CUREing Ocean Plastic in Pandemic Times

Abstract

“The CUREing Ocean Plastic” project, an NSF-funded initiative addressing microbial colonization of ocean plastic, is a collaboration between a private non-profit university serving non-traditional students (National University, NU) and a world-renowned research-oriented institution (Scripps Institution of Oceanography, SIO). Over two years it has consistently shown significant gains in student knowledge of scientific research, laboratory techniques, and appreciation of science. In 2020, the SARS-Covid-19 pandemic effectively stopped in-person classes and field trips to SIO. The goal of this study was to 1) adapt content to online delivery, and 2) test the hypothesis that an online experience would result in comparable increases in student engagement and knowledge. In our original design, students in onsite classes were shown a documentary describing the background to the project, assessed by a low-stakes quiz. The day of the field trip, students visited the SIO pier and observed sample deployment and collection. Presentations addressed the research project, its experimental design, and updates about current ocean plastic research, culminating in a Q&A session with NU and SIO researchers and students. Afterward, students in the lab analyzed the collected plastic samples according to the course, from simple colony observations to DNA extraction, 16S PCR, and blast analysis. Introductory biology lab courses were selected for the online pilot. We developed video content of lectures presented during the field trip experience and footage of deployment and collection of samples. The material was scaffolded over 3 weeks of the course. At the end of the third, students participated in a live Zoom session with NU and SIO scientists and research students. The panel answered questions about the project, science skills and careers, the state of plastic pollution, and possible solutions. The intervention was assessed via retrospective surveys and focus groups. Survey results of the online students (N=24) were compared to those of previous onsite students (N=83) using paired and unpaired t-tests with Bonferroni corrections. For both groups, the “after” scores were significantly higher for all questions than the “before” scores, as students rated their knowledge of scientific design, basic laboratory techniques, SIO and NU research, and ocean plastic research. Interestingly, the “before” scores of online students were significantly lower compared to the onsite students, but there was no significant difference was found in the “after” scores. Focus group interviews of nine students reflected a deep appreciation of both the experience and the knowledge gained regarding the real-life relevance of plastic pollution. The results show that carefully designed virtual experiences can substitute in-person science experiences with comparable effect on student engagement and perception of knowledge. While limited in the hands-on and informal social aspects, the virtual field trip is an accessible alternative that can reach larger student audiences.