Together We R.I.S.E

Newsletter

ISSUE

15

MARCH 2023

Florida Academy of Science Conference On March 10, 2023 B-CU Students, faculty, and staff participated in the Florida Academy of Sciences’ 86th Annual Meeting held at Florida Polytechnic University in Lakeland, FL. FAS supports research in the traditional STEM fields in addition to the social sciences and science education.

B-CU Participation at FAS by the Numbers: • 3 Faculty/staff oral presentations • 3 Undergraduate oral presentations • 7 Undergraduate poster presentations • 1 Graduate student poster • 4 Undergraduate Student Awards! • 1 Faculty Award- Jenny Bouchard Service Award presented to Dr. Sarah Krejci This trip was organized by the Center for Collaborative Experiential Learning/ RISE QEP and the RISE Student Experience Program funded by Title III.

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STUDENT EXPERIENCE PROFILE CYRILLE TEFORLACK

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The FAS Annual Meeting included: • Morning concurrent oral presentations • Plenary address “Designer RNA Nanomedicines for Health and Disease: The State-of-the-Art and Future Outlook presentation” by Dr. Shyam S. Mohapatra, University of South Florida • Afternoon Poster Session • Banquet Address “Genomics Role in Biotechnology and the Management of Pests and Pathogens” by Wayne B. Hunter, USDA-ARS IES graduate tudent Lakean McGregor and undergraduate Biology majors Cameron Johnson, Providence Pangira, Cyrille Teforlack along with Dr. Sarah Krejci and Dr. Daniel Hollar stayed overnight to serve as judges on Saturday, March 11, 2023 at the Florida Junior Academy of Sciences. “It was amazing! I had the opportunity to judge at the Florida Junior Academy of Science, where I saw impressive research conducted by various high school students.” - Lakean McGregor

TRANSFERABLE COMPETENCIES AND SKILLS: RISE STUDENT EXPERIENCES PROGRAM

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STRENGTHENING COMMUNITY PARTNERSHIPS: CAMPBELL MIDDLE SCHOOL

TABLE OF CONTENTS

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COURSE-BASED EXPERIENTIAL LEARNING

EXPLORING BIODIVERSITY

FAS WINERS

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TRANSFERABLE COMPETENCIES & SKILLS

STUDENT EXPERIENCE PROFILE: CYRILLE TEFORLACK

CAMPBELL MIDDLE SCHOOL

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COMMUNITY PARTNERS

ECOCAR WINTER WORKSHOP

CEL COURSE SUMMER WORKSHOPS

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FACULTY & STAFF DEVELOPMENT

B.J. MOORE: COURSE DESIGN/IMPORVEMENT

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TABLE OF CONTENTS

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COURSE-BASED EXPERIENTIAL LEARNING

EXPLORING BIODIVERSITY

FAS WINERS

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TRANSFERABLE COMPETENCIES & SKILLS

STUDENT EXPERIENCE PROFILE: CYRILLE TEFORLACK

CAMPBELL MIDDLE SCHOOL

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COMMUNITY PARTNERS

ECOCAR WINTER WORKSHOP

CEL COURSE SUMMER WORKSHOPS

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FACULTY & STAFF DEVELOPMENT

B.J. MOORE: COURSE DESIGN/IMPORVEMENT

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COURSE-BASED EXPERIENTIAL LEARNING

Exploring Biodiversity As part of the CEL reimagined course, students from BI 131-General Biology attended a trip to Brevard Zoo in Melbourne, FL on March 21, 2023 to complete a Diversity of Life Eco Guide Project. The BI-131 course covers biodiversity of microbial communities, fungi, plants, and animals and is traditionally a lecture-dominated module.

Zoos and aquariums are biodiversity hotspots with educational information available on each species in addition to any conservation efforts or needs. Students had previoisly completed a CEL module on Florida Algal Blooms within the IRL and were able to see species impacted up-close in the zoo exhibits.

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During this experience, students met with Amy Reaume, Brevard Zoo’s Conservation Manager, who explained the zoo’s role in preserving biodiversity of local ecosystems such as the Indian River Lagoon.

