Source: HOUSTON COMMUNITY COLLEGE NORTHWEST, TOWN & COUNTRY CAMPUS submitted to
THE INNOVATIVE MEANS OF PROMOTING AGRISC. CAREER TRACKS (IMPACT) PROVIDES EXPERIENTIAL LEARNING, FACULTY DEV. AND LAB INFRASTRUCTURE TO HCC
Sponsoring Institution
National Institute of Food and Agriculture
Project Status
TERMINATED
Funding Source
Reporting Frequency
Annual
Accession No.
0222639
Grant No.
2010-38422-21209
Project No.
TEXE-2010-02096
Proposal No.
2010-02096
Multistate No.
(N/A)
Program Code
NJ
Project Start Date
Aug 15, 2010
Project End Date
Aug 14, 2013
Grant Year
2010
Project Director
Berends, A. T.
Recipient Organization
HOUSTON COMMUNITY COLLEGE NORTHWEST, TOWN & COUNTRY CAMPUS
1010 W. SAM HOUSTON PKWY N.
HOUSTON,TX 77043
Performing Department
Biology
Non Technical Summary
Through IMPACT (Innovative Means of Promoting Agriscience Career Tracks), 1696 students will benefit from experiential learning, research-grade instrumentation, and faculty preparation and enhancement for teaching. IMPACT will strengthen the educational capacity of Houston Community College, and, in collaboration with USDA-ARS, will enhance educational equity for underrepresented students.
Animal Health Component
(N/A)
Research Effort Categories
Basic
(N/A)
Applied
100%
Developmental
(N/A)
Classification

Knowledge Area (KA)Subject of Investigation (SOI)Field of Science (FOS)Percent
90360993020100%
Goals / Objectives
The IMPACT program will enhance educational quality and equity at Houston Community College, a Hispanic-serving institution, ultimately resulting in the improved recruitment of underrepresented students into the agriscience pipeline. The IMPACT specific objectives are: 1) improve HCC lab infrastructure and research capacity, 2) raise underrepresented student awareness of agricultural research (1696 students) and agricultural science careers (information targeting 10,000 science students), 3) increase underrepresented student interest in research and scientific competence through experiential learning (10 percent mean learning gains as measured on pre- and post-activity surveys), and 4) update HCC faculty knowledge and skills in the areas of plant genomics, X-ray diffraction, and food science. A total of 1696 HCC students are expected to participate in IMPACT-funded activities throughout the two year granting period. Of these, 420 Chemistry I and II students will conduct inquiry-based investigations studying food nutrition and safety on a grant-funded, state-of-the-art powder x-ray diffraction machine. This machine will not only positively impact the current HCC chemistry curriculum. It will also open up numerous outreach and downstream research opportunities, which we will leverage to full advantage. In collaboration with Dr. Michael Grusak of USDA-ARS, a total of 1025 General Biology I, Microbiology and Genetics students will be exposed to modern plant genomics research through a common research project involving the sequencing of pecan DNA, while another 150 General Biology II students will conduct hands-on protein fingerprinting of local sushi. Roughly 101 students will be involved in additional grant-funded activities, including research internships (arranged through the Southern Plains Region USDA-ARS and the University of Houston), field trips, science boot camps, and research seminars. The primary consequence of the IMPACT funding will be a measurable improvement in agricultural science awareness, student attitudes towards science, and self-perceived scientific competence and confidence as measured by carefully designed pre- and post-activity student surveys. Perhaps more importantly, IMPACT will give students and faculty a sense of pride and common purpose, despite the fact that HCC, like most community colleges, is a commuter school. Besides positively affecting departmental culture, IMPACT will also result in measurable improvements in faculty knowledge and skills. Finally, IMPACT funding will allow the contribution of novel pecan EST sequences to the scientific body of knowledge.
Project Methods
The IMPACT approach is unique in that it simultaneously embeds meaningful, relatable agriscience/food science learning experiences directly across the HCC chemistry and biology curricula. IMPACT's extensive use of core curricula ensures we reach a large captive audience of underrepresented, often underprepared and agriculturally unaware community college students. Each individual hands-on experience is relatively short, yet by the time our students graduate or transfer, they will have had multiple exposures to real-world research on increasingly sophisticated modern equipment, all centered around the common thread of food and agricultural science. Also unique is the idea of different groups of students working on different phases of the same real-life research project (pecan DNA sequencing), while being able to connect virtually by a communal project wiki. Specifically, Microbiology students will be taught to isolate plasmid DNA containing pecan cDNA supplied by Dr. Michael Grusak of USDA-ARS' Children's Nutrition Research Center. Small aliquots of the plasmid DNA samples will be passed along to the General Biology I students, who will check them by gel electrophoresis. Results will be posted on the project wiki, allowing the Genetics students to pick the most promising samples for DNA sequencing reactions. Posting the final sequencing data on the wiki will allow all students to track the fate of their samples. Students will also be able to use the wiki to track successful submissions to the GenBank database of the National Center of Biotechnology Information. The pecan cDNA library is currently under construction and will be ready for sequencing in the fall semester of 2010. By the time the X-ray diffraction machine arrives in our chemistry classrooms, PI Berends and Co-PI Alvanipour will have completed their intensive instrument training. Chemistry I and II students will be invited to come up with their own projects, from analyzing the components of artificial versus real sugar, brand-name versus over-the-counter medication, the nutritional, or not so nutritional components of drink mixes, cereals, food supplements and protein powders, to cosmetics ingredients. All X-ray results will be posted on the wiki alongside the pecan DNA sequences and the results of the General Biology II sushi protein fingerprinting experiments. HCC faculty will have the opportunity to attend a hands-on X-ray diffraction workshop. To reinforce the experiential learning, research seminars will be held on campus, and students will have the opportunity to travel to national meetings or do research internships with working scientists.

