Crowdsourcing virtual summer research opportunities to support minorities in microbiology

Johnson, Michael D. L.; Baltrus, David A.; Gardy, Jennifer L.

doi:10.1038/s41564-020-00807-6

Cited by 15 publications

(14 citation statements)

References 5 publications

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“…Although the work on remote research mentorship published here and elsewhere focuses on the remote modality as a non-ideal emergency adaptation forced by the constraints of a global pandemic, remote research experiences are in fact a valuable option in their own right. Remote research can increase the accessibility of research experiences to students who are unable to come into a laboratory, whether due to a pandemic, rural location, disability or other constraint (Johnson et al, 2020). Additionally, remote research allows students and mentors to focus on developing higher-level cognitive skills such as scientific reading, writing, thinking, and troubleshooting, while spending less time on developing procedural mastery of fundamental laboratory skills.…”

Section: Discussionmentioning

confidence: 99%

“…The COVID-19 pandemic forced students and teachers at all levels to transition to emergency remote instruction in 2020 and eliminated in-person research opportunities for high school and undergraduate students. There was widespread concern that a lack of research opportunities during the COVID-19 pandemic could cause lasting damage to the careers of students interested in STEMM (Johnson et al, 2020;Scott Price et al, 2020). Throughout the pandemic, mentors and administrators around the globe innovated to provide remote programming to replace traditional, in-person research experiences.…”

Section: Introductionmentioning

confidence: 99%

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Remote-Only Research Experience Improves STEMM Self-Efficacy in Secondary School Students

Stainbrook

2022

JSTEM

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During the COVID-19 pandemic, the existing Student Inquiry and Research program at IllinoisMathematics and Science Academy transitioned to a remote-only format. This paper describes the mentoring of 12 high school juniors and seniors in yearlong remote research projects involving plant biology and protein engineering. Working in groups of two or three, students read scientific articles and proposed experiments. An experienced researcher then carried out the experiments and gave the students the data. Students analyzed data, drew conclusions, and shared their results in an oral presentation and in a written paper. Despite the online-only format, all anonymously surveyed students agreed that the experience improved their confidence in both conducting and communicating scientific research, and 90% agreed that because of the experience, they are more likely to pursue a career in STEMM. These results are similar to those seen from in-person research experiences. Given the positive outcomes from this program, further development and use of remote research experiences may be beneficial, particularly for students who would not otherwise have access to any research opportunities. Remote learning technology thus enables existing resources of time and funding to be allocated differently to provide more students with authentic research experiences.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Remote-Only Research Experience Improves STEMM Self-Efficacy in Secondary School Students

Stainbrook

2022

JSTEM

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“…It is important to note that, though the streptococcal community has benefitted from this series, the online webinar format does not replace all aspects of the in-person conference experience. Disadvantages of this platform include limitations in networking, limited time allotted for questions and discussions with speakers, time zone conflicts, and importantly, limited face-to-face interaction as opportunities to engage in scientific research without physically traveling to hosting laboratories (11). The New Haven Local Section of the American Chemical Society also hosted a virtual symposium to highlight student research and reported benefits of reduced operating costs, ease in presentation judging, and removal of geographic barriers limiting attendance (12).…”

Section: Discussionmentioning

confidence: 99%

The Virtual Streptococcal Seminar Series and Trainee Symposium: Adaptations of a Research Community during the COVID-19 Pandemic

Spencer

Doran

Burcham

2021

J Microbiol Biol Educ.

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The COVID-19 pandemic has forced academic research communities to develop online means of learning, networking, and engaging in new research. To allow increased interaction and engagement of the streptococcal research community during the COVID-19 shutdown, we organized the Virtual Streptococcal Seminar Series and Virtual Streptococcal Trainee Symposium and advertised via email and social media outlets.

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“…These resources together provide an opportunity to increase access to cryosphere research for a more diverse population of students. In particular, structures for virtual research experiences have the potential to broaden the reach of UREs by expanding accessibility to low‐income and disabled students (Johnson et al., 2020).…”

Section: Expanding Undergraduate Research Experiences In Cryosphere S...mentioning

confidence: 99%

Cryosphere Sciences Perspectives on Integrated, Coordinated, Open, Networked (ICON) Science

Brugger

Jimenez

Ponsoni

et al. 2022

Earth and Space Science

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Integrated, Coordinated, Open, Networked (ICON) science aims to enhance synthesis, increase resource efficiency, and create transferable knowledge (Goldman et al., 2021). This article belongs to a collection of commentaries spanning geoscience on the state and future of ICON science. For a deeper understanding of the ICON principles, see the introductory article for the collection. ICON-Findable, Accessible, Interoperable, Reusable (FAIR) expands upon "Open" to explicitly point to the FAIR data principles (Wilkinson et al., 2016).The cryosphere is one of the five major components of the global climate system along with the atmosphere, hydrosphere, lithosphere, and biosphere (IPCC, 2019). Its terminology originates from the Greek word "krios" (κρύος) meaning cold, while in science it encompasses any discipline related to water in a frozen state, whether seasonal or perennial (NOAA, 2021). These include sea ice, lake ice, river ice, snow, ice sheets, ice shelves, glaciers, freshwater ice, and frozen ground (AGU, 2021b; IPCC, 2019). Hence, cryosphere research is a field built around a common archive (ice) that embraces a variety of different research questions across spatial scales, time frames from modern to deep time, and is integrated (I-integrated) between traditional disciplines (i.e., physical, chemical, and biological). For example, in collected ice cores, a variety of measurements from physical properties, chemical species, and biological specimens, as well as atmospheric and ice flow modeling branch into other subdisciplines and require an assessment through integrated multidisciplinary approaches including natural and social sciences (e.g., McConnell et al., 2020;Richter-Menge et al., 2019).Due to recent climate change-forced phenomena, such as glacier retreats (e.g.,

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Crowdsourcing virtual summer research opportunities to support minorities in microbiology

Cited by 15 publications

References 5 publications

Remote-Only Research Experience Improves STEMM Self-Efficacy in Secondary School Students

Remote-Only Research Experience Improves STEMM Self-Efficacy in Secondary School Students

The Virtual Streptococcal Seminar Series and Trainee Symposium: Adaptations of a Research Community during the COVID-19 Pandemic

Cryosphere Sciences Perspectives on Integrated, Coordinated, Open, Networked (ICON) Science

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