“My first thought about the overall experience was how great of an opportunity this was to be able to travel and have a hands-on experience that relates to General Biology.”Kalea Bond

“I was able to get an up-close look at biodiversity at the zoo and being able to see what the textbook won’t be able to teach me. I got to learn that I really like giraffes and experience things like giraffes don’t like The Biodiversity Eco Guide required students to be touched on their nose. I learned that to identify 10 species throughout the zoo zebras are actually black skinned with white within specific taxonomic groups, describe stripes.” Taisha Benjamin the species, and identify the conservation needs and efforts for those species. Students “A few proud moments I had were actually who were unable to attend were provided touching the animals and not being scared with an alternative assignment to create an and also being able to identify the differences Eco Guide for a local ecosystem such as the in the biodiversity in the animal and plant B-CU campus, the beach, or one of the many kingdom” Raziya Curtis-Plummer local parks in Daytona Beach. Students also met with Lindsey Mathisen, Brevard Zoo Human Resource Specialist, to hear about jobs and internship opportunities for majors outside of STEM.

Kolb’s Model of Experiential Learning aligned with the Biodiversity Eco Guide Experience in BI 131- General Biology.

This experience was organized by the Center for Collaborative Experiential Learning/RISE QEP and the RISE Student Experience Program funded by Title III.

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COURSE-BASED EXPERIENTIAL LEARNING

Exploring Biodiversity As part of the CEL reimagined course, students from BI 131-General Biology attended a trip to Brevard Zoo in Melbourne, FL on March 21, 2023 to complete a Diversity of Life Eco Guide Project. The BI-131 course covers biodiversity of microbial communities, fungi, plants, and animals and is traditionally a lecture-dominated module.

Zoos and aquariums are biodiversity hotspots with educational information available on each species in addition to any conservation efforts or needs. Students had previoisly completed a CEL module on Florida Algal Blooms within the IRL and were able to see species impacted up-close in the zoo exhibits.

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During this experience, students met with Amy Reaume, Brevard Zoo’s Conservation Manager, who explained the zoo’s role in preserving biodiversity of local ecosystems such as the Indian River Lagoon.

“My first thought about the overall experience was how great of an opportunity this was to be able to travel and have a hands-on experience that relates to General Biology.”Kalea Bond

“I was able to get an up-close look at biodiversity at the zoo and being able to see what the textbook won’t be able to teach me. I got to learn that I really like giraffes and experience things like giraffes don’t like The Biodiversity Eco Guide required students to be touched on their nose. I learned that to identify 10 species throughout the zoo zebras are actually black skinned with white within specific taxonomic groups, describe stripes.” Taisha Benjamin the species, and identify the conservation needs and efforts for those species. Students “A few proud moments I had were actually who were unable to attend were provided touching the animals and not being scared with an alternative assignment to create an and also being able to identify the differences Eco Guide for a local ecosystem such as the in the biodiversity in the animal and plant B-CU campus, the beach, or one of the many kingdom” Raziya Curtis-Plummer local parks in Daytona Beach. Students also met with Lindsey Mathisen, Brevard Zoo Human Resource Specialist, to hear about jobs and internship opportunities for majors outside of STEM.

Kolb’s Model of Experiential Learning aligned with the Biodiversity Eco Guide Experience in BI 131- General Biology.

This experience was organized by the Center for Collaborative Experiential Learning/RISE QEP and the RISE Student Experience Program funded by Title III.

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TRANSFERABLE COMPETENCIES & SKILLS

FAS WINNERS Outstanding Student Awards Cameron Johnson, Junior, Biology Major 1st Place - Undergraduate Poster Presentation Award Rare & Endangered Plants & Animals Poster: “Life stage and resource needs data as it relates to effects pathways management.”

Cyrille Teforlack, Junior, Biology Major 1st Place - Undergraduate Oral Presentation Award Biological Sciences Presentation: “Impacts of nitrate on survival of early morphological development in the eastern oyster’s larvae.”

