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EGR 193: Introduction to Engineering Research was piloted in Fall 2020 as a fully online, entirely asynchronous course to introduce first-year, first-semester undergraduates to engineering research. All of the course materials for the entire semester were available on the first day of class, and students could “choose their own course” by selecting activities and assignments that matched their own experiences and goals. The design and content of this course were evaluated using anonymous feedback and a review of reflective discussion posts in order to determine whether the course supported the stated learning goals. Results indicated that students found the course helpful in understanding their role as undergraduate research assistants and in learning the professional skills (communications, teamwork, organization, etc.) necessary for success. While most students opted to follow the suggested schedule, about 15% of students chose to delay participation until later in the semester. This varying pace of engagement had an unexpected impact on some of the most dedicated students, who found it difficult to engage in productive discussions online when not all of their classmates were working as quickly through the materials. A number of other interesting themes emerged from the discussion boards, which offer areas for future study.To access a PDF of the "Entering Research Online: Developing a Virtual Course to Support Undergraduate Research Assistants" poster, click here.
Description of the Poster 
Background Image Description: 
A light green background with an imprint of the Spartan helmet logo; the words Michigan State University College of Engineering appear in the top right. 
Poster Title: 
Entering Research Online: Developing a Virtual Course to Support Undergraduate Research Assistants 
Authors: 
Katy Luchini Colbry, Candyce Hill 
Learning Goals: 
By participating in this course, students will: 

Learn about research mentoring styles and build skills for communicating about goals and expectations with research mentors 
Examine and apply time management skills for balancing academic, research and personal goals during college 
Gain an understanding of the structure of research literature and develop skills for identifying and organizing appropriate references within their field of research 
Explore methods for documenting and disseminating research results in engineering 
Learn about ethical practices for research, and be able to articulate key principles for conducting research responsibly within engineering domains 
Gain experience in working in research teams and communicating with individuals from different backgrounds, cultures, and research disciplines 
Reflect on their initial research experience and develop goals for the remainder of their undergraduate research appointment 

Suggested Timeline for Course Activities: 




Week 


Topic 


Assignments 




1 


Welcome 


Introduction Survey 




2 


Introduction to Research 


Mentoring Styles Worksheet 




3 


Establishing Goals and Expectations with your Mentor 


Mentor-Mentee Contract 




4 


Time Management 


Time Log / Timeline 




5 


Library Resources & Citation Management Systems 


Install Citation Management 




6 


Tools and Techniques for Literature Reviews 


Article Review Worksheet 




7 


Developing Research Abstracts and Posters 


Poster Review Worksheet 




8 


Responsible Conduct of Research (RCR) 


CITI Module 1 (RCR Training) 




9 


Understanding Graduate School 


CITI Module 2 (RCR Training) 




10 


Academic Resumes 


CITI Module 3 (RCR Training) 




11 


Planning the Rest of Your Research Experience 


CITI Module 4 (RCR Training) 




12 


Nothing. Happy Thanksgiving! 




13-15 


Wrap Up / Catch Up: Final deadline to submit assignments and/or earn points is 5:00pm Eastern (GMT -5) on Friday of exam week 




Lessons Learned: 

Overall, student feedback and review of discussion posts indicate that the design and implementation of the course was effective in meeting the established learning goals 
Online, asynchronous delivery and “choose your own course” structure allowed students to focus on activities that were of most benefit to them 
Students who kept pace with the suggested timeline experienced frustration with later discussion boards, when fewer students were posting in a timely manner 
Asynchronous discussion boards can be good places for reflection and synthesis, but real-time feedback and encouragement is important for activities where students might feel vulnerable, such as self-assessments of their skills and abilities 

Future Work: 

Students expressed preference for email communications so as not to “interrupt” their advisors, entirely missing the idea that many research questions are more effectively asked in real time; this may be an artifact of the all-virtual experience in Fall 2020, and would be interesting to compare with experiences of future cohorts 
Students demonstrated an understanding of authorship as important academic “currency” and that different levels of research input merited different types of authorship or acknowledgement; what was missing was any discussion of paid compensation as sufficient remuneration for research in at least some contexts 

Acknowledgments: 
We are grateful for support from the MSU HUB Faculty Fellowship Program, the MSU College of Engineering, The Center for Spartan Engineering, and the MSU Honors College. 

