Graduate Research and Teaching Assistant University of Massachusetts Amherst West Springfield, Massachusetts
Body of Abstract: Numerous studies have shown the importance and benefits of participation of undergraduate students in hands-on research experiences in instilling interest, confidence and persistence in science, technology, engineering and mathematics. To this end, many colleges and universities have introduced undergraduate courses that provide research experiences right in the mainstream coursework and laboratory classes. But, the traditional classroom or laboratory can be a barrier to some students in receiving hands-on research experiences, including high school students. Therefore, to further increase participation of students in research, we need to go beyond the boundaries of the traditional classroom. Here, we describe how an online format can be used as the basis for teaching and mentoring more students in plant biology research in the comfort of their homes and neighborhoods simultaneously. We give an example of how this online format successfully engaged fifty (50) high school students across fourteen (14) US states in providing a research experience that has real world implications in food production with potential for discovery. In particular, the students engaged in the scientific method using legume plants and soil collected from their homes and neighborhoods. Under the guidance of a plant biology researcher and teacher, the students each a) asked a question related to the bacterial constitution in the soil in their neighborhood, b) made observations on legume growth, c) developed a hypothesis, d) safely carried out and recorded experiments at home, e) analyzed, interpreted and f) communicated their research results through a poster presentation. Finally we provide suggestions for how this online research course can be adapted by other plant biologists and teachers to accommodate a variety of plant biology topics, different model plants, schedules, course sizes, and institution types.