Progress 08/15/10 to 08/14/13

Outputs
Target Audience: IMPACT sought to bring educational equity to students underrepresented in the (agricultural) sciences. Houston Community College’s majority-minority demographics (only 17% of HCC students self-identify as Caucasian), combined with the extensive use of core curricula to deliver the IMPACT activities ensured ample targeting of underrepresented minorities. Over the course of the granting period, 2,216 HCC students participated, including an estimated 731 Hispanic students (33%) and 731 African American students (33%). Roughly 59%, or 1,307 IMPACT participants were female. The vast majority of IMPACT student participants (2,027) participated in the experiential learning (research) activities: 235 students used protein electrophoresis to investigate the identity of sushi sold in local restaurants, 443 students used XRD technology to investigate food, food supplements, cosmetics and pharmaceuticals, and 1,349 students participated in various phases of a pecan EST sequencing project. Two students completed USDA-ARS internships, 26 participated in field trips and conference trips, 44 attended a Science Boot Camp prior to class, and 60 attended an Agricultural Field Day event. IMPACT activities also provided professional development workshops in XRD technology to 10 HCC faculty members. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided? As mentioned above, over the course of the grant, about 70% of HCC biology and chemistry faculty were exposed along with their students to XRD and genomics techniques. Besides the PI and Co-PI, 11 faculty members received in-depth XRD training. Faculty not only received exposure to new lab techniques, but also to grant writing, grant managing, and collaboration. It is fair to say IMPACT has contributed to a positive change in intra- and inter-departmental culture. PI Berends was invited to lead HCC’s Quality Enhancement Plan, HCC INSPIRE, which is bringing the idea of faculty learning communities and cross-disciplinary faculty development workshops to scale. How have the results been disseminated to communities of interest? IMPACT results are being shared with HCC science faculty through HCC STEM Symposia. What do you plan to do during the next reporting period to accomplish the goals? Nothing Reported

