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1. Engaging STEM Transformational Experiences for Early Momentum (ESTEEM)

   Yahdi, Mohammed ; Bracey, Zoe Buck ( November 2019 , National Science Foundation -  Hispanic-Serving Institutions (HSI) Program Principal Investigator (PI) Meeting, November 2019.)

   Need/Motivation (e.g., goals, gaps in knowledge) The ESTEEM implemented a STEM building capacity project through students’ early access to a sustainable and innovative STEM Stepping Stones, called Micro-Internships (MI). The goal is to reap key benefits of a full-length internship and undergraduate research experiences in an abbreviated format, including access, success, degree completion, transfer, and recruiting and retaining more Latinx and underrepresented students into the STEM workforce. The MIs are designed with the goals to provide opportunities for students at a community college and HSI, with authentic STEM research and applied learning experiences (ALE), support for appropriate STEM pathway/career, preparation and confidence to succeed in STEM and engage in summer long REUs, and with improved outcomes. The MI projects are accessible early to more students and build momentum to better overcome critical obstacles to success. The MIs are shorter, flexibly scheduled throughout the year, easily accessible, and participation in multiple MI is encouraged. ESTEEM also establishes a sustainable and collaborative model, working with partners from BSCS Science Education, for MI’s mentor, training, compliance, and building capacity, with shared values and practices to maximize the improvement of student outcomes. New Knowledge (e.g., hypothesis, research questions) Research indicates that REU/internship experiences can be particularly powerful for students from Latinx and underrepresented groups in STEM. However, those experiences are difficult to access for many HSI-community college students (85% of our students hold off-campus jobs), and lack of confidence is a barrier for a majority of our students. The gap between those who can and those who cannot is the “internship access gap.” This project is at a central California Community College (CCC) and HSI, the only affordable post-secondary option in a region serving a historically underrepresented population in STEM, including 75% Hispanic, and 87% have not completed college. MI is designed to reduce inequalities inherent in the internship paradigm by providing access to professional and research skills for those underserved students. The MI has been designed to reduce barriers by offering: shorter duration (25 contact hours); flexible timing (one week to once a week over many weeks); open access/large group; and proximal location (on-campus). MI mentors participate in week-long summer workshops and ongoing monthly community of practice with the goal of co-constructing a shared vision, engaging in conversations about pedagogy and learning, and sustaining the MI program going forward. Approach (e.g., objectives/specific aims, research methodologies, and analysis) Research Question and Methodology: We want to know: How does participation in a micro-internship affect students’ interest and confidence to pursue STEM? We used a mixed-methods design triangulating quantitative Likert-style survey data with interpretive coding of open-responses to reveal themes in students’ motivations, attitudes toward STEM, and confidence. Participants: The study sampled students enrolled either part-time or full-time at the community college. Although each MI was classified within STEM, they were open to any interested student in any major. Demographically, participants self-identified as 70% Hispanic/Latinx, 13% Mixed-Race, and 42 female. Instrument: Student surveys were developed from two previously validated instruments that examine the impact of the MI intervention on student interest in STEM careers and pursuing internships/REUs. Also, the pre- and post (every e months to assess longitudinal outcomes) -surveys included relevant open response prompts. The surveys collected students’ demographics; interest, confidence, and motivation in pursuing a career in STEM; perceived obstacles; and past experiences with internships and MIs. 171 students responded to the pre-survey at the time of submission. Outcomes (e.g., preliminary findings, accomplishments to date) Because we just finished year 1, we lack at this time longitudinal data to reveal if student confidence is maintained over time and whether or not students are more likely to (i) enroll in more internships, (ii) transfer to a four-year university, or (iii) shorten the time it takes for degree attainment. For short term outcomes, students significantly Increased their confidence to continue pursuing opportunities to develop within the STEM pipeline, including full-length internships, completing STEM degrees, and applying for jobs in STEM. For example, using a 2-tailed t-test we compared means before and after the MI experience. 15 out of 16 questions that showed improvement in scores were related to student confidence to pursue STEM or perceived enjoyment of a STEM career. Finding from the free-response questions, showed that the majority of students reported enrolling in the MI to gain knowledge and experience. After the MI, 66% of students reported having gained valuable knowledge and experience, and 35% of students spoke about gaining confidence and/or momentum to pursue STEM as a career. Broader Impacts (e.g., the participation of underrepresented minorities in STEM; development of a diverse STEM workforce, enhanced infrastructure for research and education) The ESTEEM project has the potential for a transformational impact on STEM undergraduate education’s access and success for underrepresented and Latinx community college students, as well as for STEM capacity building at Hartnell College, a CCC and HSI, for students, faculty, professionals, and processes that foster research in STEM and education. Through sharing and transfer abilities of the ESTEEM model to similar institutions, the project has the potential to change the way students are served at an early and critical stage of their higher education experience at CCC, where one in every five community college student in the nation attends a CCC, over 67% of CCC students identify themselves with ethnic backgrounds that are not White, and 40 to 50% of University of California and California State University graduates in STEM started at a CCC, thus making it a key leverage point for recruiting and retaining a more diverse STEM workforce. 

