Facilitating an Interdisciplinary Learning Community Amongst
Undergraduate Research Fellows By Emphasizing Scientific Inquiry as the
Unifying Thread
Offered through UNC-Chapel Hills Office for Undergraduate Research Virginia K. Hench and Patricia J. Pukkila The HHMI-Future Scientists and Clinicians (HHMI-FSC) fellowship is 1 of 3 components of the HHMI Science Learning Communities program at UNC Chapel Hill. The HHMI-FSC program was designed to foster an intellectual community that empowers high-ability students from low- income backgrounds to engage in biomedical research for 2 summers. Each year, 12 new fellows are matched with mentors in labs spanning a range of biomedical areas. They work fulltime in labs on their own research project and meet weekly as a group to engage in interactive programming that targets skills critical for success in science beyond the bench. One area of emphasis has been the process of inquiry itself. The goal is for students to transition from being a pair of hands executing protocols to active learners invested in their own projects and able to speak with authority about why experiments are performed in particular ways and what conclusions can be drawn from data generated. This starts with coaching students to state the questions that they are trying to answer and think through whether an experimental setup is consistent with what they say they are trying to find out. Assignments and feedback are designed to reinforce this principle. One of the most satisfying aspects of doing science is getting to follow ones own instinctive curiosities and develop the methodologies needed to navigate new terrains. Undergraduates are usually still trying to define their own specific curiosities. Pushing students to describe what they are curious and passionate about is one feasible strategy that can help students identify pursuits that fit their interests and talents. Another successful strategy has been to require returning second year fellows to share science learning experiences via 15-30 minute long talks for their peers. Some took the opportunity to become more immersed in their labs focus, while others branched into questions like what motivates scientists to work in foreign countries and what has genomic anthropology told us about human evolution. Project aims were developed through conversations between the fellow and instructor. The one constraint was for fellows to organize their presentations around questions. Feedback indicated that presenters benefited from having to give presentations and others enjoyed learning about a broader array of topics. Supported in part by a grant to UNC-Chapel Hill from the Howard Hughes Medical Institute under the Undergraduate Science Education Program. Abstract
HHMI-FSC fellows visit an RTP biotech company Gene expression during fruit fly development Neuron development Simulated folding of RNA aptamers Neuroscience of Addictive Behaviors Interdisciplinary nature of the program stems from the wide range of biomedical labs where fellows work HHMI FSC Fellows in 2012 : Standing, L-R: Hannah Yoo, Thomas Bass, Sam Neal, Vivian Doan, Max Wolpert, Paul Osei, Xiao Fu Liu, Jordan Texier, Amanda Smith, Katie Joa, Chloe Greguska, Tatyana Zhuravleva, Jessica Parks, and Martin Bahena. Kneeling L-R: Makani Dollinger, Gabii Brown, Erin Lewchuk, Daniela Mytsa, Kinnari Buch, and Dr. Ginnie Hench. Not pictured: Esita Patel, Kunal Patel, Michael Huynh, and Daijha Copeland. Program runs for ten weeks from May to July Week 1 activities : Community-building orientation activities; science news reading assignment was designed to expose students to recent advances in the life sciences, while exposing them an important science communication medium and coaching them to speak about their scientific interests in the active voice (I chose this article about ___because I__).
Weeks 2 & 3: Workshops on - How to read peer-reviewed scientific paper - focus on identifying questions that drive published research; How to give a scientific talk - focus on articulating the questions that shape the experiments being performed, as well as data presentation and analysis. Carolina Covenant Scholars in science majors strongly encouraged to apply Co-Mentor Postdoc or grad student PI Mentors agree to participate & nominate someone from their lab to be a
1. The selection committee chooses candidates based on applications (no interview) and matches them to labs. Program Director recruits January/February: Recruitment Pizza party/info session for Covenant Scholars & Co-Mentors March: Application Process 2. PI & Co-Mentor interview the candidate and determine whether the he or she will be accepted December: Outreach Returning fellows promote the program at the Covenant Scholar end of semester banquet by showing a poster that describes opportunities offered through the program. Programmatic Off Season Weeks 9 & 10 Practice and preparation for formal end of summer symposium. First year fellows give talks and second year fellows give posters. Summer programming focusses on skills widely applicable in all areas of science, while relying on strong Co-Mentors to train fellows in bench techniques and guide them to the scientific literature appropriate for their specific project. References Wildtype Y97F Mutant Biochemistry of Sterol Binding Proteins S. multiplicata S. bombifrons
Toad mating behavior Other research project topics have included regulation of DNA replication by origin licensing, organic chemical synthesis, multiple sclerosis in a mouse model, characterization of novel chromatin regulatory genes, effects of pollutant particles on inflammatory mediators in vitro, lipase regulation, developing gene transfer vectors to improve a humanized mouse model of liver pathogenesis, manganese-based nanoparticle optimization, and more. Tatyana Zhuravleva Through out the summer, Co-Mentors contribute to the programming by leading journal clubs in their area of expertise. Second year fellows are responsible for giving a presentation on a life science topic of their choosing. These independent projects are developed through a coaching session with the program director. Here are 2 examples: Bruffee, KA Collaboration, Conversation, and Reacculturation in Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge (1995). Fine, E and Handelsman, J, Benefits and Challenges of Diversity from the Women in Science & Engineering Leadership Institute (WISELI) at University of Wisconsin- Madison, from Entering Mentoring (2005). Grobstein, P Revisiting Science in Culture: Science as Story Telling and Story Revising Journal of Research Practice (2005). Pukkila, PJ and Milgram, SL, Postdocs Learn to Manage Others, The ASCB Newsletter, vol 24, no 8, (2001). Schwartz, MA, The importance of stupidity in scientific research, Journal of Cell Science 121, 1771, (2008).
Outcomes Weeks 4 & 5 Short project presentations using framework just described with dialogue about content presented, which helps fellows identify areas where they need to clarify their own uncertainties.
Weeks 6-8 Workshops on hypothesis development, career opportunities in science, science funding discussions and field trip to an RTP research facility or biotech company The Globalized Nature of Scientific Practice Max Wolpert The program receives positive reviews from participants at all levels: fellows, Co-Mentors and PIs. The 2 nd summer allows more time for fellows to gain increased confidence and maturity. As one PI wrote, Same student, same project, but the student developed significantly over those 12 months. The mentor did as well. In 2012, 12/12 Covenant Scholars successfully completed the 2-summer long fellowship; 12 joined the 2 nd cohort in 2012 and 11 will return in 2013. The racial demographics of the cohorts reflect the demographics of STEM majors at UNC (9% African American/9% Hispanic). 2 fellows are manuscript co-authors & 1 presented her research at the GSA Model Organisms to Human Biology meeting.