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Research Paper

Creating Relevant Independent Research Experiences for Biology Majors Beyond Laboratory and Field Experiments

Breanna Johnson, Lydia Owens, Kayla King, and Diann Jordan*

Department of Biological Sciences, Alabama State University, Montgomery, Alabama 36104, USA.

*Corresponding author, Diann Jordan, email: djordan@alasu.edu

Received 13 June 2018, revised 7 September 2018, accepted 8 September 2018

Publication Date (Web): September 8, 2018

© Frontiers in Science, Technology, Engineering and Mathematics

Abstract

One of the goals of any independent research project should be to develop Science, Technology, Engineering and Mathematics (STEM) students’ ability to think critically and independently.  For students who enjoy the biological sciences but do not necessarily want to work as research scientists in the laboratory or conduct field research, the question becomes how do we as mentors provide relevant experiences that will develop their skills in writing, presentation and critical thinking. More importantly, how do we maintain minorities, women and underrepresented groups for the long term in STEM or STEM-related careers is still an important issue in creating viable pathways to and increasing the “pipeline” for diverse student groups.  Three senior biology majors were given projects that would enhance their writing, presentation and critical thinking skills.  The projects were tailored to students’ interest and scheduled over a 4-month period.  Because the projects were designed for them to explore and investigate their own areas of interest, the students took ownership of their project and developed relevant questions that allowed them to make more informed career decisions in their health or STEM-related career. This was an important finding, especially for underrepresented students, who graduate but may not be retained in the journey towards a STEM-related career.

Keywords

Independent research; Underrepresented students; Mentoring; Career pathways; Science, Technology, Engineering and Mathematics; STEM-related careers; Health-related careers

Introduction

Despite the progress that has been made by Historically Black institutions (HBCUs) in increasing the number of STEM majors and graduates (Suitts, 2003; Upton and Tenanbaum, 2014), blacks are still underrepresented in Science and Engineering occupations.  According to statistics from the National Science Foundation, blacks represent less than 5% of the United States Science and Engineering workforce (NSF, 2017).  Furthermore, biological and biomedical sciences are two STEM fields that minority students, especially African Americans tend to major in as undergraduates.  In 2010, blacks received 7% of all bachelor’s degrees awarded in the biological sciences (NSF, 2011).  At Alabama State University, biology undergraduate majors were ranked as the largest STEM major in fall 2014 (Wilson, 2015).  Although being a physician or dentist are most often cited as fields of interests for biology and pre-health majors, many of these students are not fully aware of the vast array of choices in the health-related and other STEM fields that would utilize their skills as Biology majors (Culotta and Gibbons, 1992; Jordan et al., 1996).  According to DeLong (2009), an undergraduate education is important in developing the student’s ability to learn and think independently.  Independent study courses allow faculty mentors to provide one –on-one experiences that can create a lifelong relationship.  Furthermore, we are still experiencing a “pipeline” problem with underrepresented groups in STEM or STEM-related fields and a retention issue for those who persist in these fields.  Therefore, it is imperative for our students to be exposed to what a biology degree can prepare them for in the world of work and what opportunities are available beyond medical school, STEM Ph.D programs and traditional health careers.

According to Castillo and Estudillo (2015) African Americans and Hispanic/Latinos are the two largest groups who have notable persistent disparities for not completing college.  This disparity is reflected in the number of degrees as well as the number STEM degrees for minorities.  According to Lopatto (2007), Gibau (2015) and Castillo and Estudillo (2015), a key way to encourage underrepresented students (including women and disabled groups) is to provide early intervention, undergraduate research experiences and active learning experiences.  Lopatto’s study shows that undergraduate researchers from underrepresented groups showed higher learning gains in independence, intrinsic motivation to learn and active participation in their courses after their summer undergraduate experiences.  According to Bryan and Atwater (2002) a major underachievement of African American students is due to the “gap” between the world of students and the world of science.  Instructors need to bridge the gap by focusing on placing the content area in a context that is relevant to learners.   According to Marbach-Ad et al. (2010), linking the material to students’ lives is not generally promoted in science courses.   Their research; however, strongly indicates that courses which promote active learning and culturally relevant activities cause non-science and science majors alike to think more creatively and critically in solving scientific and everyday problems.  Their research illustrates that this approach to teaching science is critical for science majors who might proceed to conduct science research.

