Lisa L' Ely Chair, Department of Geological Sciences Central Washington University

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Lisa L. ElyChair, Department of Geological
Sciences Central Washington University
Engaging Students in Science and Research
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Engaging Students in Science and Research

• Engaging Students at all levels of curriculum
• K-12
• Freshman-Sophomore
• Junior-Senior
• Developing and Sustaining Programs
• Identifying and acquiring initial funding
• Engaging and supporting faculty
• Involving institutional staff and administration
• Transforming institutional culture
• Developing long-term resources

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Where and how does discovery occur?

• What has been the single most powerful or
  memorable learning experience of your life?

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I. Integrating Student Research into the
Curriculum

• Basic components of student research
• Originalexploring questions to which the answer
  is unknown
• Ideas and/or techniques chosen by investigators
• Subject to review and validation by others
• Various interpretations of what qualifies as
  student research in the curriculum
• Faculty-mentored individual or team research
  project
• Student autonomy in choosing topic/techniques
• Any hands-on activities involving critical
  thinking and analysis

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Integrating Research into Student Learning Two
Program Examples from CWU

• Science Talent Expansion Program (STEP)
• High school Summer Science Institute
• Freshman Science Seminar Series
• Sophomore Research Experience
• Faculty-Mentored Undergraduate Research
• Office of Undergraduate Research
• Science Honors Program
• Symposium on University Research and Creative
  Expression (SOURCE)

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A Pilot Program funded by the National Science
Foundation to Increase Participation in Science,
Technology, and Mathematics (STEM) Fields
College of the Sciences, Central Washington
University
STEP Science Talent Expansion Program at CWU
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CWU STEP Program Goals

• Increase recruitment and retention of students in
  science, technology and mathematics fields
• Integrate original research experiences into
  curriculum
• Approach complex scientific and societal problems
  from multidisciplinary aspects
• Develop support structure for students with peers
  and faculty
• Provide stepping stone for high school and
  entry-level college students into upper-division
  majors and research opportunities

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STEP High School Summer Science Institute

• Target group high school students entering
  senior year
• On the fence about science
• Underrepresented groups
• Demonstrated ability
• Provide research experiences
• Portray variety of scientific careers
• Get like-minded students together

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STEP Summer Science Institute Structure

• Week-long project mentored by faculty
• Biology, chemistry, physics, geology, computer
  science
• Small groups (2-4)
• Switch subject for second week
• Parents invited to poster presentation at end of
  program
• Field trips, guest lecturers, and social
  activities

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Sample Project Sound Science in Physics

• Study the vibrational characteristics of wine
  glasses
• Natural frequencies
• Resonance curve
• Dependence on physical parameters
• Learn fundamentals of standing waves and
  resonance
• Break a glass with sound!

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Assessment

• Students were enthusiastic, despite long hours
• Exit survey responses
• Enjoyed meeting other students
• Discovered that (geology, physics, etc.) was not
  what they expected
• Learned more than they anticipated
• Enjoyed college atmosphere

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STEP Freshman Academic Curriculum

• Open to Freshman with interest in science,
  technology or mathematics
• Faculty Participants Biology, Chemistry,
  Computer Science, Geology, Mathematics, Physics
• Components
• Year-long Science Seminar Series Hands-on
  experience in scientific research methods,
  exploration of interdisciplinary scientific
  issues.
• Satisfies one university Breadth Requirement in
  science
• Linked English composition courses 2 courses
• 1-credit Advising seminar
• Natural Science Living-Learning Community

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STEP Freshman Science Seminar

• Sequence satisfies one university Breadth
  Requirement in science
• Seminar I Research Experience
• Self-designed, quantitative experimental
  investigations
• Seminar II Interdisciplinary Research Theme
  Students address scientific topic from
  multidisciplinary perspectives
• E.g. Nuclear power production, global climate
  change
• Seminar III Current Topics Research
  opportunities at CWU
• Visiting faculty and student speakers
  preparation for Sophomore Research Experience

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STEP 102 Interdisciplinary Research ThemeSample
Curriculum

• Theme Global Climate Change
• Structured group experiments centered on
  scientific process
• Preconceived ideas Rank and discuss
  environmental hazards
• Interpretations vs. Observations Explore unknown
  object inside cardboard tube
• Testing Hypotheses Wineglass vs. bottle filled
  with water?
• Calculate probability Accuracy of astrological
  predictions from previous day
• Observe CO2 absorption spectra
• Small group discussions and presentations on
  subtopics related to theme, increase in
  complexity and individual responsibility
• Students list and discuss concepts they dont
  understand
• Students present to small groups
• Groups choose subtopic, find articles, present to
  class
• Hurricanes, Kyoto treaty, noctilucent clouds,
  animal migration
• Class as a whole writes Executive Summary
  addressing question Do Human Activities Impact
  Global Climate?

