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ICWES15 - Undergraduate Research Initiative at a Community College. Presented by Margaret E McCarthy, Springfield Technical Community College, United States
ICWES15 - Undergraduate Research Initiative at a Community College. Presented by Margaret E McCarthy, Springfield Technical Community College, United States
ICWES15 - Undergraduate Research Initiative at a Community College. Presented by Margaret E McCarthy, Springfield Technical Community College, United States
ICWES15 - Undergraduate Research Initiative at a Community College. Presented by Margaret E McCarthy, Springfield Technical Community College, United States
ICWES15 - Undergraduate Research Initiative at a Community College. Presented by Margaret E McCarthy, Springfield Technical Community College, United States
ICWES15 - Undergraduate Research Initiative at a Community College. Presented by Margaret E McCarthy, Springfield Technical Community College, United States
ICWES15 - Undergraduate Research Initiative at a Community College. Presented by Margaret E McCarthy, Springfield Technical Community College, United States
ICWES15 - Undergraduate Research Initiative at a Community College. Presented by Margaret E McCarthy, Springfield Technical Community College, United States
ICWES15 - Undergraduate Research Initiative at a Community College. Presented by Margaret E McCarthy, Springfield Technical Community College, United States
ICWES15 - Undergraduate Research Initiative at a Community College. Presented by Margaret E McCarthy, Springfield Technical Community College, United States
ICWES15 - Undergraduate Research Initiative at a Community College. Presented by Margaret E McCarthy, Springfield Technical Community College, United States
ICWES15 - Undergraduate Research Initiative at a Community College. Presented by Margaret E McCarthy, Springfield Technical Community College, United States
ICWES15 - Undergraduate Research Initiative at a Community College. Presented by Margaret E McCarthy, Springfield Technical Community College, United States
ICWES15 - Undergraduate Research Initiative at a Community College. Presented by Margaret E McCarthy, Springfield Technical Community College, United States
ICWES15 - Undergraduate Research Initiative at a Community College. Presented by Margaret E McCarthy, Springfield Technical Community College, United States
ICWES15 - Undergraduate Research Initiative at a Community College. Presented by Margaret E McCarthy, Springfield Technical Community College, United States
ICWES15 - Undergraduate Research Initiative at a Community College. Presented by Margaret E McCarthy, Springfield Technical Community College, United States
ICWES15 - Undergraduate Research Initiative at a Community College. Presented by Margaret E McCarthy, Springfield Technical Community College, United States
ICWES15 - Undergraduate Research Initiative at a Community College. Presented by Margaret E McCarthy, Springfield Technical Community College, United States
ICWES15 - Undergraduate Research Initiative at a Community College. Presented by Margaret E McCarthy, Springfield Technical Community College, United States
ICWES15 - Undergraduate Research Initiative at a Community College. Presented by Margaret E McCarthy, Springfield Technical Community College, United States
ICWES15 - Undergraduate Research Initiative at a Community College. Presented by Margaret E McCarthy, Springfield Technical Community College, United States
ICWES15 - Undergraduate Research Initiative at a Community College. Presented by Margaret E McCarthy, Springfield Technical Community College, United States
ICWES15 - Undergraduate Research Initiative at a Community College. Presented by Margaret E McCarthy, Springfield Technical Community College, United States
ICWES15 - Undergraduate Research Initiative at a Community College. Presented by Margaret E McCarthy, Springfield Technical Community College, United States
ICWES15 - Undergraduate Research Initiative at a Community College. Presented by Margaret E McCarthy, Springfield Technical Community College, United States
ICWES15 - Undergraduate Research Initiative at a Community College. Presented by Margaret E McCarthy, Springfield Technical Community College, United States
ICWES15 - Undergraduate Research Initiative at a Community College. Presented by Margaret E McCarthy, Springfield Technical Community College, United States
ICWES15 - Undergraduate Research Initiative at a Community College. Presented by Margaret E McCarthy, Springfield Technical Community College, United States
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ICWES15 - Undergraduate Research Initiative at a Community College. Presented by Margaret E McCarthy, Springfield Technical Community College, United States

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Presentation from ICWES 15 Conference - July 2011, Australia

Presentation from ICWES 15 Conference - July 2011, Australia

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  1. The 15th International Conference for Women Engineers and Scientists (ICWES15) Adelaide, Australia 15—22 July 2011 1
  2. UNDERGRADUATE RESEARCHPROGRAM AT A COMMUNITY COLLEGEMargaret E. McCarthy1*, Beth C. McGinnis- Cavanaugh1*, Barbara S. Wurtzel1* 1 Springfield Technical CommunityCollege, One Armory Square, Springfield MA 01105 2