Isis Bouie, Senior, Biology Major 1st Place - Undergraduate Poster Presentation Award Geosciences Poster: “What’s in our food? Geospatial data investigationon microbiological contaminationin food recalls.” Israel Oyekan, Junior, Computer Engineering Major 1st Place - Undergraduate Poster Presentation Award Engineering Sciences Poster: “Car detection for self-driving cars using deep learning appraoch.” PAGE

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Where did you intern? My experience was at The Ohio State University in their Molecular Biology Research Experience for Undergraduates (REU) program as an undergraduate researcher. How did you hear about the experience? I first learned about REU’s in general from my mentor, Dr. Sarah Krejci, who directed me to the National Science Foundation (NSF) website where a list of these programs could be found. What new skills did you gain through this internship? Some of the more universal skills I learned were interpersonal skills, problem solving, and data interpretation. I also learned multiple molecular techniques like luciferase assays, mammalian and bacterial cell culture, and DNA extraction. What was the greatest lesson you learned during your experience? Mistakes (a lot of them!) are bound to happen. The sooner you can begin to accept that fact, the easier and more rewarding being a researcher will be in the future. Looking back, what do you wish you would have known before starting your experience? I wish I knew that I had so many other opportunities to network that were afforded to me during that program! Realizing I had so many bright people at my disposal and being more proactive in reaching out to other faculty to build connections is something I would definitely have done had I known I had the option to.

CYRILLE TEFORLACK

Junior, Biology Major

Would you recommend this internship to others? I definitely would recommend this to students. I think this program really fostered a lot of the success I have had since then with meeting people from different universities that are interested in me because of the research I did. I got so much valuable knowledge, both lab based and not, that will prove advantageous as I matriculate in my career. What is the next step in your career path? My next step is deciding where I want to go for graduate school, and I think that could be supported by introducing more opportunities to meet/network with faculty at outside institutions. Interpersonal relationships are really important for success in all dimensions of life, so getting that support would be extremely helpful. PAGE

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TRANSFERABLE COMPETENCIES & SKILLS

FAS WINNERS Outstanding Student Awards Cameron Johnson, Junior, Biology Major 1st Place - Undergraduate Poster Presentation Award Rare & Endangered Plants & Animals Poster: “Life stage and resource needs data as it relates to effects pathways management.”

Cyrille Teforlack, Junior, Biology Major 1st Place - Undergraduate Oral Presentation Award Biological Sciences Presentation: “Impacts of nitrate on survival of early morphological development in the eastern oyster’s larvae.”

Isis Bouie, Senior, Biology Major 1st Place - Undergraduate Poster Presentation Award Geosciences Poster: “What’s in our food? Geospatial data investigationon microbiological contaminationin food recalls.” Israel Oyekan, Junior, Computer Engineering Major 1st Place - Undergraduate Poster Presentation Award Engineering Sciences Poster: “Car detection for self-driving cars using deep learning appraoch.” PAGE

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Where did you intern? My experience was at The Ohio State University in their Molecular Biology Research Experience for Undergraduates (REU) program as an undergraduate researcher. How did you hear about the experience? I first learned about REU’s in general from my mentor, Dr. Sarah Krejci, who directed me to the National Science Foundation (NSF) website where a list of these programs could be found. What new skills did you gain through this internship? Some of the more universal skills I learned were interpersonal skills, problem solving, and data interpretation. I also learned multiple molecular techniques like luciferase assays, mammalian and bacterial cell culture, and DNA extraction. What was the greatest lesson you learned during your experience? Mistakes (a lot of them!) are bound to happen. The sooner you can begin to accept that fact, the easier and more rewarding being a researcher will be in the future. Looking back, what do you wish you would have known before starting your experience? I wish I knew that I had so many other opportunities to network that were afforded to me during that program! Realizing I had so many bright people at my disposal and being more proactive in reaching out to other faculty to build connections is something I would definitely have done had I known I had the option to.

CYRILLE TEFORLACK

Junior, Biology Major

Would you recommend this internship to others? I definitely would recommend this to students. I think this program really fostered a lot of the success I have had since then with meeting people from different universities that are interested in me because of the research I did. I got so much valuable knowledge, both lab based and not, that will prove advantageous as I matriculate in my career. What is the next step in your career path? My next step is deciding where I want to go for graduate school, and I think that could be supported by introducing more opportunities to meet/network with faculty at outside institutions. Interpersonal relationships are really important for success in all dimensions of life, so getting that support would be extremely helpful. PAGE

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TRANSFERABLE COMPETENCIES & SKILLS

