Early access to science research opportunities: Growth within a geoscience summer research program for community college students

Abstract

Undergraduate research experiences benefit students by immersing them in the work of scientists and often result in increased interest and commitment to careers in the sciences. Expanding access to Research Experience for Undergraduate (REU) programs has the potential to engage more students in authentic research experiences earlier in their academic careers and grow and diversify the geoscience workforce. The Research Experience for Community College Students (RECCS) was one of the first National Science Foundation (NSF)-funded REU programs exclusively for 2-year college students. In this study, we describe findings from five years of the RECCS program and report on outcomes from 54 students. The study collected closed- and open-ended responses on post-program reflection surveys to analyze both student and mentor perspectives on their experience. Specifically, we focus on students’ self-reported growth in areas such as research skills, confidence in their ability to do research, and belonging in the field, as well as the mentors’ assessment of students’ work and areas of growth, and the impact of the program on students’ academic and career paths. In addition, RECCS alumni were surveyed annually to update data on their academic and career pursuits. Our data show that RECCS students learned scientific and professional skills throughout the program, developed a sense of identity as a scientist, and increased their interest in and excitement for graduate school after the program. Through this research experience, students gained confidence in their ability to “do” science and insight into whether this path is a good fit for them. This study contributes to an emerging body of data examining the impact of REU programs on community college students and encourages geoscience REU programs to welcome and support more community college students.

Blended Learning Delivery Methods for a Sustainable Learning Environment: A Delphi Study

“…It also aligns with social constructivism learning theory. Social constructivism stresses that learning takes place through communication, collaborative activity, and interactions with others [38,82]. It argues that student collaboration enhances students' ability to test their own ideas, synthesize their peers' ideas, and construct a deeper understanding of the material being learned [83,84].…”

“…Echoing this, social constructivism posits that learning emerges from the group interactions of students. Accordingly, social constructivism emphasizes the importance of collaborative learning strategies, including peer collaboration, problem-based learning, and other group-based educational approaches [38]. In the realm of blended learning, such collaboration is facilitated through a mix of in-person and digital formats, encompassing activities like writing groups, peer teaching, online discussions, and virtual learning communities.…”

A Summer Research Program for Community College Students Led by Graduate Students at the University of Washington

“…In a recent study assessing the feedback from RECCS alumni, the authors show that program significantly enhances students' scientific and professional skills, fosters a scientific identity, boosts interest in pursuing graduate studies, and increases confidence in their scientific capabilities. 21 In an effort to bring similar research experience to community college students with specific interest in chemistry, we have established an initiative: the Summer Chemistry Research Opportunities for Community College Students (SCROCCS) program at the University of Washington (UW). Chemistry majors transferring from community colleges typically join research laboratories later than their traditional students who start directly at four-year institutions, resulting in less time and experience to prepare for internships or graduate school.…”

“…An example of such initiatives is the Research Experience for Community College Students (RECCS), an REU program in environmental and geosciences in Colorado, funded by the National Science Foundation (NSF). In a recent study assessing the feedback from RECCS alumni, the authors show that program significantly enhances students’ scientific and professional skills, fosters a scientific identity, boosts interest in pursuing graduate studies, and increases confidence in their scientific capabilities . In an effort to bring similar research experience to community college students with specific interest in chemistry, we have established an initiative: the Summer Chemistry Research Opportunities for Community College Students (SCROCCS) program at the University of Washington (UW).…”