Abstract
Undergraduate learning in STEM is enhanced by participation in tractable and relevant research projects. Simultaneously, it is challenging to design meaningful research opportunities that remain affordable, engage students in most aspects of the scientific process, and offer opportunities for transformative learning experiences. We designed a collaborative 12-week undergraduate research project based on the quantification of litter along two urban streams in the Oklahoma City (United States) metropolitan area, addressing a regional issue with global implications. This study engaged six undergraduate students at a low cost with commonly available equipment. Three faculty involved brought expertise in physical stream characterization, ecology, statistics, and mathematical modeling, allowing students to approach data analysis from multidisciplinary and collaborative perspectives. Students participated in nearly all stages of scientific research, including a brief literature survey, data collection and analysis toward addressing research questions, interpretation of results, and presentation at a scientific meeting. Post-project surveys revealed that students held highly favorable perceptions in relation to overarching project goals, including improvements in data management and quantitative analysis, in comprehension of scientific abstracts, in grasping the scientific process, and in skill development toward future career goals. Student perceptions regarding the importance of participation in generating data, interest in future data analysis, and the importance of receiving financial compensation for participation were less favorable and varied. Despite increased interest in conducting future field work, interest in pursuing a career in research was slightly diminished after participation in the project. Evidence of transformative learning existed in the targeted areas of scholarly activity and health and wellness. We discuss the benefits of our study design, including suggestions for improvement and the adaptability of this study for other educational contexts.
Highlights
INTRODUCTION and BACKGROUNDUndergraduate research experiences (UREs) are known to facilitate STEM learning for undergraduate students, including historically under-represented groups (e.g. National Academy of Sciences, 2017; Russell, Hancock, & McCullough, 2007)
As few urban or rural communities are immune to litter accumulation issues, the study of litter is relevant to students across the globe and can serve as an opportunity for students to actively engage in research questions surrounding issues facing their local communities and the global community at large
One student focused on correlations between different measures of litter accumulation at multiple spatial scales using Excel to aggregate datasets and SPSS to conduct correlation analyses
Summary
Undergraduate research experiences (UREs) are known to facilitate STEM learning for undergraduate students, including historically under-represented groups (e.g. National Academy of Sciences, 2017; Russell, Hancock, & McCullough, 2007). Exposure to largely unaddressed or unrecognized problems in a local community creates an opportunity for transformative learning beyond scientific research, including areas such as civic and cultural awareness, and health and environmental outcomes. The study of litter accumulation in local streams presents an affordable means to create a transformative STEM URE with clear connections to a global problem. As few urban or rural communities are immune to litter accumulation issues, the study of litter is relevant to students across the globe and can serve as an opportunity for students to actively engage in research questions surrounding issues facing their local communities and the global community at large
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
