In Biology, a transformed introductory biology course (BIOL120) and an added professional practices course to the freshman experience resulted in improved performance in the introductory biology course. However, only Biology majors, not other STEM majors, showed improvement. A NSF Targeted Infusion Project (TIP) grant (STAR) used supplemental instruction (SI) to infuse the knowledge gained from PK into the classroom with the goal of improving both biology and other STEM majors performance in BIOL120. The modified STAR-SI program intentionally added metacognitive and mentoring activities. Successes included an improvement in STEM pass rates, less assignments with a zero score, and increased semester GPA for participating students.  Most importantly, STAR-SI seemed to mitigate the differences of incoming high school GPA on success in the first year of college. The successes of the STAR project were used to acquire our NSF iUSE project (STAR 2.0). Launched in Fall 2019, STAR 2.0 incorporates STAR-SI into other STEM majors and has a faculty development component. Although the pandemic as created challenges to the overall project, much has been learned from the challenges and successes. As with all classes, the STAR-SI program quickly transformed to a virtual environment, but the challenges to the program indicates that STAR-SI, in its current form, is not sustainable under this classroom environment. The personal interactions between STAR-SI peer leaders and mentees led to the successes of STAR-SI, and successful recruitment efforts happened organically via in-person interactions between faculty, SI leaders and students enrolled in STEM classes.  These interactions were not easily replicated on virtual platforms where most students kept their cameras off during the SI sessions. Student performance was poor overall and recruitment of new SI leaders was greatly reduced. However, our faculty Metacognition Fellows program has successfully conducted a series of workshops, recruited two cohorts of faculty, infused metacognition into the classroom, and is preparing a national conference for this summer. This presentation will focus on the development, challenges, and successes of the STAR 2.0 NSF iUSE project.

Speaker Bios

Dr. Brian L. Sayre, Professor, Department of Biology at Virginia State University. 

Dr. Brian Sayre has a B.S. in Animal Science from the University of Illinois and a Ph.D. in Reproductive Physiology from Virginia Tech. His research program revolves around three focal points: 1) development of algorithms and models to identify causative candidate genes in multigenic diseases or traits, 2) development of genomic-based tools for genetic improvement in the goat, and 3) improving student outcomes in biology through critical thinking and non-cognitive interventions.  He uses a systems genetics approach to identify genes in diseases where traditional approaches have not been effective. His most recent work has been applying artificial neural network analysis to genetic and gene discovery analysis. He is a founding member of the International Goat Genome Consortium (IGGC), African Goat Improvement Network (AGIN) and ADAPTmap project.  Recent work involved the creation of a high quality reference genome sequence for the goat. At the time of publishing (Nature Genetics, 2019) was the highest quality genome available in GenBank, and has subsequently been recognized as one of the milestones of genome sequencing by Nature Genetics. Additionally, he has partnered with international collaborators for application of these tools to the goat, current applications include the ADAPTmap project to associate genotypes with GPS and environmental data, development of low-density SNP panels for selection in goat improvement projects in Africa, and partnering with the US goat industry for development of genomic selection tools.  Finally, his most recent research is focused on the development and identification of non-cognitive aspects and behaviors of student learning for improved outcomes in biology courses, specifically focusing on the freshman experience and retention. The research has blossomed in the past few years to university-wide application of our unique version of SI, development of faculty development programs, and development of the HBCU STEM Undergraduate Research Success Center (STEM-US).  His research in this area has been primarily focused on data mining and analysis.

Chaya R. Jain, Ph. D. Professor, Political Science & Public Administration, VSU

Dr. Chaya Jain joined VSU in 2007 after serving in various public service capacities at state, local and federal governments for three decades. She received her Ph.D. in Public Policy and Administration from Virginia Commonwealth University with subsequent completion of Harvard’s Management Development Program. Her academic works include publications in national and international journals, book chapters, a book on housing resources, and presentations of academic papers at 60 plus regional, national and international conferences. Her peer review of over 300 academic works include professional journals, conferences, and academic organizations at state, national and international levels that include VA institute of Technology, American Society for Public Administration, the Academy of Process Educators, and the International Fulbright Program. Currently a Metacognition Fellow at VSU’s STAR 2.0 Program, her research interests include student and peer mentoring, teaching and learning, growth/self-growth and public policy, and political reform.