Bridge to Research in Environmental and Applied Metagenomics: An inquiry-based module to build core STEM competencies and improve retention among underrepresented students

当前改善生命科学教育的一个主要目标是为学生提供从事原创性研究的机会。环境与应用基因组学研究之桥（BREAM）项目是一个基于探究的教学和学习模块，旨在通过基于探究的相关科学体验，为一年级学生开发、实施和评估一种变革性的STEM体验。长期目标是为本科生研究开发一种模式，为学生提供在城市大学相关且真正有意义的社会背景下的早期研究经验。在当地环境问题紧迫的背景下，纽约市牙买加湾的恢复，学生将学习使用尖端的科学工具，如应用环境宏基因组学，研究生态系统功能和城市河口的恢复。该项目将在约克学院/纽约市立大学实施，吸引来自不同学生群体的参与者。这一努力的理想时机是利用纽约市市立大学、纽约市和其他合作伙伴之间的新活力关系，以了解和恢复牙买加湾。该项目将汇集一些研究实践（如基于问题的学习、真实的研究经验和脚手架式教学），这些实践已被证明在STEM教育中有效，并具有更多旨在提高学生动机、信心和专业知识的新颖元素。架式活动将向学生介绍假设发展、科学文献回顾和实验设计等概念，并强调积极参与。该项目将评估基于探究的项目中明确的脚手架是否能提高STEM专业学生的学习和记忆。项目成果将由外部评估人员根据科学素养、批判性思维技能和沟通能力的测量变化进行严格评估。BREAM模块最终将通过研讨会和培训讲习班传播给区域两年制和四年制大学的教育工作者。

A major goal of current efforts to improve life science education is to provide opportunities for students to engage in original research. The Bridge to Research in Environmental and Applied Genomics (BREAM) project is a scaffolded inquiry-based teaching and learning module that seeks to develop, implement, and assess a transformative STEM experience for first-year students through inquiry-based, relevant science experiences. The long-term goal is to develop a model for undergraduate research that provides students with early research experience in a relevant and truly meaningful social context at an urban college. In the context of a pressing local environmental issue, the restoration of Jamaica Bay in New York City, students will learn to use cutting-edge scientific tools, such as applied environmental metagenomics, to investigate ecosystem function and the restoration of urban estuaries. The project will be implemented at York College/CUNY, drawing participants from a diverse student population. This effort is ideally timed to take advantage of the newly energized relationship between CUNY, the City of New York, and other partners with the goal of understanding and restoring Jamaica Bay. This project will bring together several research-informed practices (such as problem-based learning, authentic research experiences, and scaffolded instruction) that have been shown to be effective in STEM education with more novel elements intended to improve student motivation, confidence and expertise. Scaffolded activities will introduce students to concepts like hypothesis development, scientific literature review, and experimental design, with an overwhelming emphasis on active participation. The project will assess whether explicit scaffolding in an inquiry-based program improves learning and retention in STEM majors. Project outcomes will be rigorously assessed by external evaluators based on measured changes in scientific literacy, critical thinking skills, and communication. The BREAM module will be ultimately disseminated to educators at regional two- and four-year institutions through seminars and training workshops.