Materials and Methods

No specific survey was conducted with the independent study students.  The suggestions and discussion provided are based on the projects conducted by 3 students enrolled in Biology 400 and on a library review.  Student 1 was enrolled in Biology 400 during Fall 2016 and students 2 and 3 were enrolled in Biology 400 during Spring 2018.

Selection of a Research Project for Biology 300 and 400 (Independent Study)

      Each project was selected and tailored to each student’s interest in a health-related field or science education.  Student 1 wanted to teach Biology in a K-12 setting.  Her project was selected to provide her insight on curriculum material suited for high school students in a biology classroom.  She evaluated documentary films suitable for explaining concepts like cell division, strokes and brain function, etc.  She presented the work at an annual research symposium to practice her teaching and presentation skills. 

      Student 2 wanted to become a physician assistant (PA).  She completed a library study and interviewed 2 PAs to determine the factors she should consider before applying and professional expectations of her during enrollment and after graduation.  Several other questions were developed and approved by the instructor to determine if this field would be the best fit for student 2.  She was required to present her work at an annual research symposium to get feedback on her understanding of alternative health-related fields. 

      Student 3 was interested in becoming a pharmacist and was already working as a pharmacy technician.  Although she had a great deal of experience in the field, she was required to conduct 3 interviews with current practicing pharmacists.  Student 3 was also given a popular research topic on “Prescription Opoids” in her field.

 Each student was encouraged to meet regularly (weekly) and had to work throughout the semester with the assigned instructor to complete their independent project.  Each student also wrote a reflection essay to completely fulfill the requirements for a successful independent research experience. 

Results and Discussion

Each independent research study was tailored to the specific student according to their interests.  The purpose of this approach was to allow the student to take full ownership of their project and gain a better understanding of what it means to be a practicing professional in their specific field.  This ownership was demonstrated by the following excerpts from their reflection essays.

      Student 1 states, “this independent study captured my interest, made me a better researcher with the weekly meetings and library research.  It changed the way I’ll teach in my science classroom and my outlook on science education.”   According to Lopatto (2010), for underrepresented students, community-based research can expose them to community issues like science education in the K-12 setting and social issues that foster social change.  This social change element along with active learning can inspire and retain students in science education and STEM-related careers.

      Student 2 states, “Interviewing the physician assistants gave me a different perspective as they recalled their experiences while completing the 2-year program.  [It provided me insight into what it might be like to be the only African American in an educational institution as well as the work environment].  One of the PAs that I interviewed stated that she encountered racial bias.  Because of this research experience, I will be better equipped to deal with similar situations.  I will also shadow an experience PA before enrolling into a PA program.  This independent study solidified my interest in pursuing Physician Assistant as a career”.  Becoming more socially aware of possible racial bias in the workplace did not thwarted the student’s interest in pursuing a career in PA. Instead, it “solidified” her interest and made her feel more prepared to handle possible barriers.

      Student 3 states, “I began as a state licensed pharmacy technician 3 years ago, and since then, I have always felt strongly about progressing within Pharmacy to a more professional level. However, after interviewing these three pharmacists, I have gained a more realistic understanding of what it means to be a pharmacist. My own personal reasons for wanting to become a pharmacist included: being awarded with the ability to help others in regards to their personal health; having the ability to work in a challenging and demanding profession; and also, financial stability. I have learned through each of these professionals that there is so much more to this career choice than what I thought. Collectively, these interviews have taught me first, to understand what it means to genuinely want to help people. In order to help others, you must truly possess genuine compassion. It takes a caring and considerate individual to be able to treat each patient professionally with the care that they deserve. Also, you must never give up on what is important to you.”

