Background and context
Institutional context
Overview of UMBC
History of UMBC student research training programs
STEM BUILD at UMBC
Program aims and evidence base for initiatives
BTP trainees and BUILD affiliates - recruitment
BUILD programs description
BUILD Training Program (BTP)
BUILD Period | SEM/YR | BTP Trainees | Comment |
---|---|---|---|
1 | SR 15 |
Build a Bridge to Success (BBS)
Math Preparation SURF – Attendance |
Establishing a strong foundation
Math 106 – Algebra (if needed)
BBS – Career engagement and exploration, the Scientific Method, Group Research Experience |
FA 15 |
Quantitative Reasoning Laboratory
Intro to a Research University (IRU)
STEM LLC, BUILD UP, Leadership Series UGRS/posters (Microbiome Project) |
IRU – study skills, time management, academic integrity, communication skills, diversity Pre-Calculus and English 100/110 Standard Classesa
| |
SP 16 | STEM LLC, BUILD UP, Leadership Series | Standard Classesa
| |
2 | SR 16 |
Bioanalytical Research Training (BRT)
EHS 115 – Medical Terminologyb
SURF, (Bridge Repeat)d
|
Developing technical laboratory skills in context of authentic question
|
FA 16 |
Intro to Discovery (ID)
UGRS/Posters (BRT) STEM LLCc, BUILD UP, Leadership Series |
ID – Finding research opportunities, Applications/Resumes/Elevator Pitches Standard Classesa
| |
SP 17 | STEM LLCc, BUILD UP, Leadership Series | Standard Classesa
| |
3 | SR 17 |
Phage Hunters, REU, Internships, BGR
GRE Preparation, SURF, (Bridge Repeat)d
| Engaging in authentic research and developing laboratory, scientific communication, and research skills
|
FA 17 |
Intro to Post-Bac (IPB)
UGRS/Posters (Phage Hunters) STEM LLCc, BUILD UP, Leadership Series |
IPB – Careers/Proposal Writing Standard Classesa
| |
SP 18 |
Ethics and Integrity in Scientific Research
URCAD/Oral Presentations STEM LLCc, BUILD UP, Leadership Series | Standard Classesa
| |
4 | SR 18 |
REU, Internships, BGR
GRE Preparation Course Biomedical Case Studies Course (Bridge Repeat)d
|
Implementation of Skills and Competencies
|
FA 18 |
UGRS/Posters
STEM LLCc, BUILD UP, Leadership Series | Standard Classesa
| |
SP 19 |
URCAD/Oral Presentations
STEM LLCc, BUILD UP, Leadership Series | Standard Classesa
|
BUILD a bridge to STEM summer internship program
Institutionalization and sustainability
Item | Description |
---|---|
Level 1: Establishing a strong foundation of basic skills and academic enrichment
| |
BUILD a Bridge to Success -
trainees learn from analyzing and interpreting a published large data set.
| A group research experience, where students formulate their own research questions on a large metagenomics data set and analyze and interpret the data (Microbiome Project). Students present findings in an oral presentation presented to all BTP Trainees. Students also engage in a journal club to read, interpret, and understand a journal article. |
Level 2: Foundational skills needed for a research career, especially in regards to data, its collection and interpretation
| |
Bioanalytical Instrument Training -
trainees are trained in instrumental methods of analysis, interact with research mentors, and develop projects that supplement numerous funded research projects
| Through affinity research group-like projects, students will learn to select the proper tools, collect measurements, and reduce them to statistically meaningful results. This experience is an extension of the Quantitative Reasoning Laboratory; in contrast, it uses projects garnered from faculty laboratories that require the development and/or application of bioanalytical methods and instrumentation. |
Level 3: Confidence in performing independent research
| |
PHAGES - trainees experience authentic discovery – a natural driver of learning | The well-documented HHMI-Science Education Alliance (SEA) Phage Hunters Advancing Genomics and Evolutionary Science (PHAGES) is used as an applied research experience. According to the HHMI-SEA literature, PHAGES offers students: • ownership of a project • an opportunity to present, publish, and contribute to the scientific community • regular milestones to measure progress • authentic scientific discovery |
Level 4: Capstone implementation of skills and competencies
| |
BUILD Group Research (BGR) - trainees, in groups, will work with assigned faculty mentors on funded research projects | Student groups with similar interests work with an approved mentor on a project associated with the research of that faculty mentor. The work is intended to be presented at local/national meetings and published. In lieu of the BGR, students may substitute an extended independent research project in an approved faculty mentor laboratory. |
STEM Living and Learning Community (LLC)
Developing faculty
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A significant majority of faculty used active learning techniques (e.g., class discussion, real-life problems, and small group work) in all or most of their classes and less likely to use other active learning techniques (e.g., laboratory learning/field learning, reflective writing, and clickers/electronic feedback in class) in all or most of their classes.
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Faculty reported feeling extremely or very confident at academic-oriented tasks, such as setting learning goals, selecting reading materials, designing assignments, planning class activities, and engaging students in learning, but fewer faculty reported feeling extremely or very confident in their abilities to promote student collaboration and address sensitive issues in ways that help students to deal with them maturely.
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In terms of mentorship, faculty reported feeling extremely or very skilled at helping mentees develop strategies to meet goals, building mentees’ confidence, and establishing a relationship based on trust. Fewer faculty reported feeling extremely or very skilled at taking into account the biases and prejudices the mentor may bring to the mentor/mentee relationship and/or discussing diversity issues.
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Faculty strongly agreed or agreed that students can substantially change how much science ability they have and substantially change how much math ability they have. Fewer faculty strongly agreed or agreed that instructors can substantially change how much science ability students have and/or substantially change how much math ability students have.
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Attendance at a minimum of eight programs during the first year and four programs during the second year, including a kickoff mini-retreat,
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Participation in the first or second year in a class observation cycle with the FDC,
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Participation in the first year in the FDC’s Classroom Assessment for Teaching And Learning, or CATALyst Process for gathering course midterm feedback,
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Completion of reflective surveys on teaching practices provided by the FDC at the beginning and end of each program year, and
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Help with facilitation of sessions at the retreat or other FDC second-year programming.
Collaborations and pipeline partnerships
Site level evaluation design
Evaluation aims
Key features of the evaluation
Conclusion: contributions and challenges
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Exploit the existing and strategic infrastructure of the university, whenever possible,
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Develop/redesign courses that complement and can be incorporated into the standard academic core that have the attribute of scalability,
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Add supplemental instruction as add-ons to existing courses to decrease course burdens on students,
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Establish a STEM Living Learning Community that is sustainable, and
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Explore and test BUILD Group Research as a means to reach the many students who are shut out of the traditional one-on-one applied learning experiences.