Michigan State University was an early leader adopter of an integrative studies approach to undergraduate general education. Unfortunately, this program has experienced structural changes that resulted in a significant increase in class sizes for ISS classes in particular. As a result, instruction in these classes has become largely didactic, and in many classes, student assessment is primarily measured through high-stakes, multiple-choice exams. For so many MSU students, this passive pedagogical approach leaves them disengaged and disinterested. The question remains: How can ISS faculty facilitate engaged and project-based interdisciplinary curriculum with the current scale of their large-format classes? It is in this context and around these challenges that this project takes shape, and with the support of a Hub Faculty Fellowship in 2020-2021, we set out to bring innovation to ISS. Over the course of three semesters and amidst mandated remote online learning, our instructional team designed and implemented a meaningful, engaged, interdisciplinary, and team-based research project into an ISS general education course (with enrollments of 300 students) on the broad topic of Material Culture Studies. For the course project, students were required to explore a complex integrative research topic of their choice related to Material Culture Studies. Their research developed within weekly benchmark steps and culminated in the production of a short documentary film over their chosen topic. All student films were then showcased in an end-of-semester virtual student film festival. The course project design and the student outcomes and experiences with this project are the focus of our presentation. Our research proposal team includes the ISS professor of the class, two teaching assistants (both who completed the film project as students in SS20), and three participant students (all who created films in FS20). Together with our various positionalities, we propose to present the findings of this innovative ISS pedagogical research in the form of an academic poster—a common format to present preliminary findings of a research project that is still in progress. Additionally, we will embed into our poster a link to our team-produced short film that documents this guiding course project in engaged digital storytelling within an ISS general education course. We hope this film will demonstrate that we are pedagogically practicing what we preach to our students.To access a PDF of the "ISS Innovation: Documentary Storytelling as Engaged Learning in General Education" poster, click here. Please note: This poster contains embedded videos that are accessible via the PDF or below. 
The title of this poster is:  ISS Innovation:  Documentary Storytelling as Engaged Learning in General Education. 
This poster contains several sections. The first section outlines the research problem and purpose and provides a brief literature review on the topic. This section ends with the articulation of the guiding research question. 
The second section is a table that describes the research methods and data collection choices for the project. This is followed by the third section that provides a detailed iconic logic model of the data analysis scheme for the research project. 
The fourth section presents selected findings from the project. There are three major findings presented, and accompanying each of the findings is a short YouTube video/film that was produced by the research team to give the viewers a comprehensive picture of the guiding course ISS project that this pedagogical research investigates.  
ISS Innovation: Active and Engaged Learning
Culturally Responsive CurriculumMotivating Creative Risk Taking
There are links to the associated film festival that showcases the documentary films that MSU students in the ISS class produced as their guiding course projects. The poster has a brief conclusion section and a references section. 

In Fall 2020, the My Spartan Story team launched campus-wide My Spartan Story and the Spartan Experience Record, MSU's new co-curricular record. This session will explore successes and challenges in launching a new initiative during the pandemic, and will also explore introductory data on how we have been able to expand recognition of co-curricular learning and engagement of undergraduate Spartans.To access a PDF of the "Lessons Learned Launching a University-Wide Initiative in a Remote Environment" poster, click here.Description of the Poster
Lessons Learned Launching a Campus-Wide Initiative in a Remote Environment Poster Outline 
Introduction 
My Spartan Story, Michigan State University’s new co-curricular record, planned to launch to undergraduate Spartans and the MSU community in a traditional campus environment for the 2020-2021 academic year. Significant strategy, resources, and collaboration defined a launch that soon became incongruent to the campuses needs pivoting to remote learning. The My Spartan Story Team shifted strategy to solely virtual methods to grow awareness and education of My Spartan Story and the Spartan Experience Record (a new customizable record displaying learning in non-credit bearing experiences that can be requested alongside the transcript through the Registrar’s Office). Several tactics planned had to be eliminated, and communications and programming methods rethought. Thankfully, time spent investing in website updates, resources and guides, and other methods simply became more invaluable.   
Methods 
All 

Email communications sent to faculty, staff, administrators, and undergraduate students co-created with Provost Communications Team. 
Downloadable resources and guides created to assist with workflows and utilization of the My Spartan Story platform. 

