This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5).
This project transforms makeshift research laboratory space at Everett Community College into a mainstream research laboratory with adequate electrical, water, and gas, a fume hood, seawater holding tank, and other requirements necessary for carrying out marine science research. The renovated lab will support the shore-based analytical and modeling aspects of on-going field studies of the environmental monitoring by students and faculty of the Ocean Research College Academy (ORCA) at Everett Community College. ORCA has pioneered a unique and effective research training program for high-school students, many of them from disadvantaged backgrounds or who are from groups under-represented in the sciences. ORCA students learn first-hand, though inquiry-based, hands-on, research experiences that foster the questioning nature of science and how to use data to support ideas and hypotheses. ORCA science focuses on environmental research and the monitoring of the northeastern arm of Puget Sound, a location local to the college and for which the local community has a high level of interest in preserving and understanding its present and future environmental functioning and vitality. ORCA research involves monthly research expeditions aboard a local charter vessel that allows students to collect data and analyze trends in ocean chemistry, seabed composition, plankton diversity, and marine bird and marine mammal abundance and distribution. The new facility will allow studies of CO2 and nutrient cycling in the Sound and their impact on its water chemistry and organism development to be realized. Broader impacts of the newly renovated facility include enhancing infrastructure for science that fully integrates education and research for students from under-served populations engaged in carrying out environmental research of an important part of the Washington State coastline. Additional impacts include improving facilities that serve ORCA faculty, most of whom are women, two of whom are of Native American descent, and all of whom serve as positive role models for students. The project also enables collection and publication of data that addresses environmental concerns in the Puget Sound area, includes student-driven public outreach that showcases research results and demonstrates the excitement of discovery through scientific investigation.
The Ocean Research College Academy (ORCA) at Everett Community College (EvCC) is an early college program that now has a signature laboratory and adjacent facility that showcases undergraduate research in the local marine environment. EvCC leveraged the NSF investment and used additional non-NSF funds to renovate the adjoining space next to the NSF funded laboratory to create three classrooms, five offices and a common area. This laboratory renovation project was successful, meeting and exceeding the three primary goals: 1. Update the facility with a dedicated laboratory, 2. Use this facility to enhance research and integrate research with education, 3. Share the interdisciplinary nature of research with local K-12 educators. The new ORCA facility hosted over 500 visitors attending various presentations over the course of nine months. The goal of connecting physical and chemical conditions of Possession Sound exceeded all metrics. Eighty students were involved in the State of Possession Sound (SOPS) research in the new facility, with student demographics included 65% female, 20% student of color, 17% first generation college attenders and 10% low income. The first year experience with SOPS informs the second year research. With the renovated lab, the number of second year students conducting independent research increased by 200%. Ten SOPS cruises were conducted and the SOPS blogs/updates began with the 50th SOPS cruise. Each update has the graphical representation of DOTS data (dissolved oxygen, temperature, salinity), narrative, student/faculty perspective and images from the cruise (see www.everettcc.edu/orca). For the first time ever, SOPS cruises were conducted during summer months. These summer SOPS trips provided further outreach to local underserved populations. 25 middle schoolers from the Boys and Girls Club were active participants in a research cruise where ORCA students served as the mentors. Summer SOPS cruises also provided the platform for the Inquiry Institute for local educators. Local teachers joined the crew for the SOPS sampling alongside ORCA students. Over 150 STEM teachers were invited and 10% participated, earning professional development clock hours for their time. All participants were impressed with the students running the SOPS stations. Additionally, five educators from EvCC joined these cruises as well. The intellectual merit of engaging students in their own learning but also in the production of new knowledge of the local marine environment is a powerful instructional strategy. ORCA students are able to apply their learning in context which is critical for persistence in STEM fields. The benefits of research experiences for undergraduates are well documented and ORCA students have a unique experience through their State of Possession Sound (SOPS) research. Students share their results with the local community and most recently the scientific community through networking and conferences. The Executive Director showcases this methodology by presenting at professional conferences. Through broader impacts, ORCA has established a supportive ecosystem through rich opportunities for excellence while actively recruiting underserved students in STEM fields. The ORCA model represents the integration of research and education and infuses the learning with the excitement of discovery. ORCA deliberately targets underserved populations: women in STEM fields, first generation college students, low income students and students of color. The P.I., science and mathematics instructors at ORCA are women, one of whom is of Native American descent and two are first generation college graduates, providing positive role models. Understanding complex environmental issues requires direct experience with multiple discipline areas. As students share their excitement of discovery with local stakeholders and encourage responsible decisions, they become citizens who care about the health of the region and society benefits. The broadest impact is made by providing the infrastructure to support the excitement and motivation of the next generation of scientists as they engage in research training.