RISE STUDENT EXPERIENCES PROGRAM The “Reimagining Innovations in Student Experiential Learning (RISE) Student Experiences Program seeks to expand and enhance experiential learning initiatives for B-CU students, faculty and staff. The RISE Student Experiences Program will support the RISE Quality Enhancement Plan (QEP) objectives to develop students’ transferable competencies and skills, build community partnerships, and facilitate faculty and staff development in experiential learning theory. During the program, students will participate in weekly meetings, career services trainings, field trips, and culminate in presentations at conferences and/or symposiums appropriate to their experience type. Projects must align to one of following student experience categories: (1) undergraduate research, (2) entrepreneurship, and (3) interdisciplinary projects. A proposal for the RISE Student Experiences Program should integrate the following QEP initiatives:

Resources for Proposal Submission: Link to RISE Student Experiences Proposal Submission: https://online.fliphtml5.com/xzbyj/oola/#p=1 RISE Student Experiences Proposal Webinar Link: Click Here For Zoom Link Passcode: $2M?a0?Q RISE Student Experiences Proposal Webinar Slides: https://online.fliphtml5.com/xzbyj/pqkr/#p=1

• Aligning activities and student interactions with best practices from Experiential Learning Theory (preferably incorporating Kolb’s Model). • Incorporating activities which support a minimum of one pair of QEP transferable competencies and skills: reasoning/ argumentation, teamwork/collaboration, and/or flexibility/adaptability. • Incorporate community partnerships, professional development, and ePortfolios. Students that are interested in this program can discuss the proposal with a faculty or staff mentor. If students do not have a mentor, they can contact the CEL to be matched up with one. This project is supported by the Center for Collaborative Experiential Learning (RISE QEP) and funded by B-CU’s Title III Program.

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Student Advisory Committee The QEP is looking for Students interested in joining an advisory committee which will give students a voice in initiatives created and managed by the CEL. Role and responsibilities will be to review and provide feedback on QEP initiatives, make recommendations to the CEL, and to propose new initiatives and marketing strategies to increase campus participation and engagement. Students will meet once per semester. If you are a student interested in being a member of the CEL Student Advisory Committee, email [email protected] to be considered. PAGE

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TRANSFERABLE COMPETENCIES & SKILLS

RISE STUDENT EXPERIENCES PROGRAM The “Reimagining Innovations in Student Experiential Learning (RISE) Student Experiences Program seeks to expand and enhance experiential learning initiatives for B-CU students, faculty and staff. The RISE Student Experiences Program will support the RISE Quality Enhancement Plan (QEP) objectives to develop students’ transferable competencies and skills, build community partnerships, and facilitate faculty and staff development in experiential learning theory. During the program, students will participate in weekly meetings, career services trainings, field trips, and culminate in presentations at conferences and/or symposiums appropriate to their experience type. Projects must align to one of following student experience categories: (1) undergraduate research, (2) entrepreneurship, and (3) interdisciplinary projects. A proposal for the RISE Student Experiences Program should integrate the following QEP initiatives:

Resources for Proposal Submission: Link to RISE Student Experiences Proposal Submission: https://online.fliphtml5.com/xzbyj/oola/#p=1 RISE Student Experiences Proposal Webinar Link: Click Here For Zoom Link Passcode: $2M?a0?Q RISE Student Experiences Proposal Webinar Slides: https://online.fliphtml5.com/xzbyj/pqkr/#p=1

• Aligning activities and student interactions with best practices from Experiential Learning Theory (preferably incorporating Kolb’s Model). • Incorporating activities which support a minimum of one pair of QEP transferable competencies and skills: reasoning/ argumentation, teamwork/collaboration, and/or flexibility/adaptability. • Incorporate community partnerships, professional development, and ePortfolios. Students that are interested in this program can discuss the proposal with a faculty or staff mentor. If students do not have a mentor, they can contact the CEL to be matched up with one. This project is supported by the Center for Collaborative Experiential Learning (RISE QEP) and funded by B-CU’s Title III Program.