Impacts
What was accomplished under these goals? The IMPACT program greatly enhanced educational quality, and successfully raised appreciation for agricultural research and awareness of agricultural science careers among students at Houston Community College, an urban Hispanic and Minority serving institution. IMPACT also addressed USDA Strategic Goal 1: Enhance the international competitiveness of American agriculture, and USDA Educational Need Areas (b): Faculty preparation and enhancement for teaching, (d): Scientific instrumentation for teaching, and (e): Student experiential learning. Significant progress was made towards all of IMPACT’s specific objectives: Objective 1: Improve HCC lab infrastructure and research capability HCC’s lab infrastructure and research capability were greatly enhanced by the acquisition of the Rigaku Miniflex II powder X-ray diffraction machine and software. Thanks to IMPACT, research is fast becoming part of HCC's culture. HCC STEM Club students have started presenting in-house research at annual HCC STEM symposia. HCC faculty are taking advantage of the instrumentation as well: HCC Chemistry professor Dr. Paul Clemens used the XRD machine to develop a cost-effective sonochemical-hydrochemical technique for the deposition of nanosized anatase titanium dioxide. Objective 2: Raise underrepresented student awareness of agricultural research and agricultural science careers Student awareness of agricultural research/science careers was raised through experiential learning in biology and chemistry core classes (discussed below), a “USDA Information Station”, student field trips, student conference attendance, and student research presentations. The USDA Information Station provided USDA pamphlets etc. to an estimated 2,500 students per semester. Nine students interacted with USDA representatives at three consecutive Minorities in Agriculture, Natural Resources and Related Sciences (MANRRS) conferences, while three and eight students respectively attended a Molecular and Environmental Plant Symposium at Texas A&M University and a National Nutrient Database meeting. IMPACT intern Roa Sadat and a group of six STEM Club students presented their research at two HCC STEM Symposia. IMPACT intern Lolita Castro presented her research at the American Society for Agronomy, Crop Science Society of America, and Soil Science Society of America joint annual meeting. Sixty students attended an HCC Agricultural Field Day in collaboration with Dr. Kim McCuistion of Texas A&M Kingsville. Most student field trip and conference participants expressed a newfound appreciation for agricultural science, and most were pleasantly surprised to find many job opportunities within USDA. One student in particular (Sabrina Perez) indicated her 2013 MANRRS experience prompted her to investigate career options in agriculture-related science as opposed to going into the health field as previously intended. Objective 3: Increase underrepresented student interest in research and scientific competence though experiential learning Over the course of the IMPACT grant, 2,029 students (including an estimated 669 Hispanic students, 669 African America students, and roughly 1,137 female students) participated in various forms of experiential learning. Interns Roa Sadat and Lolita Castro worked at the USDA-ARS lab of Dr. Michael Grusak at the Childrens’ Nutrition Research Center. The remainder (2,027 students) completed hands-on activities that were embedded into core curriculum courses. In total, 443 Chemistry I and II students performed XRD analysis of food, cosmetics, and pharmaceuticals. In General Biology II classes, 235 students used protein isolation and gel electrophoresis to investigate the identity of local sushi. Another 1,349 students performed successive phases of a joint pecan EST sequencing project: 460 Microbiology students isolated pecan cDNA clone DNA, 829 General Biology I students tested DNA isolations on gels, and 60 genetics students sequenced verified pecan DNA samples. Unlike prior projects, pecan sequencing did not result in publications; pecan DNA was too rich in phenolics, negatively impacting cDNA sample quality. However, students were able to experience the various phases of the entire process from start to finish. All student participants were asked to complete a voluntary post-activity interview (interns) or an immediate post-activity survey (classroom IMPACT activities). Both interns expressed great satisfaction with their research experience. One has since been accepted into M.D. Anderson’s molecular technology program, and plans on obtaining a PhD. The post –classroom activity survey revealed IMPACT participants enjoyed the activity (94% affirmative). Participants also reported the activity increased scientific understanding (92% affirmative), appreciation for science (92% affirmative), and awareness of agricultural science (78% affirmative), and made them more likely to pursue a career in science (66%affirmative). Additionally, a quasi-experimental study was conducted by administering an additional, end-of-course survey with pre-post reflective questions asking whether students could picture themselves doing research before vs. after taking the course, and whether they were considering a major/concentration in the sciences before vs. after taking the course. Average normalized gains were calculated as (post-pre)/(total-pre), where the total equals 5.0 on the 5-point Likert scale. Although all gains were modest, the IMPACT experience did result in a higher normalized gain on both questions: 0.25 vs. 0.17 in terms of the students picturing themselves doing research, and 0.14 vs. 0.04 in terms of considering a major/concentration in the sciences. Other pre-post reflective questions on this end-of-course survey were modeled on the Classroom Undergraduate Research Experience (CURE) survey (Lopatto, 2007, Lopatto, 2008), and asked students to rate gains in 16 different areas. Responses were scored on a Likert scale: 5-very large gain, 4-large gain, 3-moderate gain, 2-small gain, 1-no or very small gain. IMPACT average Likert scores were consistently higher on all 16 questions. When comparing the number of IMPACT vs. non-IMPACT students reporting “moderate”, “large” or “very large” gains, a 2-tailed Fisher exact t test showed statistically significant gains among IMPACT participants over non participants regarding student understanding the research process, understanding how knowledge is constructed in the field, readiness for more demanding research, tolerance for obstacles faced in the research process, skill in the interpretation of results, ability to integrate theory and practice, understanding how real scientists work on real problems, understanding that scientific assertions require supporting evidence, ability to analyze data and other information, learning laboratory skills, understanding how scientists think, learning to work independently, confidence in the ability to learn science, and appreciation for Agricultural Sciences. Objective 4: Update HCC faculty knowledge and skills in the area of plant genomics, X-ray diffraction, and food science Roughly 70% of HCC Biology and Chemistry faculty and their students participated in the various IMPACT experiential learning activities. PI berends and Co-PI Alvanipour received intensive XRD training. In addition, HCC faculty (10 Chemistry and 1 Biology) participated in two XRD workshops; surveys were positive. In the words of one workshop participant: “After this workshop, I think I could use this equipment in my course.” References Lopatto D. 2007. SURE and CURE: Assessment of Undergraduate Research and Scientific Teaching [internet]. [cited 2010 Jan 6]. Available from http://www.grinnell.edu/academic/psychology/faculty/dl/sure&cure Lopatto D et al. 2008. Genomics Education Partnership. Science 322: 684-685.