  3. 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. 3
  4. http://www.mapsofworld.com/usa/states/massachusetts/maps/massachusetts-map.jpg 4
  5. Commonwealth of Massachusetts 5
  6. Western Massachusetts 6
  7. Springfield Technical Community College 1967 7
  8. Number of programs: STCC 86Areas of study:Arts,Humanities & Social Sciences,Business & Information Technologies, EngineeringTechnologies,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 = 24Females = 59%Males = 41%,Full-time = 43%Technical Community College is a major resource for the economic vitality ofWestern Massachusetts. As the only technical community college in Massachusetts, STCC offers avariety of career programs unequalled in the state. Biotechnology, IT Security, Laser Electro- 8Optics, Nursing, Robotics, Sonography, Telecommunications and dozens of other career programs produce potential
  9. Student Enrollment Top Five:Pre-Health Sciences,Liberal Arts/General Studies/LiberalArts Transfer,Law Enforcement,Bilingual Core,Nursing.827 students in Engineering Technologyprograms60 in the Engineering Transfer program. 9
  10. 10
  11. Degrees & Programs Associate Degree Programs Fine Arts Option Liberal Arts Transfer Teacher Education Transfer Option Commonwealth Transfer Compact Option University Without Walls Option Certificate Program Health Aide Option Degree Preparation Programs Pre-Engineering Science Transfer Option Pre-Health Option Bilingual Program Option Non-Matriculating Option 11
  12. Studies OptionsLTGS.AA -Transfer Option: for the student electing one of the degree or transferprograms Commonwealth Transfer Compact Option University Without Walls OptionHTHC.GS -Pre-Health Option: for the student contemplating application to a program inthe fields of Health Sciences or NursingENGC.GS - Pre-Engineering/Science Transfer Option: for the student planning to majorin the Science Transfer Option or to prepare for the Engineering Transfer program of theCollegeBLNG.GS - Bilingual Program: for students who need to develop English languageskills, an intensive and accelerated curriculum in English As a Second Language, as wellas transitional courses in mathematics and biology, with related counseling and supportservicesUNDC.NM - Non-Matriculating Option: for students not currently seeking acceptanceinto a STCC program 12
  13. http://health.stcc.edu/ School of Nursing Nursing School of Health & Patient SimulationClinical Lab Physical Therapy AssistantCosmetology Respiratory CareDental Assistant Nuclear MedicineDental Hygiene Patient Care TechnicianParamedic Program SonographyInterdisciplinary Health Studies RadiographyMedical Assistant Surgical TechnologyMassage Therapy General Studies Health CoreOccupational Therapy Assisting 13
  14. Action Plan Phase I: 2010 – 2011 Academic YearPhase I begins the formalization of the program with informationalsessions for faculty and initial reporting to administration.Goal: To introduce and infuse a culture of undergraduate research atSTCCObjectives 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 supportStrategiesOutcomes 14
  15. Action Plan Phase I: 2010 – 2011 Academic YearPhase I begins the formalization of the program with informationalsessions for faculty and initial reporting to administration.Goal: To introduce and infuse a culture of undergraduate research atSTCCObjectivesStrategies 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 processOutcomes 15
  16. Action Plan Phase I: 2010 – 2011 Academic YearPhase I begins the formalization of the program with informationalsessions for faculty and initial reporting to administration.Goal: To introduce and infuse a culture of undergraduate research atSTCCObjectivesStrategiesOutcomes 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 16
  17. Phase II: 2011 – 2012 Academic YearPhase II represents the specific formalization of the program. The programwill eventually fit within the Shared Governance structure as a standingcommittee, which also serves as a free standing authority for future fundingrequests.Goal: To design a sustainable undergraduate research programObjectives 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 supportStrategiesOutcomes 17
  18. Phase II: 2011 – 2012 Academic YearPhase II represents the specific formalization of the program. The programwill eventually fit within the Shared Governance structure as a standingcommittee, which also serves as a free standing authority for future fundingrequests.Goal: To design a sustainable undergraduate research programObjectivesStrategies 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 AffairsOutcomes 18
  19. Phase II: 2011 – 2012 Academic YearPhase II represents the specific formalization of the program. The programwill eventually fit within the Shared Governance structure as a standingcommittee, which also serves as a free standing authority for future fundingrequests.Goal: To design a sustainable undergraduate research programObjectivesStrategiesOutcomes 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 19
