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A How-To Guide on Bringing Undergraduate Research to Community and Technical Colleges

    Authors: Angelo Kolokithas1,*, Olga Calderón2,*
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    Affiliations: 1: Northeast Wisconsin Technical College, 2740 W. Mason St., Green Bay, WI 54307; 2: LaGuardia Community College, CUNY, Long Island City, NY 11101
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Received 10 July 2018 Accepted 20 September 2018 Published 31 October 2018
    • ©2018 Author(s). Published by the American Society for Microbiology.
    • [open-access] This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/ and https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.

    • *Corresponding authors. Angelo Kolokithas: Mailing address: 2740 W. Mason St., Green Bay, WI 54307. Phone: 920-498-5578. Fax: 920-491-2675. E-mail: [email protected]. Olga Caldron: LaGuardia Community College, CUNY, 31-10 Thomson Ave., Long Island City, NY, 11101. Phone: 718-482-5749. Fax: 718-609-2024. E-mail: [email protected].
    Source: J. Microbiol. Biol. Educ. October 2018 vol. 19 no. 3 doi:10.1128/jmbe.v19i3.1653
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    Abstract:

    Increasing the interest and participation of students in STEM is a priority for colleges, universities, and the nation as a whole. As new generations of students embark in training and in learning novel technologies to deal with the challenges of emerging infectious diseases, crop and food production, and the development of new and better sustainable alternatives in the face of a changing environment on our planet, we must also evolve our approach to teaching and learning. One strategy that may be found helpful as students face the challenges ahead is to instill inquiry and problem-solving skills as part of their education as early as possible, whether they pursue a technical career or a graduate college degree. Although many existing technical and community colleges were built with the purpose of teaching a specific skill to supply the demand of a workforce in developing industries, the disappearance of some industries and evolution of others call for a different approach to teaching and learning at this level of education. Here, we present two alternatives to teaching and learning, by implementing scientific research that can result in the development of more holistic students, who are ready to tackle the challenges encountered as they graduate and enter the workforce. Journal of Microbiology & Biology Education

References & Citations

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2018-10-31
2019-08-19

Abstract:

Increasing the interest and participation of students in STEM is a priority for colleges, universities, and the nation as a whole. As new generations of students embark in training and in learning novel technologies to deal with the challenges of emerging infectious diseases, crop and food production, and the development of new and better sustainable alternatives in the face of a changing environment on our planet, we must also evolve our approach to teaching and learning. One strategy that may be found helpful as students face the challenges ahead is to instill inquiry and problem-solving skills as part of their education as early as possible, whether they pursue a technical career or a graduate college degree. Although many existing technical and community colleges were built with the purpose of teaching a specific skill to supply the demand of a workforce in developing industries, the disappearance of some industries and evolution of others call for a different approach to teaching and learning at this level of education. Here, we present two alternatives to teaching and learning, by implementing scientific research that can result in the development of more holistic students, who are ready to tackle the challenges encountered as they graduate and enter the workforce. Journal of Microbiology & Biology Education

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