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Student Advisory Committee The QEP is looking for Students interested in joining an advisory committee which will give students a voice in initiatives created and managed by the CEL. Role and responsibilities will be to review and provide feedback on QEP initiatives, make recommendations to the CEL, and to propose new initiatives and marketing strategies to increase campus participation and engagement. Students will meet once per semester. If you are a student interested in being a member of the CEL Student Advisory Committee, email [email protected] to be considered. PAGE

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COMMUNITY PARTNERSHIPS

CAMPBELL MIDDLE SCHOOL Saturday Enrichment Camps Contributed by Antoinette DeStefano Campbell Middle School hosts Saturday Enrichment Camps throughout the spring semester in preparation for the Florida State Exams and Standard Assessments in STEM. The Transdisciplinary Data Analytic Development Program(TDSDP) in collaboration with Dr. Sadie McConner (Campbell Middle School’ Science Department Head), facilitates a visual literacy course to help elevate students’ skills during assessments in STEM. The Enrichment Camps engage 20-30 8th graderseach Saturday. Each Saturday there are 20-30 students.

EcoCAR Winter Workshop Contributed by Dr. Juan Calderon The EcoCAR EV Challenge is the cutting edge of engineering education – providing an unparalleled, hands-on educational experience that transforms the traditional classroom environment into a hub of automotive innovation.

The quarterly sessions are taught by Ms. Shawna Brooks, Ms. Antoinette DeStefano, Ms. Tracey Almon, and Dr. Shirma Ramroop-Butts along with two B-CU students, Ariana Lyles and Torianna Broddus. • 1st Quarter Session: January 21, 28 • 2nd quarter session: February 4, 11, 25 • 3rd quarter session: April 1, 8, 15 The session consists of: • Pre-Test- Students will complete Pre-Test to assess current skills and knowledge (10-15 mins) • Instruction- Visual Literacy Content (15-20 mins) • Practice/Engagement (Gamified Skills AssessmentKahoot) (10 mins) • Post-Test- Students will complete Post-Test to assess skills and knowledge gained throughout the session (10-15 mins) PAGE

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B-CU, in partnership with Embry-Riddle University, is participating in this industrial and academic initiative. EcoCAR is sponsored by DOE, General Motors, and MathWorks principally. This challenge is a great opportunity for our students to be part of a hands-on project where they can learn and work on the cutting-edge technology of electric cars and self-driving cars. EcoCAR has three main events a year: two workshops and a competition at the end of each year. In February, students Israel Oyekan, Santosh Lamichhane, and Dr. Juan Calderon attended the Workshop, held in Austin, Texas. These workshops are vital because they allow students to meet with experts in different

areas of automotive technology, such as GM, Mathworks, dSpace, and NXP, among others. At this workshop, B-CU students had short meetings with different automotive technology experts to discuss important aspects of the design of Software Architecture, Computer Architecture, Controls, and Driver Monitoring System technology. They also participated in meetings where they discussed the approach to maximize the impact of EcoCAR on the student population and improve the participation of minorities and underrepresented populations. “The Spring workshop was really important towards the competition. We are getting into a new phase of the competition where it is important to be specific in the design process, architecture design (both hardware and software) and we could not have learned that by just guessing but by asking questions from the organizers and floating different ideas in the room with other schools participating in the competition. The team both from EmbryRiddle and Bethune-Cookman made it an overall fun experience.” - Israel Oyekan

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COMMUNITY PARTNERSHIPS

CAMPBELL MIDDLE SCHOOL Saturday Enrichment Camps Contributed by Antoinette DeStefano Campbell Middle School hosts Saturday Enrichment Camps throughout the spring semester in preparation for the Florida State Exams and Standard Assessments in STEM. The Transdisciplinary Data Analytic Development Program(TDSDP) in collaboration with Dr. Sadie McConner (Campbell Middle School’ Science Department Head), facilitates a visual literacy course to help elevate students’ skills during assessments in STEM. The Enrichment Camps engage 20-30 8th graderseach Saturday. Each Saturday there are 20-30 students.

EcoCAR Winter Workshop Contributed by Dr. Juan Calderon The EcoCAR EV Challenge is the cutting edge of engineering education – providing an unparalleled, hands-on educational experience that transforms the traditional classroom environment into a hub of automotive innovation.