Faculty/Staff 

Strategic outreach to campus community, presenting at unit meetings, and large monthly meetings such as Undergraduate Assistant/Associate Deans and Directors of Undergraduate Affairs (UGAAD). 
My Spartan Story Faculty/Staff Workshops held 2-3 times monthly, welcoming organic connection to My Spartan Story. 

Students 

Instagram, Facebook, and Twitter accounts created; posts organized through Hootsuite. Content regularly shared by campus colleagues and students. 
My Spartan Story 101 Workshops offered as well as Registered Student Organization Workshops in partnership with MSU Student Life. 
My Spartan Story Week held in collaboration with platform partners Undergraduate Research and Center for Community Engaged Learning. 
Contests and giveaways promoting engagement with the My Spartan Story platform held throughout the year. 
Regular emails sent to students with a validated position on their Spartan Experience Record. 
Virtual attendance at events such as Sparticipation and Spartan Remix. 

Results 

Within Fall 2020, 87 new positions were submitted for review and inclusion in My Spartan Story, an 89% increase from Fall 2019 (46 positions). 
9% of positions (8) received were represented by two new colleges and one new division that previously did not have any submissions. 
91% of Fall 2020 submissions received from colleges/divisions we had an established relationship through 2019-2020 soft launch. 
The potential number of students who could have a position validated to their Spartan Experience Record increased by 137.5% compared to Fall 2019 (1497 to 3556). 
Increased engagement on social media platforms, with nearly 700 collective followers. 

Successes 

Within Fall 2020, 87 new positions were submitted for review and inclusion in My Spartan Story, an 89% increase from Fall 2019 (46 positions). 
9% of positions (8) received were represented by two new colleges and one new division that previously did not have any submissions. 
91% of Fall 2020 submissions received from colleges/divisions we had an established relationship through 2019-2020 soft launch. 
The potential number of students who could have a position validated to their Spartan Experience Record increased by 137.5% compared to Fall 2019 (1497 to 3556). 
Increased engagement on social media platforms, with nearly 700 collective followers. 

Challenges 

Within Fall 2020, 87 new positions were submitted for review and inclusion in My Spartan Story, an 89% increase from Fall 2019 (46 positions). 
9% of positions (8) received were represented by two new colleges and one new division that previously did not have any submissions. 
91% of Fall 2020 submissions received from colleges/divisions we had an established relationship through 2019-2020 soft launch. 
The potential number of students who could have a position validated to their Spartan Experience Record increased by 137.5% compared to Fall 2019 (1497 to 3556). 
Increased engagement on social media platforms, with nearly 700 collective followers. 

Future Steps 

Within Fall 2020, 87 new positions were submitted for review and inclusion in My Spartan Story, an 89% increase from Fall 2019 (46 positions). 
9% of positions (8) received were represented by two new colleges and one new division that previously did not have any submissions. 
91% of Fall 2020 submissions received from colleges/divisions we had an established relationship through 2019-2020 soft launch. 
The potential number of students who could have a position validated to their Spartan Experience Record increased by 137.5% compared to Fall 2019 (1497 to 3556). 
Increased engagement on social media platforms, with nearly 700 collective followers. 