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2. Enlisting historically excluded undergraduates in the effort to extend knowledge of West Antarctica’s bedrock, through course-based undergraduate research experiences (cures) and Art-Science initiatives

   Siddoway, Christine ; Thomson, Stuart ; Taylor, Jennifer ; Pepper, Marty ; Furlong, Heather ; Ruggiero, Joe ; & Reed, Brandon ( September 2022 , 29th West Antarctic Ice Sheet workshop)

   An enormous reserve of information about the subglacial bedrock, tectonic and topographic evolution of Marie Byrd Land (MBL) exists within glaciomarine sediments of the Amundsen Sea shelf, slope and deep sea, and MBL marine shelf. Investigators of the NSF ICI-Hot and NSF Linchpin projects partnered with Arizona Laserchron Center to provide course-based undergraduate research experiences (CUREs) for from groups who do not ordinarily find access points to Antarctic science. Our courses enlist BIPOC and gender-expansive undergraduates in studies of ice-rafted debris (IRD) and bedrock samples, in order to impart skills, train in the use of research instrumentation, help students to develop confidence in their scientific abilities, and collaboratively address WAIS research questions at an early academic stage. CUREs afford benefits to graduate researchers and postdoctoral scientists, also, who join in as instructional faculty: CUREs allow GRs and PDs to engage in teaching that closely ties to their active research, yet provides practical experience to strengthen the academic portfolio (Cascella & Jez, 2018). Team members also develop art-science initiatives that engage students and community members who may not ordinarily engage with science, forging connections that make science relatable. Re-casting science topics through art centers personal connections and humanizes science, to promote understanding that goes beyond the purely analytical. Academic research shows that diverse undergraduates gain markedly from the convergence of art and science, and from involvement in collaborative research conducted within a CURE cohort, rather than as an individualized experience (e.g. Shanahan et al. 2022). The CUREs are offered as regular courses for credit, making access equitable via course enrollment. The course designation carries a legitimacy that is sought by students who balance academics with part-time employment. Course information is disseminated via STEM Bridge programs and/or an academic advising hub that reaches students from groups that are insufficiently represented within STEM and cryosphere science. CURE investigation of Amundsen Sea and WAIS problems is worthy objective because: 1) A variety of sample preparation, geochemical methods, and scientific best-practices can be imparted, while educating students about Antarctica’s geological configuration and role in the Earth climate system. 2) Individual projects that are narrowly defined can readily scaffold into collaborative science at the time of data synthesis and interpretation. 3) There is a high likelihood of scientific discovery that contributes to grant objectives. 4) Enrolled students will experience ambiguity and instrumentation setbacks alongside their faculty and instructors, and will likely have an opportunity to withstand/overcome challenges in a manner that trains students in complex problem solving and imparts resilience (St John et al., 2019). Based on our experiences, we consider CUREs as a means to create more inclusive and equitable spaces for learning to do research, and a basis for a broadening future WAIS community. Our groups have yet to assess student learning gains and STEM entry in a robust way, but we can report that two presenters at WAIS 2022 came from our 2021 CURE, and four polar science graduate researchers gained experience via CURE teaching. Data obtained by CURE students is contributing to our NSF projects’ aims to obtain isotope, age, and petrogenetic criteria with bearing on the subglacial bedrock geology, tectonic and landscape evolution, and ice sheet history of MBL. Cited and recommended works: Cascella & Jez, 2018, doi: 10.1021/acs.jchemed.7b00705 Gentile et al., 2017, doi: 10.17226/24622 Shanahan et al. 2022, https://www.cur.org/assets/1/23/01-01_TOC_SPUR_Winter21.pdf Shortlidge & Brownell, 2016, doi: 10.1128/jmbe.v17i3.1103 St. John et al. 2019, EOS, doi: 10.1029/2019EO127285. 

