Undergraduate research experiences benefit students by immersing them in the work of scientists and often result in increased interest and commitment to careers in the sciences. Expanding access to Research Experience for Undergraduate (REU) programs has the potential to engage more students in authentic research experiences earlier in their academic careers and grow and diversify the geoscience workforce. The Research Experience for Community College Students (RECCS) was one of the first National Science Foundation (NSF)-funded REU programs exclusively for 2-year college students. In this study, we describe findings from five years of the RECCS program and report on outcomes from 54 students. The study collected closed- and open-ended responses on post-program reflection surveys to analyze both student and mentor perspectives on their experience. Specifically, we focus on students’ self-reported growth in areas such as research skills, confidence in their ability to do research, and belonging in the field, as well as the mentors’ assessment of students’ work and areas of growth, and the impact of the program on students’ academic and career paths. In addition, RECCS alumni were surveyed annually to update data on their academic and career pursuits. Our data show that RECCS students learned scientific and professional skills throughout the program, developed a sense of identity as a scientist, and increased their interest in and excitement for graduate school after the program. Through this research experience, students gained confidence in their ability to “do” science and insight into whether this path is a good fit for them. This study contributes to an emerging body of data examining the impact of REU programs on community college students and encourages geoscience REU programs to welcome and support more community college students.
Teaching DNA Barcoding for the Identification of Algae
Here we discuss the design and implementation of an introductory DNA Barcoding module that we developed for the University of Hawai‘i at Mānoa’s Science in Action Program, a two-week summer program that teaches high school students about Hawai‘i’s biodiversity. Students used the concept of characterization to explain the relationships among organisms using morphological, ecological, and molecular data. Additionally, students gained experience in the scientific practice of generating explanations by gathering multiple lines of evidence to support or refute a claim, linking claims with evidence, and presenting such claims in written and oral formats to identify unknown algae samples. During this activity, students also gained real-world research experience in the field of biodiversity research. We also discuss potential modifications for future iterations of this module.
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- Award ID(s):
- 1743117
- NSF-PAR ID:
- 10484112
- Editor(s):
- Seagroves, Scott; Barnes, Austin; Metevier, Anne; Porter, Jason; Hunter, Lisa
- Publisher / Repository:
- Institute for Scientist & Engineer Educators (ISEE)
- Date Published:
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.58021/S5QP4G