      Each of these independent studies were relevant to these senior students’ careers and were designed in collaboration with the students. As a result, these seniors exhibited the independence and intrinsic motivation that Lopatto’s study (2007) so aptly describes.  Presumably a graduating senior is going to embrace a project which directly relates to his or her career aspirations.  However, the implications of these findings are just as applicable to any student given the opportunity to design a “culturally relevant” scientific project in consultation with a mentor who appreciates the student’s interest and love of science (Tanner and Allen, 2007).  Although senior students are not required to take an independent study course, it should be for students who are majoring in STEM fields with limited background in research. Because not all students will have a laboratory or field research experience before they graduate from an undergraduate program, Course Based Undergraduate Research Experiences (CUREs) is an opportunity for students to learn basic research principles. Furthermore, CUREs can be easily adapted to our current curriculum and readily used in the classroom. These types of classroom-based projects as well as independent study courses can help and foster lasting positive professional relationships for students and faculty.  Such relationships can help counter the isolation experience by underrepresented groups in the “world of science”, whether they are at a predominantly white institution (PWI) or at an HBCU.  Students are then less likely to “fall through the cracks” and “fall out of” long-term careers in STEM and STEM-related careers.

Independent Study Mentor/Instructor’s Perspective     

While the tips for creating successful independent projects may seem obvious (Table 1), many underrepresented and female students fall through the “cracks” if they are not properly mentored or see the relevance of their civic engagement course to their prospective careers.  That is, even though they are finally able to complete a degree in Biology, their desire to utilize these skills in a STEM or STEM-related field may not be realized.   As stated by several great publications (National Research Council, 2003; Seymour and Hewitt, 1997 and Woods, 2009), mentors and instructors have to find innovative ways to engage and maintain students in STEM fields.  Many underrepresented and female students may graduate in STEM fields but they need continual support as they journey through their careers. 

Effective mentorship contributes to the sustainability of minorities, women, persons with disabilities and others in STEM fields (Gasman, et. al., 2016; Washburne, 2018).  In Washburne’s article on “Principles of Intentional Mentoring” (2018), there are 4 psychosocial principles that have enhanced success in their STEM programs: Know your heart, Look for the positive, Embrace who you are and bring it to the table and Finish well.  These psychological and social principles allowed me as a mentor to see the student from a more “holistic” point of view (author # 4).  Some of these students that I mentor have full-time jobs, are full-time students, have various financial issues, personal matters from illnesses to caring for young children, etc.  So facilitating their emotional and personal development is just as important as making sure they were making progress on their specific project.  From my personal perspective, it was mentors and caring former faculty members who help me retain my career in science for the past 30 years.  From providing encouraging words of wisdom to professional career opportunities, great mentors have been a strong source of support to my persistence in my STEM career.  Because of my own STEM career experiences and a strong desire to maintain students of color and women, especially, I went beyond the traditional laboratory and field research experience to provide the students with a more collaborative project for their independent study course.  The collaborative nature of the project allows students to “own” their research and define its parameters with the aid of a mentor.  Other studies support the findings of this study (AAAS, 2011 and 2015; Gasman, et al, 2016; Lopatto, 2004; Lopatto, 2007; Seymour and Hewitt, 1997; Washburne, 2018).

The students’ personal confidence was also bolstered when they had to present their projects in a professional setting.  Not only were their communication skills strengthened, but they sharpened their critical thinking skills when they had to address questions from the audience.  When students have these kinds of interactive, professional experiences, they are less likely to “fall through the cracks” and more likely to have a more positive journey in a STEM career.

Acknowledgements

Each former student now works as a STEM educator in the K-12 educational institutions.  They are still planning to pursue their prospective careers in STEM-related fields. We thank reviewers, especially Dr. Kartz Bibb and Dr. Shirley Jordan for their insightful comments and the editor for constructive comments for improving the manuscript.

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Citation:

Breanna Johnson, Lydia Owens, Kayla King, and Diann Jordan* (2018) Creating Relevant Independent Research Experiences for Biology Majors Beyond Laboratory and Field Experiments, Frontiers in Science, Technology, Engineering and Mathematics, Volume 2, Issue 3, 159-164