STEPping Up Undergraduate Research at MTSUCheatham; T. J. ; Friedli, A. C.; Robertson, W. M.; Rowell, G. H.

Results

IntroductionSTEPMT is a program designed to increase the retention and graduation rates of undergraduate students in the Science, Technology, Engineering, and Math (STEM) disciplines at Middle Tennessee State University (MTSU). The program is funded by the National Science Foundation’s STEM Talent Enhancement Program (STEP) at a level of $1.7 million over 5 years. STEP was initiated by Congress in order to increase the number of U. S. citizens and permanent residents graduating with degrees in the economically vital scientific and technical areas.

The goal of STEPMT is to improve retention and graduation rates in the STEM disciplines (Biology, Chemistry, Computer Science, Engineering Technology, Geosciences, Mathematical Sciences, Physics/Astronomy) through the use of undergraduate research as a broad defining theme. Three strategies are being employed to realize improved retention and graduation rates:

1. Support for curriculum reform that emphasizes discovery-based learning and introduces elements of research into introductory level courses.

2. The creation of an undergraduate research community, including funding for academic year and summer research experiences for undergraduates.

3. Partnerships with regional high schools, universities, and area industry through summer research experiences.

This three-pronged strategy provides a broad cross-section of STEM students with an exposure to the concept that research is central to STEM disciplines, a peer support structure, and the opportunity to interact with faculty and industrial partners involved in research.

Academic Year Activities

Academic Year Research. STEPMT supports undergraduate research projects, including a small amounts for supplies and travel to present results. There are two types of awards: one for experienced students (Scholars), carrying a $1000 stipend for the student, $500 for the faculty mentor, and up to $300 in supply funds. Another award allows inexperienced research students (typically freshmen and sophomores) to assist faculty or experienced students.

Weekly Student Lunch Seminar. Each week on Wednesday at 12:40-1:35 pm, a group of STEM students gathers over a pizza lunch to hear about research-related topics. Examples from the past year include: What is STEPMT?, Preparing a Poster, How to Write a Proposal,Summer Research Experiences (on and off-campus), and Examples of Research Projects. The seminar has developed a regular attendance of between 20-35 students.

Teaching and Learning Seminar. The curriculum-related seminar for faculty members on the 3rd Wednesday of each month is used to further STEPMT

curriculum goals. Examples of recent topics covered Discovery-Based Lab Learning in Biology and Chemistry, Writing about the Scholarship of Teaching, Online vs. Traditional Learning in Biology.

Curriculum Revision. STEPMT has funded curriculum revision projects in four of the six eligible departments. These have involved research-oriented laboratory experiences in Genetics, development of discovery lab experiments in General Chemistry, online learning in Geology,…..

Laboratory Internships. STEPMT has encouraged the use of undergraduatestudent assistants in laboratory courses. So far, this Chemistry Department- initiated program was extended to Biology.

Research Courses. New research courses have been created in STEM departments that previously did not have such courses.

Summer Activities Two major STEPMT activities occur during summer.

Summer Research Teams. Five research teams are supported each summer. The teams typically consist of an MTSU faculty leader, two undergraduate research students, a high school teacher, and a rising high school senior. The teams work for 6-8 weeks on projects related to a central question. Examples from the first year include: study of the effectiveness of ClO2 as a microbiocidal agent, development of conditions for producing biodiesel fuel from common oils and analysis of its composition, introduction of algebra at different stages of the middle school curriculum, detection of radio emissions from the sun, and iron content of Martian soil.

STEP-IN. Students experience research in a regional industrial setting for ten weeks during the summer. In the first summer, five students were supported in three business/government environments: Bridgestone-Firestone (Nashville), BioVentures (Murfreesboro), and the State of Tennessee Comptroller’s Office. STEPMT paid half of the $5000 salary and the partner paid the other half. In future years, the number of partnerships is expected to increase by two per year, and the portion of the salary that the industrial partner pays will gradually move toward 100%. In an unexpected development, one of the STEP-IN students, Ms. Linda Talley, was continued on as a part-time employee following her summer experience. Social and Training Activities. At the outset of the summer program, an orientation session takes place to prepare students for the responsibilities, risks, and benefits of doing research. During the summer, STEPMT -supported students are involved in activities that promote interdisciplinary understanding and a feeling of community. These include a picnic,informal tours of laboratories supporting research experiences, and a poster session and lunch at the conclusion of the program. These activities are continually being refined.

More information and application materials are located at

http://www.mtsu.edu/~stepmt

E-mail: stepmt@mtsu.edu

Handouts available

AcknowledgementsThe four co-authors are very grateful to Brad Rudnik, our patient and hard-working coordinator. We also appreciate the help of Ms. Dianne White, Ms. Marlene Lawson, and Mr. Karanthi.

This material is based upon work supported by the National Science Foundation under Grant No. 0431652.