 2.5 GPA on the required biology, chemistry, and mathematics courses listed above;
Have a minimum 2.5 overall grade point average.
TSW Library Page
Phages Laboratory Activity
Phage Hunters Advancing Genomics and Evolutionary Science
(PHAGES)

Adapted from full-year program for classroombased research laboratory for freshmen
◦ Developed by HHMI and the University of Pittsburgh
based on the research of Dr. Graham Hatfull

For TSW program, participants work in team to
isolate novel bacteriophage from the soil
◦ Host organism: Mycobacterium smegmatis

Phage isolates are characterized and added to a
national Mycobacterium phage database
Phage LQ88
- Isolated during TSW 2011
HindIII
ClaI
EcoRI
HaeIII
DNA ladder
Uncut DNA
BamHI
Students purify isolates and then
characterize them using:
-Electron microscopy
-DNA isolation
-DNA Restriction analysis
-DNA gel electrophoresis
LQ88 restriction digest
and gel electrophoresis
Program Assessment
LASSIE, SURE and CURE
Systemic Research, Inc.
34 Noreen Road Mansfield, MA 02048
1: Finalization of logic model and evaluation framework, and assessment
master plan
2: Key Indicator System
3: Diagnostic Survey of Independent Research Skills
4: Survey of Undergraduate Research Experiences (SURE) and Classroom
Undergraduate Research Experience (CURE)
5: Participant surveys
6: Interview, observation, and site visit protocols
7: Student Progress Management System
8: Participation and observation of selected program activities
9: Evaluation reports
Key evaluation questions are aligned with TSW objectives:
• To what extend did the Dallas Community College District (DCCD)
students participate in the HHMI Transitions Summer Workshop?
• To what extend did TSW teach academic skills and knowledge in
biology or biochemistry?
• To what extend did TSW teach laboratory techniques and
research methods?
• To what extend did TSW provide academic and career advising
for successful transition to a bachelor degree program?
• How satisfied were students with the TSW program components‐
Summer program and Fall seminars?
• To what extent did TSW impact students to transfer to UNT or
other four year institutions, and continue working on research
projects?
Learning And Study Strategies Inventory
UNT demographics:
Hispanic
12.1%
Black
10.3%
Asian
4.9%
White
47.4
Am. Indian
0.98%
UNT demographics:
Male/female
about 50/50
Students were not actively involved in science-related
activities before applying to TSW.
Prior to participating TSW program, all participants expected to:
• learn lab techniques and research skills
• obtain academic planning and transfer information
• career advice
• learning experience
After completion of the program, students reported that the best part
of the program was:
1. lab experiment
2. academic and career advice
3. learning environment
4. team research
5. science lab and building tours
Laboratory Tour
Academic Plans:
Two students changed
their plan to transfer
to four year college or
university before
completion of the
Associates.
Less students in
medical degree and
Master’s degree, but
one increase in Ph.D.
program.
TSW positively and significantly increased plans to apply
for scholarships and pursue a career that includes
research.
Perceptions regarding science did not change
Even if I forget the facts, I'll still be able to use the thinking skills I learn in science.
(strongly agree)
You can rely on scientific results to be true and correct. (agree)
When scientific results conflict with my personal experience, I follow my experience in
making choices. (disagree)
Students who do not major/ concentrate in science should not have to take science
courses. (disagree)
Science is not connected to non-science fields such as history, literature, economics,
or art. (strongly disagree)
When experts disagree on a science question, it's because they don't know all the
facts yet. (neutral)
Since nothing in science is known for certain, all theories are equally valid. (neutral)
Perceptions regarding problem solving and
learning did not change
The process of writing in science is helpful for understanding
scientific ideas. (strongly agree)
I wish science instructors would just tell us what we need to
know so we can learn it. (disagree)
Creativity does not play a role in science. (strongly disagree)
I get personal satisfaction when I solve a scientific problem
by figuring it out myself. (slightly disagree)
I can do well in science courses. (strongly agree)
There is too much emphasis in science classes on figuring
things out for yourself. (neutral)
Summary
Unchanged:
Plans to take other research-based lab courses.
Plans to pursue career in STEM-related field.
Student Perception Regarding Science, Scientist and Scientific
Thinking
Student Perception Changes Regarding Lab Experiments,
Problem Solving and Learning
Summary
Positive Changes:
Regarding the student’s plan to engage in STEM or research
activities, pre‐post paired T‐tests indicate changes are statistically
significant for both‐
“apply for science‐ or math‐focused scholarship or
fellowship as an undergraduate (p=0. 0552),” and
“plan to pursue a career that has a laboratory research
component (p=0. 0062).”
TSW gave positive impacts on students’ attitude changes towards
more advanced degree and research‐involved career option.
Acknowledgments
Howard Hughes Medical Institute
(2010 Science Education Grant #52006955)
Allyson Gardner (UNT Learning Center)
Erin O’Toole (UNT Libraries)
Dr. Keriman Livingston, (Richland College,
Department of Mathematics, Science and Health
Professions)
Dr. Jason Kim (Systemic Research, Inc.)
Gary Cocke
Contact Information
•
UNT-HHMI Programs Office:
• Life Sciences A205
• (940)369-7261
• http://hhmi.unt.edu
•
Biology Advising Office:
• Life Sciences A128
• (940) 565-3627
• biology@unt.edu