Figure Descriptions 

Position increase chart 
3,556: Potential students who can have a validated position on their record by end of 2020-2021 academic year from Fall 2020 submissions  
Social media platforms have significantly driven student engagement, specifically tagging students and organizations in posts. 
Colleges & Divisions with Opportunities in My Spartan Story as of Fall 2020 

Associate Provost for Teaching, Learning and Technology 
Associate Provost for Undergraduate Education 
Associate Provost for University Outreach & Engagement 
College of Agriculture & Natural Resources 
College of Arts & Letters 
College of Communication Arts & Sciences 
College of Education 
College of Engineering 
College of Natural Science 
College of Osteopathic Medicine 
College of Social Science 
Division of Residential & Hospitality Services 
Eli Broad College of Business 
Executive Vice President for Administration 
Honors College 
International Studies & Programs 
James Madison College 
Libraries 
Office of Civil Rights & Title IX Education & Compliance 
Provost & Academic Affairs 
Vice President for Research & Graduate Studies 
Vice President for Student Affairs & Services 

D2L, MSU's learning management system, includes access to Ally, which is an accessibility tool that benefits both students and instructors. It provides alternative file types for students and suggestions on how to improve accessibility to instructors.The infographic below provides an overview of how instructors can benefit from Ally. This Canva link is to an accessible format of the infographic and includes links to useful resources. 

Since 2017, the MSU Strategic Communication Online M.A. has been helping working professionals advance their careers with skills the marketplace demands. A tenet of the program has been the fostering of interpersonal engagement, by creating spaces for student-to-student interaction and student-to-staff interaction. Through surveys and interviews with current students, we measure the importance of program engagement for students by tracking the effectiveness of: various communication mediums and tools; and personal touchpoints with classmates and MSU StratCom staff.

To access a PDF of the "The importance of interpersonal engagement in an online master's degree program" poster, click here.
Description of the Poster 
The importance of interpersonal engagement in an online master’s degree program 
 Introduction 
The purpose of this report is to provide the Michigan State University Strategic Communication Online M.A. a summary of students’ perceptions of engagement in the program. This report focuses on the responses of currently enrolled students as of Spring semester 2021. Students voluntarily responded to a survey sent out via email and social media. Additionally, students were given the option to agree to a second phone interview for further insights. The report looks at engagement through students’ connection to each other, to staff and faculty, and facilitated through various tools and media. 
Methodology 
Survey Purpose and Methodology 
To gain an understanding and perspective of students’ views on engagement in the StratCom program a written survey was sent by Daune Rensing, StratCom Student Advisor, via email.  


The email was sent to the MSU email address of students currently enrolled in either the StratCom master’s or certificate program, on March 15, 2021. 


Written reminders were sent March 22 and March 29. 


A video reminder was posted by Jason Archer, StratCom Director, on StratCom’s Student Life, Teams and Facebook pages on March 29. 




The 24-question survey was closed on April 2, extended from the original deadline of March 25. 


Sixty-two responses were received with 2 incomplete surveys, resulting in 60 responses.  


Phone Interview Purpose and Methodology 
To expand the understanding and perspective students views on engagement in the StratCom program, a follow up phone interview was conducted. Forty students responded positively to a question on the survey asking if they would be willing to participate in a follow-up phone interview with a fellow student. 
Limitations 
The limited nature of the data set needs to be taken into consideration when weighing the meaning and significance of the insights reported here. The written surveys were completed by students enrolled anywhere from their first semester to last in the program, which may affect their perceptions of the program. All phone interviews were conducted by one person, which may result in some bias of interpretation. 
Research Questions 
To measure the importance of engagement in the StratCom program, the research questions in the survey and phone interview fell into three categories:  

What tools and resources are important for student engagement in the StratCom program?  
Do students feel the StratCom program is meeting their engagement needs?  
What changes/improvements does the StratCom program need to make to meet students’ expectations? 

Results 
These graphs highlight responses to our first two questions of what students do value and what they don’t value, and that we are meeting their engagement needs. The conclusion, in more detail, addresses ways in which respondents feel StratCom can improve engagement. 
Conclusion 
Overwhelmingly, respondents felt that StratCom was meeting their engagement needs, in terms of tools used and connection to faculty and staff, and that it was an important part of their time in the program. To continue StratCom’s good start, some respondents had suggestions to strengthen their engagement experience even more:

Set expectations for tools and resources 
More student onboarding  
Intentional diversity throughout the program 
Develop stronger bonds with fellow students and instructors 
Standardization in the curriculum 
Use the coursework to develop student-led engagement activities in the program 

Future Work 
Planning for StratCom’s future and creating a sustainable engagement model are themes respondents suggested. For instance, leadership contingency plans, consistency among courses and “keeping their finger on the pulse” of student needs and industry requirements were all important things to consider moving forward. 
  
