Fostering Inclusion through an Inter-institutional, Community-engaged, Course-based Undergraduate Research Experience
| Autor: | Maura Nsonwu, H’Lois Mlo, Michele Malotky, Vung Ksor, Kelsie M. Bernot, Andrew Young, Sherese N. Mann, Mesha W. Guinyard, Gustavo Smith, Kayla M. Mayes, Kailyn M. Price, S. Sudha, Sarina Veale, Sharon D. Morrison, Lek Siu |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
QH301-705.5
media_common.quotation_subject Inclusive Science General Biochemistry Genetics and Molecular Biology Education 03 medical and health sciences Underrepresented Minority Service learning Institution Justice (ethics) Sociology Biology (General) lcsh:QH301-705.5 Community-engaged learning 030304 developmental biology media_common Inclusion 0303 health sciences Diversity lcsh:LC8-6691 LC8-6691 General Immunology and Microbiology lcsh:Special aspects of education business.industry 05 social sciences Equity (finance) 050301 education Course-based undergraduate research Public relations Special aspects of education Health equity Undergraduate research lcsh:Biology (General) Health disparities General Agricultural and Biological Sciences business 0503 education Inclusion (education) Cultural competence |
| Zdroj: | Journal of Microbiology & Biology Education, Vol 21, Iss 1 (2020) Journal of Microbiology & Biology Education |
| ISSN: | 1935-7885 1935-7877 |
| Popis: | Creation of an inclusive environment requires a culture of equity and justice, value and respect for diverse backgrounds, and opportunities for students to engage with communities while addressing issues in science and society. These tasks are particularly challenging for institutions lacking a diverse population. Here, we demonstrate evidence of a successful model for creating an inclusive environment in an interinstitutional course between a large, public, historically black institution and a small, private primarily white institution. Because many individuals from underrepresented minority groups tend to value communal goals of working together and helping their communities, we incorporated two high-impact practices of community-engaged learning (CEL) and course-based undergraduate research experiences (CUREs) focused on health disparities research in neighboring communities. Although the research projects varied each semester, they were linked by their impact on and engagement with the community. Students practiced cultural competency skills in both small group projects within the class and engagement activities in the community. We measured the efficacy of CURE components (novel authentic research, scientific process skills, iteration, collaboration, and broader impact) through a combination of direct and indirect assessments, quantitative and qualitative analysis. More than simply scientific skills, students from both institutions developed lasting interest in working with diverse populations as well as respecting and valuing different backgrounds. This inclusive environment, combined with increased interest in research suggests that this course could potentially serve as a model for interinstitutional collaborations in creating inclusive environments that support the future success of diverse students, eventually changing the STEM research culture. Creation of an inclusive environment requires a culture of equity and justice, value and respect for diverse backgrounds, and opportunities for students to engage with communities while addressing issues in science and society. These tasks are particularly challenging for institutions lacking a diverse population. Here, we demonstrate evidence of a successful model for creating an inclusive environment in an interinstitutional course between a large, public, historically black institution and a small, private primarily white institution. Because many individuals from underrepresented minority groups tend to value communal goals of working together and helping their communities, we incorporated two high-impact practices of community-engaged learning (CEL) and course-based undergraduate research experiences (CUREs) focused on health disparities research in neighboring communities. Although the research projects varied each semester, they were linked by their impact on and engagement with the community. Students practiced cultural competency skills in both small group projects within the class and engagement activities in the community. We measured the efficacy of CURE components (novel authentic research, scientific process skills, iteration, collaboration, and broader impact) through a combination of direct and indirect assessments, quantitative and qualitative analysis. More than simply scientific skills, students from both institutions developed lasting interest in working with diverse populations as well as respecting and valuing different backgrounds. This inclusive environment, combined with increased interest in research suggests that this course could potentially serve as a model for interinstitutional collaborations in creating inclusive environments that support the future success of diverse students, eventually changing the STEM research culture. |
| Databáze: | OpenAIRE |
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