Publications

  • Type: Journal Articles Status: Accepted Year Published: 2013 Citation: P. Clemens, X. Wei, B. Wilson and R. Thomas, "Anatase Titanium Dioxide Coated Single Wall Carbon Nanotubes Manufactured by Sonochemical-Hydrothermal Technique," Open Journal of Composite Materials, Vol. 3 No. 2A, 2013, pp. 21-32. doi: 10.4236/ojcm.2013.32A004.
  • Type: Websites Status: Accepted Year Published: 2012 Citation: http://usdaengage.wikifoundry.com
  • Type: Other Status: Published Year Published: 2011 Citation: Kandianis, Catherine B., 1, Castro L., Grusak, M. ( 2011) Development of an In Vitro Method to Evaluate the Potential of Micronutrient Import to Rice Grains [abstract]. In: ASA, CSSA and SSSA International Annual Meetings; 2011 Oct 16-18; San Antonio, TX.


Progress 08/15/11 to 08/14/12

Outputs
OUTPUTS: During Year 2, to address project OBJECTIVE 2: Raise underrepresented student awareness of agricultural research and agricultural science careers, 2,144 students (28 percent self-identified as Hispanic) were trained in lab techniques on state-of-the-art equipment, bought in part with USDA funds, in preparation for research internships, and have been exposed to agricultural research and career opportunities through research seminar attendance, a science boot camp, and attendance at conferences. Specifically, the General Biology I, Microbiology and Genetics students worked on different aspects of the same pecan-sequencing project. The General Biology II, General Chemistry I, and General Chemistry II students focused on food science and the related issues of proper labeling and nutrition. Roughly 833 BIOL 1406 general Biology I students engaged in DNA Fingerprinting and pecan DNA identification; roughly 461 BIOL 2420 Microbiology students engaged in plasmid DNA isolation; roughly 236 BIOL 1407 General Biology II students engaged in verifying sushi species by protein fingerprinting; roughly 57 BIOL 2416 Genetics students were involved in pecan DNA sequencing; and roughly 436 CHEM 1411 and CHEM 1412 students were involved in XRD analysis of over the counter products. DNA has been challenging to sequence; consequently, few pecan Expressed Sequence Tags (ESTs) are available to the research community, making pecan cDNA sequencing a high priority for the pecan industry. IMPACT students were able to experience the pecan sequencing process start to finish and the students who took part in this important work have increased their self confidence as science students because, through this project, they have become confident and knowledgeable research partners with important research findings to share. In March, 2012, 8 students (2 Hispanic) attended the 36th National Nutrient Databank (NND) conference in Houston, which fosters communication among nutrient data base generators and users. Also in March, 2012, 3 students (1 Hispanic) attended the Minorities in Agriculture, Natural Resources, and Related Sciences (MANRRS) Conference in Atlanta, Georgia, while 4 Hispanic students attended the October, 2011, Hispanic Association of Colleges and Universities (HACU) 25th Annual Conference in San Antonio. HACU's Annual Conference provides a unique forum for the sharing best practices in the education of Hispanics. At the conference, student reactions included: I saw many Hispanic people like myself that have had great success in life; and, I wish more Hispanics knew about opportunities like this because it would really be a motivation for them to advance in their lives and do better for themselves. A 2012 summer Biology Boot Camp, attended by 29 students (10 Hispanic), was offered to enable students to become better prepared for classes. Lastly, to address project OBJECTIVE 1: Improve HCC chemistry lab infrastructure and research capacity, Sarah Alvanipour, Co Project Director, conducted two XRD workshops this summer for a total of 10 Chemistry and 1 Biology faculty members from four of HCC's colleges: NW, SW, SE, and Central. PARTICIPANTS: Five faculty from Houston Community College worked 4,460 hours in Year 2 to strengthen HCC's recruitment and retention of underrepresented students. Project Director A. Tineke Berends and co Project Director Sarah Alvanipour were responsible for all aspects of the project during the 2nd year. A. Tineke Berends, Ph.D., pioneered HCC's genetics course and the use of in-class research as a learning tool, in part through her successful grant partnerships with USDA. Sarah Alvanipour, Pharm.D., serves as the co Project Director for the IMPACT grant. Dr. Alvanipour is a chemistry professor at the NW Spring Branch campus of HCC who blends the traditional face-to-face classroom environment with web based class lecture notes, accompanying video tutorials, and sample exams. Dr. Jennifer O'Neil, HCC biology instructor, serves as senior personnel on the IMPACT grant, a role she also held for the USDA/CREES Grant ENGAGE: Empowering the Next Generation in Agriscience with Genomics Education, 2008-2010. Dr. Nazanin Hebel, Biology Professor at the NW Spring Branch campus of HCC, teaches microbiology and anatomy and physiology, and, among other achievements, developed biotechnology modules (with Dr. Tineke Berends and Ms. Doris Rousey) for the Texas Collaborative for Active Teaching. Dr. Jessica Moody, a biology instructor at the HCC NW campus, works to assess the goals of underrepresented students to make sure that their courses prepare them for the next stage of their scientific careers. Pecan cDNA clones were donated by project partner, plant physiologist Dr. Michael Grusak, from the USDA, Agricultural Research Service, Children's Nutrition Research Center in Houston, Texas. TARGET AUDIENCES: HCC has a diverse student population, enrolling larger percentages of nontraditional, low-income, and minority students than four-year colleges and universities, partly due to a traditional policy of open access and relatively low tuition rates. Many community college students are those least prepared for the rigors of science, technology, engineering, and mathematics (STEM) education. Therefore, it is vital that the core courses they take at HCC prepare them for the academic rigor and learning environment of a four year university or college. To that end, HCC has developed a comprehensive Quality Enhancement Plan (QEP), HCC's Innovative Science Program Initiatives to Reform Education (INSPIRE), based on Dr. Berend's USDA grant project work. In the HCC QEP report, it was noted that only 17 percent of the associates degrees awarded at HCC in 2011 were the Associate in Science degree. Student data indicate that students enrolled in targeted core biology, chemistry and physics courses may not have the skills required to succeed in these courses. As students are arriving at college less ready than ever before, it is increasingly important that HCC provides skills to students interested in STEM, so they are ready to succeed in their first core science course. According to the HCC 2010-2011 Fact Book, enrollment in developmental courses (reading, writing, mathematics, English as a second language) has increased 43 percent in the past five years, with mathematics having the largest increase in enrollment. Project IMPACT has addressed this student profile by working to improve student learning, engagement, and success in the sciences. In Year 2, Biology Boot Camps were offered to enable students to become better prepared for classes, review key Biology 1 and Anatomy and Physiology lab procedures and concepts, meet science faculty, learn about USDA career opportunities, learn about successful study techniques and test taking methods, and join the HCC Sigma Chi Chapter of the Tri-Beta National Biological Honor Society if eligible. Specifically, the proposed IMPACT program has addressed USDA Educational Need Area (e): Student Experiential Learning, as well as project OBJECTIVE 3: Increase underrepresented students' interest in research and scientific competence through experiential learning, by providing open-ended food and agricultural hands-on/research activities in general biology, microbiology, genetics, and chemistry classrooms. Student comments after experiential activities included: This class opened up my mind about scientific possibilities in our every day life; This class was more challenging than my previous classes so I had to change my study habits and techniques. This actually made me try harder to get a good grade which also helped me overall in my other classes as well. Through the IMPACT project, HCC's underrepresented students are beginning to envision themselves as part of a larger research community. PROJECT MODIFICATIONS: During Year 2, there were no major changes in approach. This project was awarded an unfunded extension through August 14, 2013.

