Community College Science Research Articles

Supervised Study: Required Independent Research at a Community College Supports Persistence in Science.

This study assesses the impacts of the Science program at Piedmont Virginia Community College and its flagship capstone research experience, Supervised Study, through psychosocial perceptions associated with persistence in science and through a comparative analysis of subsequent science bachelor's degree attainment. Supervised Study involves authentic, independent projects, a research methods course and learning community, and one-on-one faculty mentoring. The Persistence in the Sciences survey was used as a repeated-measures instrument in four semesters of Supervised Study. Positive trends were observed for self-efficacy, science identity, community values, and networking, while responses related to project ownership were mixed (n = 13). To contextualize these observations, transfer and bachelor's degree completion rates were analyzed. Students who earn an associate's degree in Science (n = 113 between 2012 and 2019) complete bachelor's degrees at high rates (66.4%). Moreover, they are two to four times more likely to major in physical and natural sciences than their science-oriented peers, who take many of the same courses, with the exception of Supervised Study. Notably, these comparison rates remain consistent between different demographic groups. These findings further describe a model for research at the community college level that supports persistence in undergraduate science for a broad group of students.

Fostering Communities of Practice Among Community College Science Faculty

Objective/Research Question: This paper reports on data collected in a multi-year National Science Foundation grant project involving a professional development (PD) model built to support community college faculty as change agents (CAs). The research question was: How do disciplinary communities of practice (CoP) emerge among community college faculty working in teams? Methods: This research employed a mixed-method design. Data collection included interviews, focus-group sessions, reflective journals, observations, end-of-workshop evaluations, survey data with the 23 geoscience faculty CA, and data from a national survey. Data analysis used the principles of CoP. Results: When compared to other community college geoscience faculty nationally, the participants in our study reported greater levels of behaviors characteristic of CoP. The CoP emerged due to network building and resource sharing within the PD. The findings highlight the significance of structured PD on the development of robust disciplinary CoP. The initial orientation of CAs, existing institutional structures, and cultures of community colleges influenced the CoP. Putting lessons learned into practice, sharing outcomes, and leading regional PD for others contributed to strengthening of the CoP. Conclusions/Contributions: Intentional PD catalyzed the emergence of strong CoP among the community college geoscience faculty participants. The opportunities to connect with disciplinary colleagues teaching in community colleges who shared an interest in supporting student success and improving teaching practices and the opportunity to share lessons learned contributed to the CoP. Structured interactions, critical reflection, and leading colleagues in PD supported developing, maintaining, and growing the CoP.

Supporting students’ career development: A call to action

AbstractDrawing from examples of career development initiatives implemented by SAGE 2YC Faculty Change Agents, this chapter illustrates the role of career development in supporting the success of all community college students and guides faculty, administrators, and professional societies on how to advance student career development on a variety of scales. Career development as an integral component of community college science courses has major implications for increasing the diversity of science professionals, conveying the importance of science and scientific literacy in career sectors within and outside of the sciences, reducing equity gaps in students’ career development as undergraduates, and facilitating skill‐building necessary for the workforce. We urge community college science faculty and administrators to consider the powerful impact that career skill‐building and career exploration have on students and encourage the adoption of career development activities at the classroom, program, and institutional levels.

Writing Intensive High Impact Practice along with Transparency in Learning and Teaching Promote Critical Thinking in Writing Assignments in Two Community College Science Courses

Writing Intensive High Impact Practice along with Transparency in Learning and Teaching Promote Critical Thinking in Writing Assignments in Two Community College Science Courses

The Impact of Community College Science and Mathematics Coursetaking on Graduation, Transfer, and Non-Completion

The Impact of Community College Science and Mathematics Coursetaking on Graduation, Transfer, and Non-Completion

Evaluation of Cost Savings and Perceptions of an Open Textbook in a Community College Science Course

Open textbooks are free, online resources that can replace traditional textbooks and save students money. The costs of traditional textbooks continue to increase, and this can particularly affect at-risk, low-income students. Few studies have analyzed student perceptions of open textbooks and how they influence academic achievement, but the emerging trend is positive. In the present study, I assessed student perceptions of an open textbook and calculated the subsequent cost savings. Although there were some limitations to my study, such as a low sample size, my results closely mirror previous studies in that most students had favorable opinions of the open textbook and would prefer to use them over traditional textbooks. The average cost savings per student was $81 for one course, determined using a novel method that does not assume all students buy new textbooks. These savings were likely important to the students, the majority of whom worked five hours or more and have received Pell Grants or other tuition waivers.

A phenomenological study of community college students’ experiences with mentor teachers

The aims of our current study were to (1) explore how community college science and mathematics majors made meaning of their experiences with mentor teachers as part of an early field experience and (2) understand the ways students’ experiences with mentors influenced their interest in teaching. Using interviews and written reflection activities, a qualitative phenomenological approach was used to understand and describe the meaning of the lived mentoring experiences of 17 community college science and mathematics majors. Five themes were identified to describe community college students’ experiences with mentor teachers in elementary, middle and high schools in a high-needs school district: (a) role modeling, (b) mutual respect and honesty, (c) responsiveness and guidance, (d) approachability and relatedness, and (e) broadening and shifting perspectives. Findings point to the potential of early relationships with mentor teachers as a means to shape community college students’ interest in teaching science or mathematics.

