Building Science Identity Through Cohort-Based Environmental Engineering Research

LEADERSHIP PROJECT: How can a cohort-based research experience develop a strong science identity among undergraduate students in Environmental Engineering?

1. EXECUTIVE SUMMARY: Although the United States invests billions of dollars to support science, technology, engineering, and mathematics (STEM) and the growing demand for STEM jobs, 1 in 2 first-year students drop out of STEM majors mainly because of negative experiences in introductory classes such as large classes and lack of interaction. Therefore, improving student quality of learning is essential. On the one hand, science identity should be a priority as a strong science identification is associated with an increase in academic performance as well as their interest in science. Science identity is driven by a sense of community, intrinsic attitudinal factors, and the ability to connect school science and real science. Unfortunately, a lack of science of identity is often found among underrepresented minorities which explains the lack of diversity in STEM. On the other hand, some studies have shown the beneficial role of community learning to create a positive learning environment that also helps develop connections between theoretical concepts and experiences. Therefore, I am investigating how can a cohort-based research experience develop a strong science identity among undergraduate students in Environmental Engineering?
As a TA of C&EE C159 Green Infrastructure class, I have chosen a group of 8 diverse students and mentored them to do a research project in the laboratory. The project is about examining the effects of wildfire residues deposition on the germination of plants’ biofilters. My goal is to create a cohort-based research experience by developing a sense of community. They will work in groups (2 groups of 4) in the lab and do experiments together as a group compared to doing experiments alone. I will train the group of students to plan and design the experiment, conduct the experiment, collect data, and create figures in order to provide a written report and publication for the class (ideally a publication)
2. IMPORTANCE:
This project is important to increase STEM retention as 50% of STEM students drop out or change their majors and to reduce diversity gaps in STEM due to lack of science identity, social justice issue and failure to implement evidence-based inclusive teaching,
3. IMPACT AND REACH
The main objective of the research project is to use green infrastructure to mitigate the impact of wildfires on water quality. My project reach undergraduate students, especially underrepresented minorities.
Outcomes :
– Identify the specific scientific concept being applied in lab
– Develop a sense of community with other students participating in lab experiment
– Articulate career goals based on interest and engagement in science

• Pre-survey (Week 3-4)
• Post-survey + Reflective final essay (Finals week)
o Qualitative data will be collected in post-survey and reflective essays to analyze the reason for their interest in pursuing STEM
o Qualitative data will be collected during lab work to analyze the student participation in asking questions

• Lab experiments observation + Discussion class (Weeks 4-9)
o Qualitative data by observing students engage in conversations with peers
o Quantitative data from a post-survey (e.g how many students choose “strongly agree” for the sense of belonging)

• Midterm
o Quantitative data will be collected by comparing the midterm scores of the participants with the control group

4. COLLABORATIONS: I meet with the group of students at least 2 times a week until they plan the experiment before supervising during the lab work. Therefore, I am able to track their progress and answer questions they may have so that they are productive and keep motivated.
5. ROLE: Leader of the team.