The quarterly sessions are taught by Ms. Shawna Brooks, Ms. Antoinette DeStefano, Ms. Tracey Almon, and Dr. Shirma Ramroop-Butts along with two B-CU students, Ariana Lyles and Torianna Broddus. • 1st Quarter Session: January 21, 28 • 2nd quarter session: February 4, 11, 25 • 3rd quarter session: April 1, 8, 15 The session consists of: • Pre-Test- Students will complete Pre-Test to assess current skills and knowledge (10-15 mins) • Instruction- Visual Literacy Content (15-20 mins) • Practice/Engagement (Gamified Skills AssessmentKahoot) (10 mins) • Post-Test- Students will complete Post-Test to assess skills and knowledge gained throughout the session (10-15 mins) PAGE

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B-CU, in partnership with Embry-Riddle University, is participating in this industrial and academic initiative. EcoCAR is sponsored by DOE, General Motors, and MathWorks principally. This challenge is a great opportunity for our students to be part of a hands-on project where they can learn and work on the cutting-edge technology of electric cars and self-driving cars. EcoCAR has three main events a year: two workshops and a competition at the end of each year. In February, students Israel Oyekan, Santosh Lamichhane, and Dr. Juan Calderon attended the Workshop, held in Austin, Texas. These workshops are vital because they allow students to meet with experts in different

areas of automotive technology, such as GM, Mathworks, dSpace, and NXP, among others. At this workshop, B-CU students had short meetings with different automotive technology experts to discuss important aspects of the design of Software Architecture, Computer Architecture, Controls, and Driver Monitoring System technology. They also participated in meetings where they discussed the approach to maximize the impact of EcoCAR on the student population and improve the participation of minorities and underrepresented populations. “The Spring workshop was really important towards the competition. We are getting into a new phase of the competition where it is important to be specific in the design process, architecture design (both hardware and software) and we could not have learned that by just guessing but by asking questions from the organizers and floating different ideas in the room with other schools participating in the competition. The team both from EmbryRiddle and Bethune-Cookman made it an overall fun experience.” - Israel Oyekan

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put to use through the RISE Student Experience Program which has supported campus travel to the Florida Undergraduate Research Conference, Florida Academy of Sciences, the upcoming ShORE Symposium and Benthic Ecology Meeting. Through these conferences, students have presented research posters and oral presentations of their scholarly works created here at B-CU. These Title III funds have also supported our reimagined BI131 course to attend a course field experience and will be supporting our upcoming summer scholars to attend a professional development workshop in Houston, TX.

FACULTY & STAFF DEVELOPMENT

The CEL is seeking applications for the Summer 2023 CEL Course Workshops. This sevenweek workshop will provide professional development on reimagining a course using Kolb’s Model of Experiential Learning and pedagogies for building student’s transferable competencies and skills of reasoning/argumentation, flexibility/adaptability, and teamwork/ collaboration. At the conclusion of the workshop, participants will submit a proposal on their reimagined course and present a final presentation to their chairs, dean, and administrators. Approved course proposals will be launched in Fall 2023. Participants will receive a $1,000 stipend for completing the workshop, proposal and presentation, and Quality Matters Training offered in collaboration with the B.J. Moore Center for Faculty Innovation. Priority will be given to courses interested in incorporating digital portfolios. Link to apply to the workshop: https://forms.gle/55sL17kADeZrC1JF6 Link for more information on CEL courses: https://online.fliphtml5.com/xzbyj/meap/#p=1 Link for the CEL Course Proposal Instructions: https://online.fliphtml5.com/xzbyj/apyl/#p=1 For additional information contact [email protected]

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Dr. Sarah Krejci , QEP Director

Director’s Note

For anyone on campus that has had to manage travel personally or professionally, you can imagine the lift that is required to submit requisitions, find funding, make payments and reservations, and follow up on student experience reflections!

Away we go! In this implementation year, the CEL has been financially supporting, arranging, and/or coordinating our campus community on travel adventures around the country.

