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The 15th International Conference for Women Engineers and
Scientists (ICWES15)Adelaide, Australia15—22 July 2011
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UNDERGRADUATE RESEARCH PROGRAM AT A COMMUNITY
COLLEGE
Margaret E. McCarthy1*, Beth C. McGinnis-Cavanaugh1*, Barbara S. Wurtzel1*
1 Springfield Technical Community College, One Armory Square, Springfield MA
01105
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Abstract• National Research Council [USA] has charged Community Colleges
to consider instituting a foundation program to introduce students to science research.
• Initial focus will be a community of faculty "Research in Community" [RICE] to promote test-bed implementation and assessment as well as foster faculty buy-in across the campus.
• The plan will be coordinated with the existing Honors Program and current independent faculty / student research projects.
• The major goals:– enhance overall student experience– improving student performance and preparation– supporting student transfer opportunities– outreach to academic and community partners.
• This format is modeled on “Teaching in Community” specifically to provide better access for women in science to all aspects of the undergraduate experience.
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http://www.mapsofworld.com/usa/states/massachusetts/maps/massachusetts-map.jpg
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Commonwealth of Massachusetts
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Western Massachusetts
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Springfield Technical Community College 1967
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STCC Number of programs: 86Areas of study:Arts, Humanities & Social Sciences, Business & Information Technologies, Engineering Technologies, Health and Human Services, Liberal Arts Transfer / General Studies, Mathematics, Science & Engineering TransferNumber of faculty and staff: 425 Class size: 25 studentsNumber of alumni: > 29,000Student enrollment:Average age = 24 Females = 59% Males = 41%, Full-time = 43% Technical Community College is a major resource for the economic vitality of Western Massachusetts. As the only technical community college in Massachusetts, STCC offers a variety of career programs unequalled in the state. Biotechnology, IT Security, Laser Electro-Optics, Nursing, Robotics, Sonography, Telecommunications and dozens of other career programs produce potential employees each year. STCC’s highly-regarded transfer programs in Business, Engineering, Liberal Arts, Science and Technology continue to provide the most economical option for students pursuing a four-year degree. With an enrollment of over 6,000 day, evening, weekend and online students
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Student Enrollment Top Five:
Pre-Health Sciences,Liberal Arts/General Studies/Liberal Arts Transfer, Law Enforcement, Bilingual Core, Nursing. 827 students in Engineering Technology programs60 in the Engineering Transfer program.
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Degrees & ProgramsAssociate Degree Programs
Fine Arts OptionLiberal Arts Transfer
Teacher Education Transfer OptionCommonwealth Transfer Compact Option
University Without Walls Option
Certificate ProgramHealth Aide Option
Degree Preparation ProgramsPre-Engineering Science Transfer Option
Pre-Health OptionBilingual Program OptionNon-Matriculating Option
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Studies OptionsLTGS.AA -Transfer Option: for the student electing one of the degree or transfer programs
Commonwealth Transfer Compact OptionUniversity Without Walls Option
HTHC.GS -Pre-Health Option: for the student contemplating application to a program in the fields of Health Sciences or Nursing
ENGC.GS - Pre-Engineering/Science Transfer Option: for the student planning to major in the Science Transfer Option or to prepare for the Engineering Transfer program of the College
BLNG.GS - Bilingual Program: for students who need to develop English language skills, an intensive and accelerated curriculum in English As a Second Language, as well as transitional courses in mathematics and biology, with related counseling and support services
UNDC.NM - Non-Matriculating Option: for students not currently seeking acceptance into a STCC program
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http://health.stcc.edu/School of Nursing
Nursing
School of Health & Patient Simulation
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Clinical LabCosmetologyDental AssistantDental HygieneParamedic ProgramInterdisciplinary Health StudiesMedical AssistantMassage TherapyOccupational Therapy Assisting
Physical Therapy AssistantRespiratory CareNuclear MedicinePatient Care TechnicianSonographyRadiographySurgical Technology General Studies Health Core
Action Plan Phase I: 2010 – 2011 Academic Year
Phase I begins the formalization of the program with informational sessions for faculty and initial reporting to administration.
Goal: To introduce and infuse a culture of undergraduate research at STCC
Objectives
Determine characteristics of successful undergraduate research program at STCC
Determine how undergraduate research is compatible with a teaching institution and consistent with the teaching mission of the College
Promote “buy-in” of faculty
Identify methods to elevate participating faculty and students in the culture of the institution
Assess existing and required resources and support
Strategies
Outcomes
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Action Plan Phase I: 2010 – 2011 Academic Year
Phase I begins the formalization of the program with informational sessions for faculty and initial reporting to administration.
