What we have to learn to do, we learn by doing What we have to learn to do, we learn by doing Community College Undergraduate Research Initiative Scottsdale Plaza Resort Scottsdale, AZ October 16-19, 2014

What we have to learn to do, we learn by doing Logistics Welcome Introductions Schedule Teambuilding options Friday debrief Reimbursements

What we have to learn to do, we learn by doing TUES Type III : We’re It (no pressure) $4.37M Total Funding

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

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 Jackie Crisman Co-PIs Jake Jacob 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 Rationale for UR as a pedagogy

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

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

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

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

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

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

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 ? ? ? ? ? ?

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?

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? NOT PREPARED ??

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

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 Expression, purification, and evaluation of enzymatic activity of DHFR

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

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

What we have to learn to do, we learn by doing Program Development Map 1.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 program 6.Assess and Track

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

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

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

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

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 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)

What we have to learn to do, we learn by doing Web, Print, Dissemination

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)

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