Search for: All records

ABSTRACT We present the complete chloroplast genome sequence of an endophytic Ostreobium sp. isolated from a 19th-century coralline red algal specimen from St. Croix, U.S. Virgin Islands. The chloroplast genome is 84,848 bp in length, contains 114 genes, and has a high level of gene synteny to other Ostreobiaceae. 

ABSTRACT Here, we present the complete chloroplast genome sequence of Toxicodendron diversilobum , western poison oak, from Pacific Grove, California. The genome is 159,543 bp in length, contains 133 genes, and has a high level of gene synteny to other species of Toxicodendron . 

ABSTRACT Here, we present the complete chloroplast genomes of Quercus × morehus , Q. wislizeni , and Q. kelloggii from California. The genomes are 161,119 to 161,130 bp and encode 132 genes. Quercus × morehus and Q. wislizeni are identical in sequence but differ from Q. kelloggii by three indels and eight SNPs. 

ABSTRACT Here, we present the chloroplast genome sequence of Quercus agrifolia Née, the California live oak, an ecologically important oak species along the coast of California. The genome is 161,283 bp in length, encodes 132 genes, and has a high level of gene synteny to other Fagaceae. 

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.