Goal: To introduce and infuse a culture of undergraduate research at STCC
Objectives
Strategies
Formulation of RICE group
RICE meetings with STCC faculty
Compilation of faculty feedback from RICE sessions
Report to College President and Dean of Academic Affairs
Research funding sources and begin funding process
Outcomes
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Action Plan Phase I: 2010 – 2011 Academic Year
Phase I begins the formalization of the program with informational sessions for faculty and initial reporting to administration.
Goal: To introduce and infuse a culture of undergraduate research at STCC
Objectives
Strategies
Outcomes
Preliminary working definition of undergraduate research at STCC
Preliminary formal articulation of program’s philosophy
Preliminary draft of overall program characteristics and structure
RICE approved by College President and Academic Dean
Formalization of first full RICE faculty cohort
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Phase II: 2011 – 2012 Academic Year
Phase II represents the specific formalization of the program. The program will eventually fit within the Shared Governance structure as a standing committee, which also serves as a free standing authority for future funding requests.
Goal: To design a sustainable undergraduate research program
Objectives
Compile and analyze faculty feedback from RICE meetings
Evaluate existing library services and identify gaps
Inventory existing Honors projects and independent faculty research projects
Identify “test-bed” faculty and courses for pilot projects and faculty mentors
Set thresholds, pre-requisites, and criteria for participation
Identify realistic, sustainable incentives for faculty
Develop effective support structure for program
Determine satisfactory faculty incentives and adequate support
Strategies
Outcomes
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Phase II: 2011 – 2012 Academic Year
Phase II represents the specific formalization of the program. The program will eventually fit within the Shared Governance structure as a standing committee, which also serves as a free standing authority for future funding requests.
Goal: To design a sustainable undergraduate research program
Objectives
Strategies
Exploration of existing and planned learning communities to further program
Present definition of undergraduate research to Shared Governance
Outreach to Grants/Development and other sources for funding; initialization of contacts in academic/business/civic communities
Review, compilation, and presentation to College President and Dean of Academic Affairs
Outcomes
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Phase II: 2011 – 2012 Academic Year
Phase II represents the specific formalization of the program. The program will eventually fit within the Shared Governance structure as a standing committee, which also serves as a free standing authority for future funding requests.
Goal: To design a sustainable undergraduate research program
Objectives
Strategies
Outcomes
Formal definition of undergraduate research as approved by Shared Governance
Clarification of connection between undergraduate research and Honors Program
RICE becomes standing committee under Shared Governance
Fully-designed undergraduate research program at STCC approved by College President and Dean of Academic Affairs
Approval by Academic Curriculum Committee
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Action Plan Phase III: 2012 – 2013 Academic Year
The STCC definition for undergraduate research will be finalized and a working program design will be fully implemented.
Goal: To implement fully-designed undergraduate research program
Objectives
Recruit and enroll qualified students
Pursue funding sources and outside resources
Comply with union contractual obligations and limitations
Strategies
Outcomes
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Action Plan Phase III: 2012 – 2013 Academic Year
The STCC definition for undergraduate research will be finalized and a working program design will be fully implemented.
Goal: To implement fully-designed undergraduate research program
Objectives
Strategies
Establish faculty mentors
Develop assessment and evaluation instruments to align with academic/industry standards (examples: ABET, Essential of Medical Technologies, Nursing)
Conduct outreach to other community colleges via reciprocal site visits
Conduct outreach to other campus and national organizations
Conduct outreach to local/state/national civic and business communities
Outcomes
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Action Plan Phase III: 2012 – 2013 Academic Year
The STCC definition for undergraduate research will be finalized and a working program design will be fully implemented.
Goal: To implement fully-designed undergraduate research program
Objectives
Strategies
Outcomes
Sufficient numbers of qualified and interested students and faculty; satisfactory projected enrollment
Formal assessment and evaluation underway
Collaboration with other academic, business, and community organizations with appropriate facilities, research programs, and opportunities for students
Recognition by STCC Board of Trustees
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AssessmentStudents Faculty Institution
# participants # participants Increased collaboration with
local and peer institutions
Diversity of participants Diversity of programs offered Increased visibility in
community
Retention Retention Increased appeal to potential
students
Increased scores on faculty-
designed content/skill rubrics
Increased grant activity Increased grant funding
Number and quality of
presentations and publications
Increased collaboration with
faculty
Enhanced collegiality among
faculty and administration
Scholarship and transfer
success
New faculty researchers and
increased research publication
Better preparedness for four-
year institutions
Faculty feedback
Job and internship placement
Increased interest in STEM
Student feedback
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ConclusionDirected by a clearly outlined three-year, three-phase process, the major goals of the initiative will be directed by the STCC definition of undergraduate research.
