Presentation on theme: "UNT-HHMI Transitions Summer Workshop (TSW) and Transitions Summer Research Experience (TSRE) UNT-HHMI Transitions Summer Workshop (TSW) and Transitions."— Presentation transcript:
UNT-HHMI Transitions Summer Workshop (TSW) and Transitions Summer Research Experience (TSRE) 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, 199- 206) 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: 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 Academic Topics Lab Safety: Chemical Compliance, UNT Risk Management. Solution Chemistry Measurement, Weighing, Pipetting Lab Tours Data Keeping Data Analysis 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
Pre-major Biology Course Requirements (must complete each with a grade of C or better) BIOL 1710/1730 BIOL 1720/1740 Select two of the following choices: a. BIOL 2041/2042 b. BIOL 2140 c. BIOL 2241 d. BIOL 2301/2311/2302/2312 e. BIOL 2980 4 hrs. 4 hrs 3 hrs. 8 hrs. 3 hrs. Principles of Biology I with Laboratory Principles of Biology II with Laboratory Microbiology with Laboratory Principles of Ecology Biology of Higher Plants Human Anatomy & Physiology I & II with Laboratories Animal Biodiversity & Conservation Pre-major Chemistry Course Requirements (must complete each with a grade of C or better) CHEM 1410/1430 CHEM 1420/1440 CHEM 2370/3210 4 hrs. General Chemistry I with Laboratory General Chemistry II with Laboratory Organic Chemistry I with Laboratory Pre-major Mathematics Course Requirement (May be satisfied by placement) MATH 1610 or MATH 1650 or MATH 1680 3-5 hrs.Pre-calculus or Probability & Statistics (or equivalent as 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. Biology Pre-Major Requirements (Items in Red are for Bachelor of Arts ONLY)
Adapted from full-year program for classroom- based 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 Phages Laboratory Activity Phage Hunters Advancing Genomics and Evolutionary Science (PHAGES)
Students purify isolates and then characterize them using: -Electron microscopy -DNA isolation -DNA Restriction analysis -DNA gel electrophoresis LQ88 restriction digest and gel electrophoresis DNA ladder Uncut DNA BamHI ClaI EcoRI HaeIII HindIII
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?
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
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.
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 science 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) Perceptions regarding problem solving and learning did not change
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. Summary
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 email@example.com