UNT-HHMI Transitions Summer Workshop (TSW) and Transitions

Summer Research Experience (TSRE)Mark Burleson and Lee Hughes

Only 21% of student who initially enroll in community college finish a bachelor’s degree within six years (United States Department of Education. 2005. Beginning postsecondary students: data analysis system. Technical report, National Center for Education Statistics).

Attending a community college negatively affects graduation with a bachelor’s degree (Doyle, W.R. 2008. The effect of community college enrollment on bachelor’s degree completion. Economics of Education Review 28, 199-206)

Can increase the time needed to graduate with a bachelor’s degree by 0.4 to 1.0 years (Leigh, D.E. and Gill, A.M. 2003. Do community colleges really divert students from earning bachelor’s degrees? Economics of Education Review 22, 23-30).

The Problems:In 2008, the Texas Higher Education Coordinating Board addressed the issue of transfer students and identified a number of academic and nonacademic factors that affect successful completion of the bachelor’s degree by transfer students.

1) Underprepared transfers from community colleges into four year institutions.

2) Performance in foundational course work.

3) Student engagement in the campus community.

The Goals:To improve transfer and minority student academic success leading to the bachelor’s degree and participation in research leading to graduate school.

To develop new integrative lecture and laboratory courses that focus on critical thinking and technical research skills.

To expand access to undergraduate research opportunities.

To strengthen ties with the Dallas County Community College District.

HHMIHoward Hughes Medical Institute

One of the largest private funding organizations for biological and medical research in the United States. UNT received a grant to train and support transfer students from community colleges who are interested in research careers.

http://www.hhmi.org/index.html

UNT-HHMI ProgramsFor biology/biochemistry majors who intend to transfer and complete their degree at a University

Transitions Summer Workshop (TSW)- An academic/research skills workshop for students at or near end of freshman year.

Transitions Summer Research Experience (TSRE)- An opportunity for students at the end of their sophomore year to work in a research lab.

UNT-HHMI TSRE OverviewFor community college students at or near

the end of their Sophomore year

Students will experience research under the mentorship of a UNT researcher

Should intend to transfer to a university (Hopefully UNT) for their Junior year to major in Biology or Biochemistry.

What TSRE offers$1,500 stipend for students with

additional stipend for room and board

Stipend for supplies to research mentor

Students who continue their research project after transferring to UNT, another stipend for supplies will be available to their mentor during their first academic year at UNT

UNT-HHMI TSW OverviewTSW is for students at or near the end of

their Freshman Year

Students should intend to return to community college to complete their Sophomore year

Should intend to major in Biology or Biochemistry at a University

UNT-HHMI TSW Overview cont.

Partnered with DCCCD (7 Metroplex campuses) but students from any community college are welcomed to apply.

A co-instructor is chosen each year from the different DCCCD campuses

What TSW Offers$1500 Stipend for students

Additional stipend for living expenses will be provided for room and board

In the academic year following TSW, students will be invited to attend 4 seminars and receive $100 stipend for attending each event. 90% participation to date.

Applicant Admissions Evaluation Metric

1st Generation (+2)

Financial Need (+2)

Statement (1 - poor, 4 - adequate, 6- good, 8- very good, 10- excellent)

Recommendation (1- poor, 4- adequate, 6- good, 8- very good, 10- excellent)

GPA Graduation Date

TSW Components:Lecture – 2 hours covering academic and research topics

Lab – 3 hours covering phage isolation (National Genomics Research Initiative) and learning laboratory techniques

TSW TopicsResearch Topics Academic TopicsLab Safety: Chemical

Compliance, UNT Risk Management.

Solution ChemistryMeasurement,

Weighing, PipettingLab ToursData KeepingData Analysis

Transfer Info.Literature SearchesScientific WritingSpeakers/SeminarsBioethicsCritical ThinkingUNT Resources

◦ Learning Center◦ Career Center◦ Library

End of program symposium

Degree Requirements• Completing the Pre-major

• The first priority!

• Math Requirements• Math is key to beginning science courses

• Other Requirements:• Technical writing

Pre-major Biology Course Requirements (must complete each with a grade of C or better)

BIOL 1710/1730BIOL 1720/1740Select two of the following choices: a. BIOL 2041/2042 b. BIOL 2140 c. BIOL 2241 d. BIOL 2301/2311/2302/2312 e. BIOL 2980

4 hrs.4 hrs.

4 hrs3 hrs.3 hrs.8 hrs.3 hrs.

Principles of Biology I with LaboratoryPrinciples of Biology II with Laboratory

Microbiology with LaboratoryPrinciples of EcologyBiology of Higher PlantsHuman Anatomy & Physiology I & II with LaboratoriesAnimal Biodiversity & Conservation

Pre-major Chemistry Course Requirements (must complete each with a grade of C or better)CHEM 1410/1430CHEM 1420/1440CHEM 2370/3210

4 hrs.4 hrs.4 hrs.

General Chemistry I with LaboratoryGeneral Chemistry II with LaboratoryOrganic Chemistry I with Laboratory

Pre-major Mathematics Course Requirement (May be satisfied by placement)MATH 1610 or MATH 1650 or MATH 1680

3-5 hrs.

