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

当前努力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)项目是一个脚手架的探究式教学和学习模块，旨在通过基于探究式的相关科学经验，为一年级学生开发、实施和评估变革性的STEM体验。其长期目标是开发一种本科生研究模式，为城市大学的学生提供在相关和真正有意义的社会背景下的早期研究经验。在当地紧迫的环境问题--纽约市牙买加海湾的修复--的背景下，学生将学习使用尖端科学工具，如应用环境元基因组学，来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/城市大学实施，吸引了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立大学、纽约市和其他合作伙伴之间新注入活力的关系，目标是了解和恢复牙买加海湾。该项目将汇集几种以研究为基础的做法(如基于问题的学习、真实的研究经验和支架式教学)，这些做法已被证明在STEM教育中是有效的，并具有更新的元素，旨在提高学生的动机、信心和专业知识。脚手架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，强调积极参与。该项目将评估以探究为基础的项目中的显式脚手架是否能改善STEM专业的学习和保持能力。项目成果将由外部评估者根据在科学素养、批判性思维能力和沟通方面的衡量变化进行严格评估。最终将通过研讨会和培训讲习班向区域两年制和四年制机构的教育工作者传播BREAM单元。

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.