The Representation of Minority, Female, and Non-Traditional STEM Majors in the Online Environment at Community Colleges

Using data from more than 2,000 community college science, technology, engineering, and mathematics (STEM) majors in the National Postsecondary Student Aid Study, this research investigates how ethnicity, gender, non-traditional student risk factors, academic preparation, socio-economic status, and English-as-second-language/citizenship status relate to online course enrollment patterns. Even after controlling for other factors, Blacks and Hispanics (Black and Hispanic men, in particular) were significantly underrepresented in online courses, women were significantly overrepresented, and students with non-traditional student risk factors (delayed enrollment, no high school diploma, part-time enrollment, financially independent, have dependents, single-parent status, and working full-time) were significantly more likely to enroll online. However, although ethnicity, gender, and non-traditional factors were all important predictors for both 2- and 4-year STEM majors, at community colleges, ethnicity and gender were more important predictors of online enrollment than non-traditional characteristics, which is the opposite pattern observed at 4-year colleges.

Effect of Open Note Quizzes on Community College Science Students Grades and Attrition Rates

This article describes the effectiveness of open note quizzes in improving student outcomes in an introductory Human Anatomy and Physiology course. Results are discussed within the context of a teaching strategy called LETME (Link, Extract, Transform, Monitor and Extend), which was specifically developed for at risk community college students. The use of open note quizzes not only helped students monitor their progress, but also with note taking as they extracted and transformed information from the textbook and other sources. It also enabled them to link this information to previous knowledge and extend it to new concepts. In addition to achieving significantly higher test scores in the five lecture tests and overall grades, students exposed to LETME reported slightly better study habits in monitoring their own performance and their independent study skills. For instance, surveys indicated that they were more likely to use their textbook, take notes and be involved with study groups. The experimental group also reported that the open note quizzes helped them in preparing for exams and mastering the course. Students in the experimental group were also more likely to complete the course than the general student population.

Instances: Incorporating Computational Scientific Thinking Advances into Education & Science Courses

Teaching computation and science in the context of scientific inquiry and problem solving promotes interest in STEM and increases appreciation for computation in science. The work presented here is the result of multi-institutional and multi-disciplinary collaboration among Computational Physics educator, Science & Math educator, Computational Science Education foundation, Computational Biologist, two community college science teachers, and CS usability expert. We have created a collection of modules that have been piloted in a pre-service education course and are currently being modified for use in an online course for pre- and in- service teachers. The Computational Scientific Thinking & Modeling course will provide practical computation integrated into the scientific problem-solving paradigm. We assume that the students have varied knowledge of physics, biology, algebra, and Calculus1 at a high school level. The following module topics have been selected for the online course: Exponential Decay and Growth, Logistic Growth, Computer Precision, Predator Prey Models, Projectile Motion with Drag, Random Numbers, Random Walk. Students learn to create models and perform computations using Excel, Python language or Vensim simulation software. Our modules start with a scientific problem and then lead the students through its solution via a computational science approach. A typical module includes: Learning Objectives/Skills/Activities, Scientific problem, Concept map and system statements, Computational model, Background information on the computational model, Simulating the model, and Assessment. We found that the module topics are easily described in the context of physical examples. Yet biological examples are less obvious. The pilot of the Exponential Decay and Growth and Logistic Growth revealed that the science was masked in the process of learning the software and the students desired a greater understanding of computation in science. In this poster we present the modules that have been piloted.

Enhancing Research Skills and Information Literacy in Community College Science Students

Community college science majors were assigned a team-based research project in a course sequence of General Biology I and II and were followed over a two-semester sequence during three academic years. The project was intended to introduce key General Education principles such as global citizenship, scientific reasoning, communication skills, information literacy, and stewardship. Conducted in partnership with library faculty, the assignment used course-integrated workshops and one-on-one reference instruction to help students produce research papers, learn the mechanics of online library research, and practice public speaking. Assignments were designed to emphasize and refine skills such as information literacy, critical thinking, and writing, while supplementing course content with current global events. Pre- and post-surveys were conducted to analyze assimilation of skills during General Biology I and mastering of those skills the following semester.

The Undergraduate Science Research Experience (USRE) and its Transformative Nature for Houston Community College Students

ABSTRACTSince 2005 the author has provided community college science and engineering students the opportunity to conduct substantive summer research projects in the areas of materials science, physical sciences, engineering disciplines and other multidisciplinary research areas. To date, nineteen students have participated in research experiences at regional universities and NASA-Johnson Space Center. This paper will examine the genesis of the program, providing an overview of the program structure, the role that materials research has played in the success of the various student experiences, and thoughts on future directions and improvements.

The professional development of college science professors as science teacher educators

The purpose of the study was to examine qualitatively the development of four community college science professors as science educators while they prepared and taught a summer life science academy for K-12 teachers. Since this was the first experience with teacher education for the professors, the academy provided an excellent opportunity to study the response of science professors to the challenge of teacher education. The academy was sponsored by an NSF-funded Comprehensive Regional Center for Minorities in a large metropolitan area. The funding enabled the professors to learn about science education while preparing for the academy. Prior to the academy the professors thought that they could contribute to teacher development because of their expertise in science. In preparation, the science professors visited school classrooms, consulted with a science educator, read widely in the literature of science education, and worked with exemplary teachers. As a result of preparing and conducting the academy, the professors came to see their traditional lecture/lab approach to science education as inadequate with regard to most students. Since the experience of the academy, the professors have altered the format of some of their community college courses. © 1996 John Wiley & Sons, Inc.

A study of field independent biased mental ability tests in community college science classes

AbstractMany schools use mental ability test scores as a basis for grouping students and planning their educational needs. The widespread use of these test scores throughout public and private schools demands that test items be unbiased. One way in which tests could be biased, that has not been thoroughly investigated, is the inadvertent use of analytical skill items favoring one perceptual orientation over another. This study investigated analytical skill items on the Otis‐Lennon Mental Ability Test for field independent bias. Using as analysis of variance and discriminant analysis, the results indicated that the Otis‐Lennon Mental Ability Test was biased in favor of individuals with a field of independent perceptual orientation.

Meeting the challenge of community college science instruction

Meeting the challenge of community college science instruction