Impacts
The USDA IMPACT program assisted HCC in remaining true to its long-term mission, offering all students the kinds of skills and experiences necessary for success without jeopardizing affordability and minority access. Post activity survey data was gathered from over 2000 students immediately after the completion of IMPACT experiential activities. The results are overwhelmingly positive, with 94 percent of respondents reporting: Yes, very much, or Yes, somewhat, to the question: Did you enjoy today's activity; 92 percent Yes responses to: Did this activity increase your scientific understanding; 78 percent yes responses to: Did this activity increase your awareness of agricultural sciences; and 66 percent yes responses to: Did this activity make you more likely to pursue a career in science Additionally, a quasi-experimental study was conducted by administering an End of Course (EOC) survey to a matched set of IMPACT participants (n=133) and non participants (n=190). Each group had the same instructors, but some class sections had IMPACT activities, the others did not. Students were surveyed at the end of the course, a few weeks after everyone had completed the grant activities, all within in a 2-week window. As always, survey participation was voluntary. The EOC surveys included pre-post reflective questions asking whether students could picture themselves doing research, and whether they were considering a major/concentration in the sciences, both before and then again after taking the course. Both questions showed a positive impact from the grant activity. Other EOC questions asked students to rate potential gain in 16 different areas. A chi square test of statistical significance was performed to ascertain the magnitude of the differences between those who had experiential learning experiences and those who didn't. Statistical differences in response patterns were seen between IMPACT participants and non participants regarding a) understanding research, knowledge construction, how scientists think and work on real problems, and that scientific assertions require supporting evidence; b) readiness for more demanding research; c) tolerance for obstacles faced in the research process; d) skill in the interpretation of results; e) ability to integrate theory and practice and analyze data; f) learning laboratory and independent working skills; and g) appreciation for agricultural sciences. The USDA Educational Need areas of (b): Faculty Preparation and Enhancement for Teaching, and (d): Scientific Instrumentation for Teaching, as well as project OBJECTIVE 4: Update HCC faculty science skills, were addressed in the form of PI/co-PI X-ray diffraction (XRD) workshop attendance, conference attendance, and local faculty development workshops to teach the new XRD techniques. The XRD equipment has reinforced HCC's Northwest chemistry lab infrastructure and opened the door to further research and high-impact outreach possibilities. One of the workshop participants, chemistry faculty member, Paul Clemens, is now using the XRD machine to determine polymorph and size of nano sized TiO2 crystals that have been manufactured on carbon nanotubes.

