RESUMO
Research has shown that undergraduate research experiences can have substantive effects on retaining students in science, technology, engineering and mathematics (STEM). However, it is impossible to provide individual research experiences for every undergraduate student, especially at large universities. Course-based undergraduate research experiences (CUREs) have become a common approach to introduce large numbers of students to research. We investigated whether a one-semester CURE that replaced a traditional introductory biology laboratory course could increase retention in STEM as well as intention to remain in STEM, if the results differed according to demography, and investigated the possible motivational factors that might mediate such an effect. Under the umbrella of the Authentic Research Connection (ARC) program, we used institutional and survey data from nine semesters and compared ARC participants to non-participants, who applied to ARC but either were not randomly selected or were selected but chose not to enroll in an ARC section. We found that ARC had significant effects on demographic groups historically less likely to be retained in STEM: ARC participation resulted in narrowing the gaps in graduation rates in STEM (first vs continuing-generation college students) and in intention to major in STEM [females vs males, Persons Excluded because of Ethnicity or Race (PEERs) vs non-PEERs]. These disproportionate boosts in intending STEM majors among ARC students coincide with their reporting a greater sense of student cohesiveness, retaining more interest in biology, and commenting more frequently that the course provided a useful/valuable learning experience. Our results indicate that CUREs can be a valuable tool for eliminating inequities in STEM participation, and we make several recommendations for further research.
RESUMO
Graduate teaching assistants (GTAs) who are English language learners at American institutions often endure xenophobia, pressures to conform to American culture, and visa restrictions on working. Quantitative data we collected from the Introduction to Biology Laboratory course taught at a large R1 university indicate paper grading discrepancies between international and domestic GTAs. Qualitative data highlight international GTAs' concerns regarding grading load and language barriers. To alleviate the burden on international GTAs, we provide a professional development activity for professors to use in course planning meetings based on feedback from GTAs. Group reflection, discussion, and modification of a rubric are recommended in order to train GTAs in assessing scientific writing to collaboratively build expectations as a teaching team.
RESUMO
Batch experiments were conducted to investigate the interactions between metallic iron particles and mercury (Hg) dissolved in aqueous solutions. The effect of bulk zero valent iron (ZVI) particles was tested by use of (i) granular iron and (ii) iron particles with diameters in the nano-size range and referred to herein as nZVI. The results show that the interactions between Hg(n+) and Fe(0) are dominated by Hg volatilization and Hg adsorption; with Hg adsorption being the main pathway for Hg removal from solution. Hg adsorption kinetic studies using ZVI and nZVI resulted in higher rate constants (k) for nZVI when k values were expressed as a function of mass of iron used (day(-1)g(-1)). In contrast, ZVI showed higher rates of Hg removal from solution when k values were expressed as a function iron particles' specific surface area (gm(-2)day(-1)). Overall, nZVI particles had a higher maximum sorption capacity for Hg than ZVI, and appeared to be an efficient adsorbent for Hg dissolved in aqueous solutions.