  20. Action Plan Phase III: 2012 – 2013 Academic YearThe STCC definition for undergraduate research will be finalized and aworking program design will be fully implemented.Goal: To implement fully-designed undergraduate research programObjectives Recruit and enroll qualified students Pursue funding sources and outside resources Comply with union contractual obligations and limitationsStrategiesOutcomes 20
  21. Action Plan Phase III: 2012 – 2013 Academic YearThe STCC definition for undergraduate research will be finalized and aworking program design will be fully implemented.Goal: To implement fully-designed undergraduate research programObjectivesStrategies 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 communitiesOutcomes 21
  22. Action Plan Phase III: 2012 – 2013 Academic YearThe STCC definition for undergraduate research will be finalized and aworking program design will be fully implemented.Goal: To implement fully-designed undergraduate research programObjectivesStrategiesOutcomes 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 22
  23. Assessment Students Faculty Institution# participants # participants Increased collaboration with local and peer institutionsDiversity of participants Diversity of programs offered Increased visibility in communityRetention Retention Increased appeal to potential studentsIncreased scores on faculty- Increased grant activity Increased grant fundingdesigned content/skill rubricsNumber and quality of Increased collaboration with Enhanced collegiality amongpresentations and publications faculty faculty and administrationScholarship and transfer New faculty researchers andsuccess increased research publicationBetter preparedness for four- Faculty feedbackyear institutionsJob and internship placementIncreased interest in STEMStudent feedback 23
  24. ConclusionDirected by a clearly outlined three-year, three-phase process, themajor goals of the initiative will be directed by the STCC definition ofundergraduate research.Characteristics of the successful program will be identified and tailoredby input across the campus and the curriculum for the academic year2012-2013.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. 24
  25. References (Alphabetical)Boyd, MK, Wesemann, JL, & Frederick, KA 2009, Broadeningparticipation in undergraduate research: fostering excellence andenhancing the impact. Council for UndergraduateResearch, 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 InstitutionalAdministrators. 2010. Developing undergraduate research at communitycolleges: tapping the potential of all students, viewed 8 August, 2010.<http://www.cur.org/cclicommcoll.html >.Council on Undergraduate Research. Learning for research: frequentlyasked questions. Viewed 22 January, 2011 <http://www.cur.org/faq.html >Dolan, E 2010, ‘The last five years.’ CBE: Life SciencesEducation, vol.9, no. 4, pp. 379-380, CBE: Life SciencesEducation, 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/ > 25
  26. 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 researchexpectations and perceptions of undergraduate mentoring comparing firstgeneration, 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 ofphysics.’ In K McGilly (ed.) Classroom Lessons: Integrating Cognitive Theoryand Classroom Practice. MIT Press, Cambridge (Massachusetts)Karukstis, K 2007, Alliances to promote undergraduate research.’ Journal ofChemical Education , vol 84, no 3, pp. 384-386, Journal of ChemicalEducation Online, viewed 10 February 2011.Karukstis, K 2006, ‘A Council on Undergraduate Research Council initiative toestablish, enhance and institutionalize undergraduate research.’ Journal ofChemical Education, vol. 83, no. 3, pp.1744-1745, Journal of ChemicalEducation Online, viewed 10 February 2011.Karukstis, K 2007, The impact of undergraduate research on Americasglobal competitiveness.’ Journal of Chemical Education, vol. 84, no.6,pp.912-915. Journal of Chemical Education Online, viewed 11 February2011. 26
  27. References (continued)Karukstis, K 2007, The impact of undergraduate research on Americas global competitiveness.’Journal of Chemical Education, vol. 84, no.6, pp.912-915. Journal of Chemical EducationOnline, viewed 11 February 2011.Marx, RW, Blumenfeld, PC, Krajcik, JS & Soloway, E 1997, ‘Enacting project-based science.’ TheElementary School Journal, vol.97, no.4 pp.341-358.Mojock, C, Keefer, R & Summer, D 2008, ‘Stop and smell the fries: collaborative bio-fuelresearch in the community college." Community College Journal of Research & Practice, vol.32, no.11, pp. 892-894, Professional Development Collection. EBSCOhost,Viewed 12 February2011.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.pdfNonaka, I & Takeuchi, H 1995, The knowledge creating company: how Japanese companiescreate the dynamics of innovation. Oxford University Press, New York.Sadler, TD & McKinney, L 2010, ‘Scientific research for undergraduate students: a review of theliterature.’ Journal of College Science Teaching vol.39, no. 5, pp. 43-49, Educators ReferenceComplete, 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. 27
  28. Contact Informationwww.stcc.eduSpeaker: Margaret E McCarthy: mmccarthy@stcc.eduChairman Physics DepartmentBeth C. McGinnis-Cavanaugh:bmcginnis-cavanaugh@stcc.eduCivil EngineerBarbara S. Wurtzel: bwurtzel@stcc.eduReference Librarian 28
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