 

This resource is meant to put information about trauma informed practices into the hands of faculty and instructors. Please see the digital flyer for more information. The references below were used in the creation of the flyer. Special thank you to Cheryl Williamns-Hecksel, Apryl Pooley and the Mental Health Committee (JED) for support in creating this resource.
References for Trauma Informed Practice Digital Flyer 

Cusack SE, et al. (2019). Prevalence and predictors of PTSD among a college sample. J Am Coll Health. Feb-Mar;67(2):123-131. https://pubmed-ncbi-nlm-nih-gov.proxy2.cl.msu.edu/29652647/
Read, J. P., Ouimette, P., White, J., Colder, C., & Farrow, S. (2011). Rates of DSM–IV–TR trauma exposure and posttraumatic stress disorder among newly matriculated college students. Psychological Trauma: Theory, Research, Practice, and Policy, 3(2), 148–156. https://pubmed-ncbi-nlm-nih-gov.proxy2.cl.msu.edu/25621098/ 
Substance Abuse and Mental Health Services Administration. SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration, 2014. https://store.samhsa.gov/sites/default/files/d7/priv/sma14-4884.pdf 
https://istss.org/public-resources/trauma-basics/trauma-during-adulthood 
Morissette SB, et al. (2021). The effects of posttraumatic stress disorder symptoms on educational functioning in student veterans. Psychol Serv. Feb;18(1):124-133. https://pubmed-ncbi-nlm-nih-gov.proxy2.cl.msu.edu/31192672/ 
Boyraz G et al. (2016). Posttraumatic stress, effort regulation, and academic outcomes among college students: A longitudinal study. J Couns Psychol. Jul;63(4):475-86. https://pubmed-ncbi-nlm-nih-gov.proxy2.cl.msu.edu/26214096/ 
https://educationnorthwest.org/sites/default/files/resources/trauma-informed-practices-postsecondary-508.pdf 
Racine N, Killam T, Madigan S. (2020). Trauma-Informed Care as a Universal Precaution: Beyond the Adverse Childhood Experiences Questionnaire. JAMA Pediatr. 174(1):5–6. https://jamanetwork-com.proxy2.cl.msu.edu/journals/jamapediatrics/fullarticle/2754104