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3. STEMAmbassadors: Developing Communications, Teamwork, and Leadership Skills for Graduate Students

   https://doi.org/10.18260/1-2--35207  

   Briliyanti, Astri ; Rojewski, Julie ; Colbry, Dirk ; Luchini-Colbry, Katy ( January 2020 , Proceedings of the 2020 ASEE Annual Conference & Exposition)

   null (Ed.)

   STEM (science, technology, engineering, mathematics) graduate programs excel at developing students’ technical expertise and research skills. The interdisciplinary nature of many STEM research projects means that graduate students often find themselves paired with experts from other fields and asked to work together to solve complex problems. At Michigan State University, the College of Engineering has developed a graduate level course that helps students build professional skills (communications, teamwork, leadership) to enhance their participation in these types of interdisciplinary projects. This semester-long course also includes training on research mentoring, helping students work more effectively with their current faculty mentors and build skills to serve as mentors themselves. Discussions of research ethics are integrated throughout the course, which allows participants to partially fulfill graduate training requirements in the responsible conduct of research. This paper will discuss the development of this course, which is based in part on curriculum developed as part of an ongoing training grant from the National Science Foundation. 18 graduate students from Engineering and other STEM disciplines completed the course in Spring 2019, and we will present data gathered from these participants along with lessons learned and suggestions for institutions interested in adapting these open-source curriculum materials for their own use. Students completed pre- and post-course evaluations, which asked about their expectations and reasons for participating in the course at the outset and examined their experiences and learning at the end. Overall, students reported that the course content was highly relevant to their daily work and that they were highly satisfied with the content of all three major focus areas (communications, teamwork, leadership). Participants also reported that the structure and the pacing of the course were appropriate, and that the experience had met their expectations. The results related to changes in students’ knowledge indicate that the course was effective in increasing participants understanding of and ability to employ professional skills for communications, teamwork and leadership. Statistical analyses were conducted by creating latent constructs for each item as applicable and then running paired t-tests. The evaluation also demonstrated increases in students’ interest, knowledge and confidence of the professional skills offered in the course. 

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4. S-STEM First Year Progress: Baylor Engineering and Computer Science Scholar's Program

   Michael W. Thompson ; Anne Marie Spence ; Carolyn Skurla ; Emily Sandvall ; Andrea Pouso Morales ( June 2022 , 2022 ASEE Conference & Exposition)

   Abstract This S_STEM project is designed to support the retention and graduation of high-achieving, low income students with demonstrated financial need at Baylor University. Over its five-year duration, this project will fund four-year scholarships to 22 students who are pursuing Bachelor degrees in Engineering, Electrical and Computer Engineering, Mechanical Engineering and Computer Science. Engineering and Computer Science (ECS) Scholars will participate in activities which include an orientation, a monthly seminar series and required faculty mentoring. Support services and activities for ECS Scholars build upon existing activities at Baylor and feature peer mentoring, study abroad opportunities, alumni mentoring, support and training for undergraduate research, professional development workshops, and tutoring support from the ECS Learning Resource Center. A distinguishing feature of the project is the use of EAB’s Navigate, a web-based software platform for tracking student progress, coordinating student care and employing predictive analytics. The expertise generated using a student dashboard capable of predictive analytics will have the broad impact of informing the STEM community of best practices for timely interventions, and improving retention and graduation rates. The Navigate platform is used for predictive analytics and to track and document ECS Scholar progress toward achieving benchmark goals in the areas of retention, graduation rates, internships, undergraduate research experiences, and job placement. The use of predictive analytics has significant potential for helping students arrive at successful outcomes. However, it is an assumption of this project that the successful use of predictive analytics should take into consideration not simply the accuracy in identifying students who are struggling but in the social attributions of success and perceptions of a “big data” tool that might be received alternatively with enthusiasm or suspicion. The focus of this paper will be to give an overview of our first-year results from the project. We were successful in recruiting the full first cohort that began in the Fall of 2020. For the first year, many of the engagement sessions with the students pivoted to a virtual experience, however, we were able to manage several events that fostered a sense of community among the ECS scholars. Our research partners from the Baylor School of Education were successful in conducting baseline qualitative research using detailed interviews with an initial focus on community fit, academic fit and faculty relationships. The paper will also summarize our use of the Navigate platform and the lessons learned in the areas of data capture and interventions. 