Pre-calculus or Probability & Statistics (or equivalent as determined by Dept. of Mathematics)

Other Pre-major RequirementsHave at least a 2.5 GPA on the required biology, chemistry, and mathematics courses listed above;Have a minimum 2.5 overall grade point average.

Biology Pre-Major Requirements(Items in Red are for Bachelor of Arts ONLY)

TSW Library Page

Adapted from full-year program for classroom-based research laboratory for freshmen◦ Developed by HHMI and the University of Pittsburgh

based on the research of Dr. Graham Hatfull

For TSW program, participants work in team to isolate novel bacteriophage from the soil ◦ Host organism: Mycobacterium smegmatis

Phage isolates are characterized and added to a national Mycobacterium phage database

Phages Laboratory ActivityPhage Hunters Advancing Genomics and Evolutionary Science (PHAGES)

Phage LQ88- Isolated during TSW 2011

Students purify isolates and thencharacterize them using:

- Electron microscopy- DNA isolation- DNA Restriction analysis- DNA gel electrophoresis

LQ88 restriction digestand gel electrophoresis

DN

A ladder

Uncu

t D

NA

Bam

HI

Cla

I

Eco

RI

HaeIII

Hin

dIII

Program AssessmentLASSIE, SURE and CURE

Systemic Research, Inc.34 Noreen Road Mansfield, MA 02048

1: Finalization of logic model and evaluation framework, and assessment master plan2: Key Indicator System3: Diagnostic Survey of Independent Research Skills4: Survey of Undergraduate Research Experiences (SURE) and Classroom Undergraduate Research Experience (CURE)5: Participant surveys6: Interview, observation, and site visit protocols7: Student Progress Management System8: Participation and observation of selected program activities9: Evaluation reports

Key evaluation questions are aligned with TSW objectives:

• To what extend did the Dallas Community College District (DCCD) students participate in the HHMI Transitions Summer Workshop?• To what extend did TSW teach academic skills and knowledge in biology or biochemistry?• To what extend did TSW teach laboratory techniques and research methods?• To what extend did TSW provide academic and career advising for successful transition to a bachelor degree program?• How satisfied were students with the TSW program components‐ Summer program and Fall seminars?• To what extent did TSW impact students to transfer to UNT or other four year institutions, and continue working on research projects?

Learning And Study Strategies Inventory

UNT demographics:Hispanic 12.1%Black 10.3%Asian 4.9%White 47.4Am. Indian 0.98%

UNT demographics:Male/female about 50/50

Students were not actively involved in science-related activities before applying to TSW.

Prior to participating TSW program, all participants expected to: • learn lab techniques and research skills• obtain academic planning and transfer information • career advice • learning experience

After completion of the program, students reported that the best part of the program was:

1. lab experiment 2. academic and career advice 3. learning environment 4. team research 5. science lab and building tours

Laboratory Tour

Academic Plans:Two students changed their plan to transferto four year college or university before completion of the Associates. Less students in medical degree and Master’s degree, but one increase in Ph.D. program.

TSW positively and significantly increased plans to apply for scholarships and pursue a career that includes research.

Even if I forget the facts, I'll still be able to use the thinking skills I learn in science. (strongly agree)

You can rely on scientific results to be true and correct. (agree)

When scientific results conflict with my personal experience, I follow my experience in making choices. (disagree)

Students who do not major/ concentrate in science should not have to take science courses. (disagree)

Science is not connected to non-science fields such as history, literature, economics, or art. (strongly disagree)

When experts disagree on a science question, it's because they don't know all the facts yet. (neutral)

Since nothing in science is known for certain, all theories are equally valid. (neutral)

Perceptions regarding science did not change

The process of writing in science is helpful for understandingscientific ideas. (strongly agree)

I wish science instructors would just tell us what we need toknow so we can learn it. (disagree)

Creativity does not play a role in science. (strongly disagree)

I get personal satisfaction when I solve a scientific problemby figuring it out myself. (slightly disagree)

I can do well in science courses. (strongly agree)

There is too much emphasis in science classes on figuringthings out for yourself. (neutral)

Perceptions regarding problem solving and learning did not change

Unchanged:

Plans to take other research-based lab courses.

Plans to pursue career in STEM-related field.

Student Perception Regarding Science, Scientist and Scientific Thinking

Student Perception Changes Regarding Lab Experiments, Problem Solving and Learning

Summary

Positive Changes:

Regarding the student’s plan to engage in STEM or research activities, pre‐post paired T‐tests indicate changes are statistically significant for both‐

“apply for science‐ or math‐focused scholarship orfellowship as an undergraduate (p=0. 0552),” and

“plan to pursue a career that has a laboratory researchcomponent (p=0. 0062).”

TSW gave positive impacts on students’ attitude changes towards more advanced degree and research‐involved career option.

Summary

Acknowledgments

Howard Hughes Medical Institute(2010 Science Education Grant #52006955)

Allyson Gardner (UNT Learning Center)Erin O’Toole (UNT Libraries)Dr. Keriman Livingston, (Richland College, Department of Mathematics, Science and Health Professions)Dr. Jason Kim (Systemic Research, Inc.)Gary Cocke

Contact Information

• UNT-HHMI Programs Office:• Life Sciences A205• (940)369-7261• http://hhmi.unt.edu

• Biology Advising Office:• Life Sciences A128• (940) 565-3627• biology@unt.edu