No abstract

This paper examines the extent to which community college biology education research (CC BER) has progressed since initial calls for broadening participation by comparing the number of CC BER publications, identifies barriers to and opportunities for community college faculty BER participation, and highlights the importance of institutional networks as a driver for incorporating CC faculty in BER.

The application of the Thiem equation to support the interpretation of comprehensive long‐term monitoring datasets, made possible through modern datalogging technology, is presented as an alternative to constant‐rate aquifer testing to obtain representative transmissivity estimates in settings where controlled hydraulic testing may be impractical. Water levels logged at regular intervals can be readily converted to average water levels over time periods corresponding to periods of known pumping rates. By regressing average water levels during multiple time periods of known but variable withdrawal rates, steady‐state conditions can be approximated and Thiem's solution applied to estimate transmissivity, without performance of a constant‐rate aquifer test. Although the application is limited to settings where changes in aquifer storage are negligible, by regressing long data sets to parse interferences the method may characterize aquifer conditions over a much wider radius than short‐term, non‐equilibrium tests. As with all aquifer testing, informed interpretation is critical to identifying and resolving aquifer heterogeneities and interferences.

Course-based research experiences (CREs) are designed to engage students in authentic scientific experiences that are embedded into a standard curriculum. CREs provide valuable research experiences to large numbers of undergraduate biology students, however, CRE implementation can require many personnel. Because limited personnel may be a barrier to widespread CRE implementation, our goal was to discover which personnel students valued throughout a CRE and the ways they were valuable. We investigated students’ perceptions of personnel resources throughout a semester-long CRE using two survey approaches. Using a text message survey administered multiple times per week, real-time data was collected about which personnel resource students perceived to be the most helpful. Using a web-based survey administered five times throughout the semester, retrospective data was collected about how often students used each personnel resource and how helpful students perceived each personnel resource to be. Graduate teaching assistants (TAs) were consistently selected as the most helpful personnel resource by the majority of respondents throughout the semester, with most respondents describing graduate TAs providing project-specific feedback. Although less frequently, undergraduate TAs were also consistently selected as the most helpful personnel resource. Respondents described undergraduate TAs providing project-specific feedback, general feedback, and project-specific resources. Data from the retrospective, web-based survey largely mirrored the real-time, text message survey data. Throughout the semester, most respondents reported using graduate TAs “Often” or “Always” and that graduate TAs were “Very” or “Extremely” helpful. Throughout most of the semester, most respondents also reported using undergraduate TAs “Often” or “Always” and that undergraduate TAs were “Very” or “Extremely” helpful. The results of this descriptive study underscore the importance of graduate and undergraduate TAs in the development and implementation of CREs, emphasizing the need for departments and course coordinators to be intentional in planning TA training that prepares TAs to fulfill their critical role in CRE implementation.