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5. Teaching virtual protein‐centric CUREs and UREs using computational tools

   Bell, Anthony. ( September 2020 , Biochemistry and molecular biology education)

   Responding to the need to teach remotely due to COVID-19, we used readily available computational approaches (and developed associated tutorials (https://mdh-cures-community.squarespace.com/virtual-cures-and-ures)) to teach virtual Course-Based Undergraduate Research Experience (CURE) laboratories that fulfil generally accepted main components of CUREs or Undergraduate Research Experiences (UREs): Scientific Background, Hypothesis Development, Proposal, Experiments, Teamwork, Data Analysis, Conclusions, and Presentation1. We then developed and taught remotely, in three phases, protein-centric CURE activities that are adaptable to virtually any protein, emphasizing contributions of noncovalent interactions to structure, binding and catalysis (an ASBMB learning framework2 foundational concept). The courses had five learning goals (unchanged in the virtual format),focused on i) use of primary literature and bioinformatics, ii) the roles of non-covalent interactions, iii) keeping accurate laboratory notebooks, iv) hypothesis development and research proposal writing, and, v) presenting the project and drawing evidence based conclusions The first phase, Developing a Research Proposal, contains three modules, and develops hallmarks of a good student-developed hypothesis using available literature (PubMed3) and preliminary observations obtained using bioinformatics, Module 1: Using Primary Literature and Data Bases (Protein Data Base4, Blast5 and Clustal Omega6), Module 2: Molecular Visualization (PyMol7 and Chimera8), culminating in a research proposal (Module 3). Provided rubrics guide student expectations. In the second phase, Preparing the Proteins, students prepared necessary proteins and mutants using Module 4: Creating and Validating Models, which leads users through creating mutants with PyMol, homology modeling with Phyre29 or Missense10, energy minimization using RefineD11 or ModRefiner12, and structure validation using MolProbity13. In the third phase, Computational Experimental Approaches to Explore the Questions developed from the Hypothesis, students selected appropriate tools to perform their experiments, chosen from computational techniques suitable for a CURE laboratory class taught remotely. Questions, paired with computational approaches were selected from Modules 5: Exploring Titratable Groups in a Protein using H++14, 6: Exploring Small Molecule Ligand Binding (with SwissDock15), 7: Exploring Protein-Protein Interaction (with HawkDock16), 8: Detecting and Exploring Potential Binding Sites on a Protein (with POCASA17 and SwissDock), and 9: Structure-Activity Relationships of Ligand Binding & Drug Design (with SwissDock, Open Eye18 or the Molecular Operating Environment (MOE)19). All involve freely available computational approaches on publicly accessible web-based servers around the world (with the exception of MOE). Original literature/Journal club activities on approaches helped students suggest tie-ins to wet lab experiments they could conduct in the future to complement their computational approaches. This approach allowed us to continue using high impact CURE teaching, without changing our course learning goals. Quantitative data (including replicates) was collected and analyzed during regular class periods. Students developed evidence-based conclusions and related them to their research questions and hypotheses. Projects culminated in a presentation where faculty feedback was facilitated with the Virtual Presentation platform from QUBES20 These computational approaches are readily adaptable for topics accessible for first to senior year classes and individual research projects (UREs). We used them in both partial and full semester CUREs in various institutional settings. We believe this format can benefit faculty and students from a wide variety of teaching institutions under conditions where remote teaching is necessary. 

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