How can a first-year writing course help to create 21st century STEM students with foundations for interdisciplinary inquiry? Could such as curriculum engage STEM students in knowledge production in ways that help to acculturate them as collaborative, ethical, and empathetic learners? Bringing together insights from writing pedagogy, work on critical science literacy, and science studies, this round-table is hosted by the collaborative team leading an effort to rethink the first year writing course required of all students at Lyman Briggs College, MSU's residential college for STEM students. A major goal of the curriculum redesign is to develop science studies-inspired writing assignments that foster reflective experiential learning about the nature of science. The purpose of this approach is not only to demonstrate the value of inquiry in science studies (history, philosophy, and sociology of science) to STEM students as they pursue their careers, but to foster diverse inclusion in science by demystifying key aspects of scientific culture and its hidden curriculum for membership. Following the guidance of critical pedagogy (e.g. bell hooks), we aim to use the context of first-year writing instruction as an opportunity for critical reflection and empowerment. The roundtable describes how the instructional team designed the first-year curriculum and adapted it to teaching online during the pandemic, and shares data on lessons learned by both the instructor team and our students. We invite participants to think with us as we continue to iteratively develop and assess the curriculum.To access a PDF version of the "Reimagining First-Year Writing for STEM Undergraduates as Inquiry-Based Learning in Science Studies" poster, click here. Description of Poster:
Reimagining First-Year Writing for STEM Undergraduates as Inquiry-Based Learning in Science Studies  
Marisa Brandt, HPS Lyman Briggs College & June Oh, English 
Project Overview: Reimagining LB 133 
Lyman Briggs College aims to provide a high quality science education to diverse students by teaching science in social, human, and global contexts. LB 133: Science & Culture fulfills the Tier 1 writing requirement for 80-85% of LBC students. Starting in F19, we implemented a new, collaboratively developed and taught cohort model of the LB 133 curriculum in order to take advantage of opportunity to foster a community of inquiry, inclusion, and curiosity.  
First year college writing and literacy courses aim to give students skills to communicate and evaluate information in their own fields and beyond. While teaching important writing skills, LB 133 focuses on developing students’ science literacy by encouraging them to enact a subject position of a socially engaged science professional in training. LB 133 was designed based on ideas of HPS. 
History, Philosophy, and Sociology (HPS) or “science studies” is an interdisciplinary field that studies science in context, often extended to include medicine, technology, and other sites of knowledge-production. LB 133 centers inquiry into relations of science and culture. One way HPS can help students succeed in STEM is by fostering inclusion. In LB 133, this occurs through demystifying scientific culture and hidden curriculum through authentic, project-based inquiry.  
Like WRAC 110, LB 133 is organized around five writing projects. Each project entails a method of inquiry into science as a social, human practice and teaches them to write first as a form of sense-making about their data. (Column 2) Then, students develop writing projects to communicate what they have learned to non-scientific audiences.  
Research Questions:  


How did their conceptions of science change?[Text Wrapping Break] 2. Did their writing improve?[Text Wrapping Break] 3. What did they see as the most important ideas and skills they would take from the course?[Text Wrapping Break] 4. Did they want more HPS at LBC?  


Data Collection:  
[Text Wrapping Break]1. Analysis of the beginning and end of course Personal Writing assessments. [Text Wrapping Break]2. End of term survey. [Text Wrapping Break]3. Answers to course reflection questions.  
Selected Results: See Column 3. 
Conclusions: The new model seems successful! Students reported finding 133 surprisingly enjoyable and educational, for many reasons. Many felt motivated to write about science specifically, saw communication as valuable scientific skill. Most felt their writing improved and learned more than anticipated. Most learned and valued key HPS concepts and wanted to learn more about diversity in scientific cultures, and wanted to continue HPS education in LBC to do so. 
Column 2 - Course Structure: Science & Culture 




Assessment 


Science Studies Content[Text Wrapping Break]Learning Goals 


Literacy & Writing Skills Learning Goals 




Part 1 - Cultures of Science 




Personal Writing 1: Personal Statement [STEM Ed Op-ed][Text Wrapping Break]Short form writing from scientific subject position.  


Reflect on evolving identity, role, and responsibilities in scientific culture.   


Diagnostic for answering questions, supporting a claim, providing evidence, structure, and clear writing. 




Scientific Sites Portfolio[Text Wrapping Break]Collaborative investigation of how a local lab produces knowledge.   


Understand scientific practice, reasoning, and communication in its diverse social, material, and cultural contexts. Demystify labs and humanize scientists. 


Making observational field notes. Reading scientific papers.  
Peer review. Claim, evidence, reasoning. Writing analytical essays based on observation.   




Part 2 - Science in Culture 




Unpacking a Fact Poster 
Partner project assessing validity of a public scientific claim. 


Understand the mediation of science and how to evaluate scientific claims. Identify popular conceptions of science and contrast these with scientists’ practices. 


Following sources upstream. Comparing sources.  
APA citation style.  
Visual display of info on a poster. 




Perspectives Portfolio[Text Wrapping Break]Collaborative investigation of a debate concerning science in Michigan. 


Identify and analyze how diverse stakeholders are included in and/or excluded from science. Recognize value of diverse perspective. 


Find, use, and correctly cite primary and scholarly secondary sources from different stakeholder perspectives. 
Learn communicating to a broader audience in an online platform. 




