Community College Undergraduate Research
Initiative
Scottsdale Plaza Resort
Scottsdale, AZ
October 16-19, 2014
www.ccuri.org
What we have to learn to do, we learn by doing
Logistics
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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
Co-PIs
John VanNiel
Jackie Crisman
Mike Tiberio
Senior Laboratory
Technician
James Hewlett
Executive Director
Co-PIs
Jake Jacob
Virginia Balke
Tracy White
Heather Bock
Case Study/Curriculum
Editor
Project Director
Kelsey Castro, Assistant
Project Director
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
Case Writing Team
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
HSI Partners
Del Mar Community College
Estrella Mountain Community College
Lone Star Community College
Los Medanos Community College
Mesa Community College
Pueblo Community College
Trinidad State
www.ccuri.org
COLLABORATORS
Bellvue Community College
Mass Bay Community College
Montgomery County Community College
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
NOT
PREPARED
Why?
Missing basic
coursework
Simple RCA
“5 Whys”
Unable to work
independently
Why?
Consider the following
reported barrier: “Our
students are not prepared for
the UR experience”
Lack of
experience
Poor
advising
Why?
Not integrated into HS
and freshman
coursework
Advised too
late
?
Why?
?
Nodes / points of ignorance:
- need more information
- where solutions are
constructed
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 TODAY
Ecological Consequences of Continual Volcanic Activity
on the Lizard, Anolis lividus, from Montserrat
New York State Black Bear population dynamics
North American river otter (Lontra canadensis)
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.
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 Map
1.
2.
3.
4.
5.
6.
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
www.ccuri.org
What we have to learn to do, we learn by doing
CCURI Model
• Intro Course curriculum
reform – “the hook”
• Opportunities for
advanced exploration
(CURE PURE SURE)
• Faculty skill and network
development = CCURI
www.ccuri.org
What we have to learn to do, we learn by doing
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
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
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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
www.ccuri.org
What we have to learn to do, we learn by doing