Publications

  • IMPACT and ENGAGE Grant Project Wiki (2010). http://usdaengage.wetpaint.com


Progress 08/15/10 to 08/14/11

Outputs
The planned activities for Year 1 of the Innovative Means of Promoting Agriscience Career Tracks (IMPACT) project were completed on time and within budget. The program gave Houston Community College the opportunity to participate in embedding food science, research-grade instrumentation, and critical thinking strategies directly into the HCC chemistry curriculum (USDA Strategic Goal 5). The project addresses USDA Educational Need Area (e): Student Experiential Learning, with a total of 738 HCC science students, including roughly 228 Hispanic American students, participating in hands-on biotechnology activities over the course of Year 1 of the granting period. Students were trained in lab techniques on state-of-the-art equipment in preparation for research internships and further studies. The students completed surveys that related their thoughts about the project: I will continue my education towards a science major. Today's activity has impacted me dramatically; It was very interesting, and made my understanding better; It's better with hands-on activities and is fun to learn this way; Now I know not to leave my DNA lying around anywhere. In the first year of the IMPACT project, permits were secured for the X ray diffraction machine XRD, a secure location was obtained, the machine was installed, and PI Berends and co-PI, Sarah Alvanipour, were trained by the manufacturer, Rigaku, on its use December 8 and 9 (10 hour workshop each day) and Dr. Alvanipour is now the machine-certified Radiation Safety Officer and continues to be in contact by phone and email with the Rigaku experts. Also in Year 1, Dr. Alvanipour attended the mandatory USDA PI conference and was selected to deliver an oral presentation regarding IMPACT. Dr. Hyginus Chukwu, NW Campus Biology Professor, initiated a MANRRS chapter at HCC and accompanied 2 students, Stephanie Munoz and Linda Caballero, to the MANRRS conference in Overland Park, Kansas 03.31.11 - 04.02.11. In February, 2011, PI Berends presented a poster at the Rice University Research and Innovation in Undergraduate Science and Engineering Education Scientia Conference, detailing her USDA ENGAGE grant and the upcoming IMPACT project. In March, 2011, 3 genetics students attended the annual MEPS conference with Dr. Berends and interacted with Dr. Bob Klein (USDA research scientist) and Dr. Patricia Klein (TAMU Horticulture Professor and Biofuel research scientist). One student clearly expressed the importance of the experiential learning aspect of this project: I found myself much more interested than I ever expected to be. This lab was so interesting and the teacher explained the process, impact & science very well. THANK YOU! (BTW, even after many years of really expensive education at elite institutions, I have never had such a great experience in a science class as I did today. This is especially noteworthy since we got this experience in an intro level class. THANK YOU!) PRODUCTS: A project wiki web site, established during the ENGAGE project, makes all tangible IMPACT grant products freely available (http://usdaengage.wetpaint.com). This communal project wiki has a pecan cDNA library, on which DNA sequencing reactions can be posted by students. Students can also use the wiki to track successful submissions to the GenBank database of the National Center of Biotechnology Information. Internship students were paid $10/hour for a total of anywhere from 80 to 240 hours, spread out over up to a year. This flexible structure allowed students to fit in an 80 hour internship between spring and summer classes (two full workweeks) or spread it out as they and their advisor (Dr. Mike Grusak) saw fit, which is important when most of the students have families and outside employment schedules. Lolita Castro completed 240 hours (2 days per week)and was paid $2,400; Roa Sadat completed 120 (1 day per week) and was paid $1,200. A laboratory Program Assistant was hired and paid $12.58 an hour. The year one assistant earned approximately $2,650. OUTCOMES: OBJECTIVE 1, Improve HCC chemistry lab infrastructure and research capacity, was accomplished, in part, by the purchase of an X-ray diffraction (XRD) machine. To address OBJECTIVE 2, to raise underrepresented student awareness of agricultural research and agricultural science careers, and OBJECTIVE 3, to increase underrepresented students' interest in research and scientific competence through experiential learning, in spring, 2011, HCC science students participated in several classroom projects, including: 189 General Chemistry I and II students learned fundamental XRD techniques through the pecan project, which gave them an appreciation of science as a process, particularly for food science research; 172 Microbiology students participated in plasmid DNA isolation, receiving reinforced micropipetting skills; 110 students learned how to use fingerprinting