I strongly believe in building a science identity in my students through collaborative, authentic research experiences in the classroom. My courses are formed under the principles of a course-based undergraduate research experience (CURE). These CUREs provide an opportunity for students to design a research project where the outcome is unknown, which aligns well with the scientific process and experience of discovery! I aim to provide an ecological experience that allows students the "independence and creative freedom" (Eco. Tox. student) to "pursue their own curiosities" (Pop. Ecol. student).
Depending on the semester, I also provide students opportunities to collaborate on a CURE with students in another course. For example, in Fall 2018, Dr. Kristina Stefaniak and I developed our first course collaboration between Analytical Chemistry and Environmental Toxicology (Eco Tox). Our course theme was “Assessing human-impacts on small freshwater streams.” My Eco Tox students (the clients) submitted research samples to the mock company “RU Independent Analysis and Testing Laboratory” (Dr. Stefaniak’s Analytical Chemistry students)—a process that replicated situations similar to those they may encounter as part of a future career. For example, one student team investigated whether seepage from a retired landfill affected the health of Connelly’s Run. Students were required to incorporate their physical habitat and aquatic insect data with chemistry data (quantified by the analytical students) to complete their research objective. This kind of research collaboration demonstrates that ecological problems require interdisciplinary solutions.
In Spring 2020, my Ecology and Adaptation (BIOL 131) students collaborated with students in Genetics (BIOL 231), led by Dr. Tara Pelletier. This course collaboration was entitled, "Emerging as adults: Relating the genetic presence of aquatic insects to spring adult emergence." Students in my course built their own equipment using PVC pipes, mosquito netting, funnel traps, nuts/bolts, and copious volumes of glue. My students also collected soil and water samples for Dr. Pelletier’s Genetics students. Her students extracted environmental DNA (eDNA) to see whether they could relate the eDNA to the adult insect diversity. Unfortunately, the pandemic disrupted our plans to have our respective students discuss their research process and present together at the Student Engagement Forum. Rather, my students creatively presented their results as infographics targeted to the patrons of Wildwood Park. This kind of CURE promoted critical thinking through making!
Students also learn ecological theory through the application of content to a variety of relevant scenarios. For example, students learn how to apply disease ecology terms to relate mammal diversity to the spread of Lyme disease in urbanized habitats. The ecological theory spills nicely over to our research time. This time each week is dedicated to each step of the research process: observation, research question and hypothesis development, data collection, statistical analysis, figure and table creation, and situating their work in the published literature. Students continually practice applying the theory to their self-designed research objectives!
By the end of the semester, students are successful in supporting their arguments and decisions during the research process using qualitative and quantitative evidence. Ultimately, at the end of each semester, students showcase their learning and successes by presenting their work at Radford University's end-of-semester symposia - a résumé-building skill in poster design and scientific communication!
Depending on the semester, I also provide students opportunities to collaborate on a CURE with students in another course. For example, in Fall 2018, Dr. Kristina Stefaniak and I developed our first course collaboration between Analytical Chemistry and Environmental Toxicology (Eco Tox). Our course theme was “Assessing human-impacts on small freshwater streams.” My Eco Tox students (the clients) submitted research samples to the mock company “RU Independent Analysis and Testing Laboratory” (Dr. Stefaniak’s Analytical Chemistry students)—a process that replicated situations similar to those they may encounter as part of a future career. For example, one student team investigated whether seepage from a retired landfill affected the health of Connelly’s Run. Students were required to incorporate their physical habitat and aquatic insect data with chemistry data (quantified by the analytical students) to complete their research objective. This kind of research collaboration demonstrates that ecological problems require interdisciplinary solutions.
In Spring 2020, my Ecology and Adaptation (BIOL 131) students collaborated with students in Genetics (BIOL 231), led by Dr. Tara Pelletier. This course collaboration was entitled, "Emerging as adults: Relating the genetic presence of aquatic insects to spring adult emergence." Students in my course built their own equipment using PVC pipes, mosquito netting, funnel traps, nuts/bolts, and copious volumes of glue. My students also collected soil and water samples for Dr. Pelletier’s Genetics students. Her students extracted environmental DNA (eDNA) to see whether they could relate the eDNA to the adult insect diversity. Unfortunately, the pandemic disrupted our plans to have our respective students discuss their research process and present together at the Student Engagement Forum. Rather, my students creatively presented their results as infographics targeted to the patrons of Wildwood Park. This kind of CURE promoted critical thinking through making!
Students also learn ecological theory through the application of content to a variety of relevant scenarios. For example, students learn how to apply disease ecology terms to relate mammal diversity to the spread of Lyme disease in urbanized habitats. The ecological theory spills nicely over to our research time. This time each week is dedicated to each step of the research process: observation, research question and hypothesis development, data collection, statistical analysis, figure and table creation, and situating their work in the published literature. Students continually practice applying the theory to their self-designed research objectives!
By the end of the semester, students are successful in supporting their arguments and decisions during the research process using qualitative and quantitative evidence. Ultimately, at the end of each semester, students showcase their learning and successes by presenting their work at Radford University's end-of-semester symposia - a résumé-building skill in poster design and scientific communication!
Fall 2019 students from BIOL 333 applying ecological theory to their research projects.
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Fall 2020 students from BIOL 131 measuring soil pH and searching for crayfish in Radford University's wetland.
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Fall 2019 students from BIOL 131 presenting their CURE: from left to right Alayna Carder, Camryn Williford, Justin McLaughlin
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