1. Learning: Something STEM students do, not something done to them. Using original research to stimulate student learning Department of Biology; Division of Science, Math and Engineering Metropolitan Community College, Kansas City Metropolitan Area Robin Ann Craig-Carriaga (Robin.Craig-Carriaga@mcckc.edu), Terry Davin (Terry.Davin@mcckc.edu), Todd Martin (Todd.Martin@mcckc.edu), Tristan Londre (Tristan.Londre@mcckc.edu), Rachel Smith (Rachel.Smith@mcckc.edu )Robin.Craig-Carriaga@mcckc.eduTerry.Davin@mcckc.eduTodd.Martin@mcckc.eduTristan.Londre@mcckc.eduRachel.Smith@mcckc.edu 2 Year Public Community College Fall 2013 Enrollment: 19,234 Faculty (FT/PT) Biology 21/40 Chemistry 6/24 Engineering 2/1 Geology 4/11 Mathematics 24/66 Physics 4/4 Types of Programs/Majors (Associates) Biology and Chemistry Engineering Applied Sciences Computer Sciences Student Diversity 43% Male and 57% Female 65% White, 17% Black, 9% Hispanic, 3% Asian 62% traditional age, 38% non- traditional Demographics Strengths Assessment: We have used a variety of assessments in our classes. We have begun to systematize our assessment and will continue to evaluate and revise these assessments. Student independent research. Sporadically, but is now in the process of being expanded to all campuses, or adjuncts and other courses. Areas for enhancement Metacognition. We are starting to emphasize metacognition in in our Introduction to College course, but it is still hit and miss. Best Practices, some faculty are usingsome best practices, but as a multi-campus system it is difficult to share ideas and exchange best practices Department Evaluation Rubric Alu Detection Lab Midwest and Great Plains Regional Network The PULSE Midwest and Great Plains Regional Network is supported by award #1355894 from the National Science Foundation STEM Student Poster Session Undergraduate students representing 5 courses (General Biology, Zoology, Microbiology and Organic Chemistry) and under the direction of 5 faculty participated in a STEM poster session that served to: - Promote student-centered, inquiry-based learning - Actively engage students in scientific methodology - Introduce students to professional scientific presentations - Initiate dialogue with students outside of the department - Highlight departmental course offerings to campus Students in Zoology and Microbiology (T.D., R.A. C-C) were responsible for designing, conducting and trouble-shooting independent hypothesis-driven research projects, culminating in formal classroom presentations or papers and the departmental STEM poster session. Zoology – T. Davin Brainstorming Practice Research techniques Experimental Design Statistical Analysis Conduct Experiments Presentation of results Microbiology: R.A. C-C -Clinically or physiologically relevant research focus required -Must be supported by strong rationale and peer-reviewed scientific literature -Experimental design reviewed by peers in lab -Microbiological methodologies presented in lab were used independently -Aseptic sample collection -Inoculation -Tests performed: biochemical, temperature, differential media, motility, antibiotic and chemical—sensitivity, microbial identification Connections and Collaborations -Develop connections with other faculty from area community colleges and transfer institutions -Compare best practices -Track outcomes -Insure curriculum alignment -Research collaborations -Innovative approaches to incorporate into MCCKC curriculum -Co-taught molecular biology laboratory involving 48 undergraduate students representing 4 courses (T.D., R.A. C-C) -Hands-on introduction to Nobel- winning technology and molecular biology techniques -Students participated in: -Sample collection, DNA isolation, PCR and DNA gel electrophoresis