Abstract 1895 Educational Equity in a Community College Classroom - Using UR as a High Impact Practice Tool

When over seventy five percent of our student body has work and family responsibilities, it becomes critical to utilize all pedagogical techniques to make efficient use of your classroom time. In this presentation, the author used Undergraduate Research as a High Impact Practice tool to deliver educational equity in a community college classroom. Three types of UR projects were piloted that included partnership with CSHL DNA barcoding project, NSF peer led authentic research experience and traditional mentor-mentee research project. After comparing the results of all three approaches, the author concluded that course- based research project was the most equitable for community college students. Traditional mentor-mentee approach took a great deal of time outside the classroom and limited the participation. More students can be equitably reached for projects that can be accomplished within the classroom time as it is already dedicated time for the students registered for the courses. It is important for the faculty to plan every detail of the project before the semester begins and make sure that students are handed a detailed timeline of the project first day of class. This course-based research experience has many of the benefits of traditional research experiences and can impact all students equitably.