gels, 146 General Biology students acquired horizontal gel electrophoresis skills with which to analyze plasmid DNA; 77 General Biology II students acquired protein isolation and vertical gel electrophoresis skills by work with sushi gels, and 22 students acquired DNA analysis skills which lay the groundwork for pecan gene expression studies. Combining the retrospective survey responses of all groups, over 90% of the students reported increased scientific understanding and an increased appreciation of science while enjoying the research investigations. Students (77%) related that the research activities increased their awareness of agricultural sciences and 63% reported that the activities made them more likely to pursue a career in science. Multiple students commented that it was amazing to feel like a scientist; that they wish that all HCC labs had equal equipment/activities; that the activities helped them to appreciate science; and has peaked a strong interest in research - I learned skills I previously thought would be too difficult! Lolita Castro completed a 240 hour IMPACT internship with the USDA-ARS Children's Nutrition Research Center in Houston and then was hired by plant physiologist Mike Grusak out of his lab budget to continue working for him this summer. This not only enhanced Ms. Castro's educational career, but the agriscience pipeline by producing well trained underrepresented students (USDA Strategic Goal 1). In her internship, Ms. Castro was placed in a plant research lab that focuses on rice, maize, pecans, beans, medicago plants and worked with Catherine Kandianis, Dept. of Pediatrics, Baylor College of Medicine. Ms. Castro related that she had learned how to create a project, execute protocols and analyze data and that it is important to ask simple questions and to test them before moving on. A second student, Roa Fadat, completed 120 internship hours with Dr. Grusak and will be attending the MD Anderson Molecular Technology B.S. Program. OBJECTIVE 4 Update HCC faculty knowledge and skills in the areas of plant genomics, XRD, and food science. The XRD facilitates a wide range of experiments from lower-level chemical component comparisons to higher-level refinement of molecular structure across the chemistry curriculum and is ideally suited to food science. DISSEMINATION ACTIVITIES: The grant program wiki web site, (http://usdaengage.wetpaint.com), is the primary vehicle for ENGAGE and IMPACT information dissemination. Biology Boot Camps were offered, to enable students to become better prepared for classes, review key Biology 1 and Anatomy and Physiology lab procedures and concepts, meet science faculty, learn about USDA career opportunities, and join the HCC Sigma Chi Chapter of the Tri-Beta National Biological Honor Society if eligible. A Biology Bootcamp was conducted on August 24, 2010, the week before the start of the fall 2010 semester. Fifteen students attended and two of the students who attended were assisted throughout the semester by various department faculty. A USDA Information Center was established in the Science Hall at the HCC NW Town and Country campus, stocked with USDA agency flyers and internship information. Dr. Berends prepared CDs with internship application information and distributed them to interested HCC students. Student intern, Lolita Castro will be presenting at the American Society for Agronomy, Crop Science Society of America, Soil Science Society of America International Annual Meeting, to be held in San Antonio, Texas, October 16-19, 2011, with Dr. Kandianis and Dr. Grusak of the USDA-ARS. FUTURE INITIATIVES: HCC has initiated a Quality Enhancement Plan, HCC INSPIRE - Innovative STEM Initiatives to Reform Education, to change the way science is taught and to invigorate student interest in scientific technological careers. This initiative was modeled after the teaching style of Dr. Berends and addresses USDA Educational Need (b): Faculty Preparation and Enhancement for Teaching. The INSPIRE Initiative (see IMPACT section) will involve the creation of an online academic learning skills clearinghouse of best practices; implementation of general academic learning skills workshops for students; integration of student peer-led learning and tutoring sessions; support for system-wide student science clubs and competitions; and creation and implementation of a STEM focused, CSI-style, freshman success course. Additionally, INSPIRE will prepare increasing numbers of HCC faculty for innovative teaching strategies, to include inquiry-based projects; conceptually-oriented tasks; collaborative learning and learning communities; and use of technology. In Year 2 of the current project, an XRD hands-on science faculty training workshop will be conducted, and students will attend research seminars in the Texas Medical Center. Additionally, a second trip to a MANRRS conference in spring 2012 will be funded as well as a trip to the Plant and Animal genomics meeting and to the Molecular and Plant Genomics Symposium.

