SPUR (2021) 4 (3): https://doi.org/10.18833/spur/4/3/12
Engagement in undergraduate research experiences (UREs) has a positive impact on student skill development, scientific identity, and retention in STEM. Incorporating UREs into two-year programs would greatly benefit the diverse, nontraditional student populations enrolled at community colleges. This article describes the infusion of the bioscience/biotechnology program at Delaware Technical Community College with course-based and mentored research experiences, which may serve as a model for other institutions. Studies done with the Office of Institutional Research revealed a concurrent increase in enrollment and graduation rates. Retrospective interviews with graduates from the program highlight the critical influence of research, the mentor-student relationship, a sense of community, the development of transferable skills and self-efficacy, and subsequent successes in pursuing higher education and employment.
More Articles in this Issue
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- Vignette‐ Beatriz Villar-Fernandez, Danielle N. Ringhoff, John K. Leiser, and Jacalyn D. Speicher
SPUR (2021) 4 (3): https://doi.org/10.18833/spur/4/3/7 -
- Vignette‐ Todd Pagano, Morgan Bida, Annemarie D. Ross, and Susan Smith Pagano
SPUR (2021) 4 (3): https://doi.org/10.18833/spur/4/3/5 -
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- Vignette‐ Kaatje J. van der Hoeven Kraft and Karen M. Kortz
SPUR (2021) 4 (3): https://doi.org/10.18833/spur/4/3/2 
Practice‐ Joan Petersen, Maria Mercedes Franco, Sharon Lall-Ramnarine, and Shiang-Kwei Wang
SPUR (2021) 4 (3): https://doi.org/10.18833/spur/4/3/16 Abstract:Undergraduate research (UR) is an integral part of the culture at Queensborough Community College, CUNY (QCC), an urban community college with a diverse student population. Since 2015, more than 400 students participate in undergraduate research experiences each year, working with more than 40 faculty mentors from several academic departments. Although a large proportion of this research occurs within STEM fields, the social sciences, nursing, business, arts, and the humanities are also represented and have increased research activity each year. This article describes the various approaches of QCC to institutionalize, promote, and support UR; approaches to handling the challenging aspects of sustaining UR at a community college; and recent initiatives to expand UR across disciplines.
- Practice‐ Ardi Kveven
SPUR (2021) 4 (3): https://doi.org/10.18833/spur/4/3/13 Abstract:Providing opportunities for students to engage in undergraduate research is well supported as a high-impact educational practice. Shifting research experience earlier in the undergraduate career provides opportunities for more students to yield gains (both personal and professional) earlier in their career. At the Ocean Research College Academy (ORCA), undergraduate research starts when students are in their third year of high school. As part of a dual credit/enrollment program in Washington state, students earn an associate of arts and science degree when they graduate from high school. With 17 years of data and more than 500 graduates who have compelling matriculation rates and baccalaureate degree attainment, ORCA provides a model for program and course-based undergraduate research replicable by others.