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Freshman STEP Supplementary Components

• Linked English composition courses
• 2 terms of Freshman English Composition courses,
  fulfill university requirements
• English course instructor is involved in STEP
  curriculum planning
• Course content complements STEP Science Seminar
• 1-credit Advising seminar
• Led by science faculty member
• Fulfills university requirement
• Natural Science Living-Learning Community
• Opportunity to live in dormitory with other STEP
  and science students

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STEP Sophomore Research Experience

• Model
• Individual research projects or interest groups
  for sophomore students, mentored by faculty
  member
• Students apply to work on projects proposed by
  faculty

• Examples of Current Sophomore STEP Projects
• Geochemistry of Coffee and Chocolate
• Toxicity of Environmental Contaminants to
  Cellular Respiration
• Interactive Demonstration of Chaos in an
  Electronic Circuit
• Developing Accessible Software Games
• Resource Management, Keechelus Reservoir
• Diabetes Research Internship, Duke University,
  North Carolina
• STEP Teaching Assistant and Program Assessment

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Keys to Successful Engagement of
Freshmen/Sophomore STEP Students

• Research experiences relevant to students
  interests
• Structured experiments and topical explorations
  that allow a component of student design and
  initiative
• Students sense of ownership of knowledge
• Final projects presented in public forum
• Academic and social community for students
• Natural Science Living-learning community
• Students share multiple courses linked by common
  themes
• Faculty mentoring and advising

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Engaging Students in Science and
ResearchQuestions for Discussion

• What types of activities qualify as student
  research experiences?
• Describe an activity that you or colleagues have
  used to engage students in the process of
  discovery in your discipline
  (i.e. classroom, extracurricular, small group,
  large group).
• What programs are in place to engage students in
  research at different levels of the curriculum at
  your own institution?
• Describe a model for a future curriculum or
  program that would further engage undergraduate
  students in research at your institution.
• What degree of undergraduate research is optimal
  for different students and institutions?

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II. Developing and Sustaining Programs of
Student Research Engagement

• Identifying and acquiring funding
• Engaging and supporting faculty
• Involving institutional staff and administration
• Transforming institutional culture
• Developing long-term resources

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Developing and Sustaining Programs of Student
Research Engagement

• Identifying and acquiring funding
• Engaging and supporting faculty
• Involving institutional staff and administration
• Transforming institutional culture
• Developing long-term resources

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Funding Student Research Programs

• Initial funding from external sources
• Support for curriculum development
• Opportunity to demonstrate effectiveness of
  program
• increasing enrollments
• retaining students
• raising student achievement
• Time for institutional leaders to identify
  permanent resource stream
• Timeframe 3 to 8 years

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Examples of Undergraduate Research Initiatives
at CWU

• Newly Developed Initiatives
• Science Talent Expansion Program
• Engage high school and entry-level college
  students in science and research NSF Division of
  Undergraduate Education
• CWU Science Honors Research Program
• Junior-Senior students engage in faculty-mentored
  research project
• Funded by Murdock Charitable Trust
• Interdisciplinary Lively Application Projects
  (ILAPS)
• Development of real-world problems for
  implementation in mathematics courses NSF CCLI,
  AI Program
• Project CAT (Cougars and Teaching), Project CROAK
• Use of cougars and amphibians as integrating
  research themes in K-12 schools, involving CWU
  faculty and students U.S. Dept. of Education

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Examples of Undergraduate Research Initiatives at
CWU
Established ProgramsSupported by university and
integrated into institutional culture

• Symposium on University Research and Creative
  Expression (SOURCE) ?
• Annual Symposium of student research
  presentations
• Office of Undergraduate Research
• Permanent Director
• Undergraduate Research and Travel Grants
• Individual faculty-mentored student research
  projects
• Variety of disciplines funding from faculty or
  student grants

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Developing and Sustaining Programs of Student
Research Engagement

• Identifying and acquiring funding
• Engaging and supporting faculty
• Involving institutional staff and administration
• Transforming institutional culture
• Developing long-term resources

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Engaging Faculty in Student Research Programs

• Benefits to Faculty
• Students are excited and engaged in topic
• Research assistance or development
• Possible opportunity to work with smaller groups
  of students
• Interaction with other faculty
• Challenges of Engaging Faculty
• Time
• Curriculum development, teaching load, balance
  with other research and service obligations
• Resources and research expenses
• Compensationmonetary, time, altered teaching
  load
• Credit toward promotion and tenure
• Permission from supervisor (Dept. chair, Dean)

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Overcoming Challenges ofEngaging Faculty and
Sustaining Programs

• Provide adequate faculty support in initial
  external grant proposal
• Curriculum development
• Teaching replacement
• Summer salary
• Resources and research expenses
• Involve Institutional Leaders (Chairs, Deans,
  Provost, Admissions)
• Set up program advisory board
• Begin planning from outset for sustainability of
  program in terms of faculty, students, and
  resources
• Institutionalize Benefits to Faculty and Student
  Participants
• Faculty Recognize student research in teaching
  loads, tenure/promotion
• Students Credit toward degree new programs
  fulfill existing graduation requirements
• Develop a Recruiting Plan
• Develop and Execute a Program Assessment Plan

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What to do when the funding ends?

• Transform institutional culture
• Create a demand for the program among students,
  faculty and potential employers
• Build enrollment
• Respond to student assessment of program
• Make program indispensable, yet flexible
• Work closely with institutional leaders
• Develop long-term resources
• Modification of existing programs
• Institutional allocation of funding
• Private funding

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II. Developing and Sustaining Programs of
Student Research Engagement Questions for
Discussion

• What approaches have worked to develop and
  sustain programs of student research engagement
  at your institution?
• What are the challenges and how are they being
  met?
• What methods successfully engage faculty,
  students and the institutional administration in
  these endeavors?
• What institutional activities and initiatives can
  help support a research-rich environment for
  undergraduate students?