Impacts
Project IMPACT has impacted the culture of science education at Houston Community College. The INSPIRE initiative was written by PI Berends and is a direct offshoot of the hands on, experimental research that she has been disseminating throughout the HCC campuses for the last 6 years. Dr. Berends pioneered HCC's genetics course and the use of in-class research as a learning tool. Existing biology equipment (purchased through prior USDA funding) was leveraged to sequence the genome of an important Texas food crop, the pecan. Due to high levels of phenolics, pecan DNA and RNA isolation has been problematic. As a result, unlike in chickpea, few pecan Expressed Sequence Tags (ESTs) are available to the research community, making pecan cDNA sequencing a high priority for the pecan industry, and finding new genes and Single Nucleotide Polymorphisms (SNPs) for breeding and quality improvement a distinct possibility. Chemistry students used the new XRD instrument to investigate food ingredients in HCC's chemistry classes, directly addressing USDA Educational Need (d): Scientific Instrumentation for Teaching. Through the three consecutive USDA grant projects, hands-on biology student participation has grown from a single genetics class per semester to a 76% General Biology I, General Biology II, Microbiology and Genetics class participation rate today. In its first year, hands-on chemistry student participation in hands-on XRD projects has already reached 67% of General Chemistry I, General Chemistry II, Introductory Chemistry and Organic Chemistry I class sections.

Publications

  • No publications reported this period