STEPping Up Undergraduate Research at MTSU

1
STEPping Up Undergraduate Research at
MTSU Cheatham T. J. Friedli, A. C. Robertson,
W. M. Rowell, G. H.

• Introduction
• STEPMT 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 Foundations 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
• Support for curriculum reform that emphasizes
  discovery-based learning and introduces elements
  of research into introductory level courses.
• The creation of an undergraduate research
  community, including funding for academic year
  and summer research experiences for
  undergraduates.
• 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 1240-135
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. Teachi
ng 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 undergraduate student
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 Comptrollers 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.
Results
Acknowledgements The 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.
More information and application materials are
located at http//www.mtsu.edu/stepmt E-mail
stepmt_at_mtsu.edu Handouts available