Characteristics of the successful program will be identified and tailored by input across the campus and the curriculum for the academic year 2012-2013.
The major goals:
enhance the overall student experience
improve student engagement, performance, and preparation
support student transfer opportunities; recruit
retain traditionally underrepresented groups in areas of study
foster outreach to academic, community, and industry partners.
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References (Alphabetical)Boyd, MK, Wesemann, JL, & Frederick, KA 2009, Broadening participation in undergraduate research: fostering excellence and enhancing the impact. Council for Undergraduate Research, Washington, D. C. Bransford, J 2000, How people learn: brain, mind experience and school.National Academy Press, Washington, D. C. Council on Undergraduate Research & National Council for Institutional Administrators. 2010. Developing undergraduate research at community colleges: tapping the potential of all students, viewed 8 August, 2010. <http://www.cur.org/cclicommcoll.html >.Council on Undergraduate Research. Learning for research: frequently asked questions. Viewed 22 January, 2011 < http://www.cur.org/faq.html > Dolan, E 2010, ‘The last five years.’ CBE: Life Sciences Education, vol.9, no. 4, pp. 379-380, CBE: Life Sciences Education, American Society for Cell Biology, viewed 12 February 2010. Economic Development Council of Western Massachusetts. 2010. Knowledge corridor. Viewed 25 January 2011. <http://www.westernmassedc.com/Data__Demographics/knowledgecorridor/ >
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References (continued)Engestrom Y, 2001, Expansive learning at work: toward an activity-theoretical reconceptualisation. University of London, Institute of Education.Ishiyama, J 2007, ‘Expectations and perceptions of undergraduate research expectations and perceptions of undergraduate mentoring comparing first generation, low income white/caucasian and African American students.’ College Student Journal, vol 41, no 3, pp. 540-549.Hunt, EB & Minstrell, J 1994 ‘A cognitive approach to the teaching of physics.’ In K McGilly (ed.) Classroom Lessons: Integrating Cognitive Theory and Classroom Practice. MIT Press, Cambridge (Massachusetts)Karukstis, K 2007, 'Alliances to promote undergraduate research.’ Journal of Chemical Education , vol 84, no 3, pp. 384-386, Journal of Chemical Education Online, viewed 10 February 2011.Karukstis, K 2006, ‘A Council on Undergraduate Research Council initiative to establish, enhance and institutionalize undergraduate research.’ Journal of Chemical Education, vol. 83, no. 3, pp.1744-1745, Journal of Chemical Education Online, viewed 10 February 2011.Karukstis, K 2007, The impact of undergraduate research on America's global competitiveness.’ Journal of Chemical Education, vol. 84, no.6, pp.912-915. Journal of Chemical Education Online, viewed 11 February 2011.
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References (continued)Karukstis, K 2007, The impact of undergraduate research on America's global competitiveness.’ Journal of Chemical Education, vol. 84, no.6, pp.912-915. Journal of Chemical Education Online, viewed 11 February 2011.
Marx, RW, Blumenfeld, PC, Krajcik, JS & Soloway, E 1997, ‘Enacting project-based science.’ The Elementary School Journal, vol.97, no.4 pp.341-358.
Mojock, C, Keefer, R & Summer, D 2008, ‘Stop and smell the fries: collaborative bio-fuel research in the community college." Community College Journal of Research & Practice, vol. 32, no.11, pp. 892-894, Professional Development Collection. EBSCOhost,Viewed 12 February 2011.
Nagda BA.Gregerman, SR, Jonides, J. von Hippel, W & Lerner, JS. 1998,‘Undergraduate student-faculty research partnerships affect student retention.’ The Review of Higher Education.Vol. 22, no. 1, pp. 55-72. Viewed 21 May 2011 http://www-personal.umich.edu/~jjonides/pdf/1998_6.pdf
Nonaka, I & Takeuchi, H 1995, The knowledge creating company: how Japanese companies create the dynamics of innovation. Oxford University Press, New York.
Sadler, TD & McKinney, L 2010, ‘Scientific research for undergraduate students: a review of the literature.’ Journal of College Science Teaching vol.39, no. 5, pp. 43-49, Educator's Reference Complete, Ebscohost. viewed 12 February 2011.
Taraban, R & Blanton, RL 2007, Creating effective undergraduate research programs in science: the transformation from student to scientist. Teachers College Press, New York.
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Contact Information
www.stcc.edu
Speaker: Margaret E McCarthy: [email protected]
Chairman Physics Department
Beth C. McGinnis-Cavanaugh:
Civil Engineer
Barbara S. Wurtzel: [email protected]
Reference Librarian
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