What we have to learn to do, we learn by doing What we have to learn to do, we learn by doing Strengthening the Undergraduate Research Experience: A National Perspective Professor James A. Hewlett Executive Director Community College Undergraduate Research Initiative

What we have to learn to do, we learn by doing Rationale for UR as a pedagogy

What we have to learn to do, we learn by doing

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 (specifically – 1 st two years) Studies should be interdisciplinary with math fully integrated Content delivered with inquiry-based methods (ex. PBL) Teach science in a collaborative setting - students explore questions with others. Multiple levels of mentorship This is the “WHAT”…not the “HOW”

What we have to learn to do, we learn by doing Disruptive “shark fin” Innovation Are the Early Majority now late?

What we have to learn to do, we learn by doing Innovating in Higher Ed Literature is rich with the “why” and “what,” but lacking in the “how”

What we have to learn to do, we learn by doing Issue 1: Evaluation vs. Research “Evidence for the benefit of research experiences from the 60 reviewed studies published in the last 5 years is limited.” “The field needs agreed-upon criteria for undergraduate research experiences and validated, generalizable assessments for these criteria.”

What we have to learn to do, we learn by doing Program Rich: Data Poor? The Science Education Alliance—Phage Hunters Advancing Genomics and Evolutionary Science: Genome Consortium for Active Teaching (Synthetic Biology)- National but Decentralized Genomics Education Partnership (Drosophila Genomics) – Multiple Institutions Vertically Integrated Projects Program (Interdisciplinary, 15 Campuses). Scaffolding Approach for Undergraduate Biology Using Yeast – conversion of 3 semester introductory biology courses to promote research - NC A&T University. Freshman Research Initiative – University of Texas, Austin College of Natural Sciences Community College Undergraduate Research Initiative (50 institutions nationwide) Center for Interdisciplinary Biological Inspiration in Education and Research (UC Berkeley) The Dynamic Genome Project (UC, Riverside) Multi-semester Center for Authentic Science Practice in Education

What we have to learn to do, we learn by doing Spectrum Apprentice model Low F:S ratio Outside coursework Summer Paid CURE model High F:S ratio Course Embedded Academic Year Credit Spectral structure of the experience limits meta analyses

What we have to learn to do, we learn by doing Issue 2: Incompatible Culture Lack of training on innovation (faculty and leadership) Incompatible promotion, merit and tenure structure Risk aversion Risk management and command and control response Centralized decision-making powers (micromanagers) The concept of the “job description” The silo effect (ex. Departments, Colleges, Institutions) Rigorous applications of policies and procedures (one size)

What we have to learn to do, we learn by doing Understanding your culture Lack of financial resources 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 Results of a 2004 self study at Finger Lakes Community College

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 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 DNA barcoding and the Finger Lakes Invertebrate Biodiversity Study (FLIBS)

What we have to learn to do, we learn by doing CCLI/TUES/IUSE: $5.7M Total Funding

What we have to learn to do, we learn by doing PI James Hewle tt Executive Director Mike Tiberio Senior Laboratory Technician Heather Bock Project Director Kelsey Castro, Assistant Project Director Tracy White Case Study/Curriculum Editor Case Writing Team Co-PIs John VanNiel Darren Mattone Co-PIs Diana Spencer Virginia Balke 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 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 COLLABORATORS Bellvue Community College Mass Bay Community College Montgomery County Community College

What we have to learn to do, we learn by doing National Attention on the “How” Convocation on Integrating Discovery-Based Research May 11-13, 2015 National Academy of Sciences Building 2101 Constitution Ave NW Washington DC Funding: Helmsley Trust, Sloan Foundation, and HHMI Lead: Board on Life Sci. (Division of Earth and Life Studies)

What we have to learn to do, we learn by doing Strengthening Research Experiences for Undergraduate STEM Students Ongoing NRC Consensus Study and Report Funded by the National Science Foundation Lead: Board on Science Education (Division on Behavioral and Social Sciences and Education)

What we have to learn to do, we learn by doing Join the Conversation On LinkedIn – Community College Undergraduate Research Initiative On Twitter and #ccuriusa

What we have to learn to do, we learn by doing Integrating Discovery-Based Research into the Undergraduate Curriculum: Report of a Convocation Printed copies and postcards available here

What we have to learn to do, we learn by doing The Hook Intro Biology (BIO 121) – “DNA is for the birds” – Three lab sequence DNA extraction PCR Electrophoresis BIO 291 = CURE

What we have to learn to do, we learn by doing It’s NOT O.K.