Personal Writing 2: Letter + PS Revision[Text Wrapping Break]Sharing a course takeaway with someone. 


Reflect again on evolving identity, role, and responsibilities in scientific culture.   


Final assessment of answering questions, supporting a claim, providing evidence, structure, and clear writing. 




Weekly Formative Assessments 




Discussion Activities Pre-meeting writing about the readings 


Reflect on prompted aspects of science and culture 


Writing as critical inquiry. 
Note-taking. 
Preparation for discussion. 




Curiosity Colloquium responses 
200 words reflecting on weekly speaker series 


Exposure to college, campus, and academic guests—including diverse science professionals— who share their curiosity and career story.  


Writing as reflection on presentations and their personal value. 
Some presenters share research and writing skills. 




Column 3 - Results  
Results from Personal Writing 
Fall 19: There were largely six themes the op-ed assignments discussed. Majority of students chose to talk about the value of science in terms of its ubiquity, problem-solving skills and critical thinking skills, and the way it prompts technological innovation. 
Fall 21: Students largely focused on 1. the nature of science as a product of human labor research embedded with many cultural issues, and 2. science as a communication and how scientists can gain public trust (e.g., transparency, collaboration, sharing failure.)  
F19 & S20 Selected Survey Results 
 108 students responding.The full report here.  


92.5% reported their overall college writing skills improved somewhat or a lot. 


76% reported their writing skills improved somewhat or a lot more than they expected. 


89% reported planning to say in LBC. 


Selected Course Reflection Comments 
The most impactful things students report learning at end of semester. 
Science and Culture: Quotes: “how scientific knowledge is produced” “science is inherently social” “how different perspectives . . . impact science” “writing is integral to the scientific community as a method of sharing and documenting scientific research and discoveries” 
Writing: Quotes: “a thesis must be specific and debatable” “claim, evidence, and reasoning” “it takes a long time to perfect.” Frequently mentioned skills: Thesis, research skill (citation, finding articles and proper sources), argument (evidence), structure and organization skills, writing as a (often long and arduous) process, using a mentor text, confidence. 
What do you want to learn more about after this course? 
“How culture(s) and science coexist, and . . . how different cultures view science” 
“Gender and minority disparities in STEM” “minority groups in science and how their cultures impact how they conduct science” “different cultures in science instead of just the United States” “how to write scientific essays”  
 

“I want to learn. I want to help.” We regularly hear this from students. How do we design environments that empower positive failures and spark innovation? We created Street Teams, student-run collaborations. We partner with nonprofits to solve challenges in media communication. Students have real-world learning experiences while giving back to the community.To access a PDF of the "Street Teams: Team Resilience on the Street" poster, click here.Description of the Poster 
STREET TEAMS: TEAM  RESILIENCE ON THE STREET 
solution-based learning and resilience 
Street Teams are student-run, creative collaborations. They partner with nonprofits and assist them with media projects. Teams learn while giving back to the community. 

COLLABORATION 

We are stronger together  

Teams consist of students from various majors, backgrounds and skillsets. Their collective diversity amplifies the work of the whole team.  


Strategic focus on group culture and dynamics  

First semester = team building 
Second semester = content creation 
In 2020-21, we did this all through Zoom!  


Holistic approach to solving challenges  

Projects are based on a combination of non-profit requests and student-driven assessment Together, they create sustainable solutions  




MULTI-LAYERED MENTORING 

Faculty mentor students 
Alumni give feedback on student work  
Nonprofit partner-related professional development opportunities 
Student leaders (Producers) mentor teammates 
Street Team Coordinator hosts weekly Producer meetings and trainings  
Teammates mentor each other 


 IMPACT 

Throughout our history: 

131 students involved*  
20 majors represented**  
37 nonprofits served  
550+ products delivered  *At least 1/3 of students return for more than one year **Some are dual majors  




QUOTE FROM A PARTICIPANT

"(Street Teams) make me feel like I belong to a place. Thank you ... for the opportunity you give all of us to connect with the community." - Manuel Pérez Salas