I humbly thank all the faculty and staff involved in making these experiences available and support the CEL with the information we need to make it happen. From the CEL, Ms. Bekah Crowell makes the magic happen for these trips and deserves a heartfelt thank you for each trip that we get to say The EcoCar Challenge students and Dr. Juan yes to! Calderon have been traveling to workshops in San Francisco, CA, Austin, TX, and next up: Detroit, We also need to thank Ms. Alicia Phillips, Ms. MI! These experiences have provided networking Carmen Wilkes, Ms. Chelsea Washington, Mr. opportunities, professional development with major Clarence Hall, Ms. Gloria Sims-Brown, Dr. Narendra organizations such as General Motors, MathWorks, Patel, Ms. Mayra Martinez, Ms. Lille Wiggins, Mr. Argonne National Laboratory, and more. They have Alson Been, Mr. Timothy Thomas and all those also provided training and support for the students involved in the requisition/approval process for to complete the challenge of making a Cadillac Lyric these transformational student experiences. a fully autonomous vehicle in the next four years. The USFWS Collaborative Internship Grant has supported internship trips to Merritt Island National Wildlife Refuge, the Welaka National Fish Hatchery, and the National Park’s Service’s Everglades Coalition Conference. Students were able to get up close to nature, feed some snakes, participate in community service projects, in addition to meeting with their mentors and career planning activities. Our new funding from Title III is already being PAGE

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put to use through the RISE Student Experience Program which has supported campus travel to the Florida Undergraduate Research Conference, Florida Academy of Sciences, the upcoming ShORE Symposium and Benthic Ecology Meeting. Through these conferences, students have presented research posters and oral presentations of their scholarly works created here at B-CU. These Title III funds have also supported our reimagined BI131 course to attend a course field experience and will be supporting our upcoming summer scholars to attend a professional development workshop in Houston, TX.

FACULTY & STAFF DEVELOPMENT

The CEL is seeking applications for the Summer 2023 CEL Course Workshops. This sevenweek workshop will provide professional development on reimagining a course using Kolb’s Model of Experiential Learning and pedagogies for building student’s transferable competencies and skills of reasoning/argumentation, flexibility/adaptability, and teamwork/ collaboration. At the conclusion of the workshop, participants will submit a proposal on their reimagined course and present a final presentation to their chairs, dean, and administrators. Approved course proposals will be launched in Fall 2023. Participants will receive a $1,000 stipend for completing the workshop, proposal and presentation, and Quality Matters Training offered in collaboration with the B.J. Moore Center for Faculty Innovation. Priority will be given to courses interested in incorporating digital portfolios. Link to apply to the workshop: https://forms.gle/55sL17kADeZrC1JF6 Link for more information on CEL courses: https://online.fliphtml5.com/xzbyj/meap/#p=1 Link for the CEL Course Proposal Instructions: https://online.fliphtml5.com/xzbyj/apyl/#p=1 For additional information contact [email protected]

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Dr. Sarah Krejci , QEP Director

Director’s Note

For anyone on campus that has had to manage travel personally or professionally, you can imagine the lift that is required to submit requisitions, find funding, make payments and reservations, and follow up on student experience reflections!

Away we go! In this implementation year, the CEL has been financially supporting, arranging, and/or coordinating our campus community on travel adventures around the country.

I humbly thank all the faculty and staff involved in making these experiences available and support the CEL with the information we need to make it happen. From the CEL, Ms. Bekah Crowell makes the magic happen for these trips and deserves a heartfelt thank you for each trip that we get to say The EcoCar Challenge students and Dr. Juan yes to! Calderon have been traveling to workshops in San Francisco, CA, Austin, TX, and next up: Detroit, We also need to thank Ms. Alicia Phillips, Ms. MI! These experiences have provided networking Carmen Wilkes, Ms. Chelsea Washington, Mr. opportunities, professional development with major Clarence Hall, Ms. Gloria Sims-Brown, Dr. Narendra organizations such as General Motors, MathWorks, Patel, Ms. Mayra Martinez, Ms. Lille Wiggins, Mr. Argonne National Laboratory, and more. They have Alson Been, Mr. Timothy Thomas and all those also provided training and support for the students involved in the requisition/approval process for to complete the challenge of making a Cadillac Lyric these transformational student experiences. a fully autonomous vehicle in the next four years. The USFWS Collaborative Internship Grant has supported internship trips to Merritt Island National Wildlife Refuge, the Welaka National Fish Hatchery, and the National Park’s Service’s Everglades Coalition Conference. Students were able to get up close to nature, feed some snakes, participate in community service projects, in addition to meeting with their mentors and career planning activities. Our new funding from Title III is already being PAGE

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CEL Advisory Committee B-CU’s RISE QEP has established a new Collaborative Experiential Learning (CEL) Advisory Committee which represents faculty and staff from across the university. The CEL Advisory Committee will review and provide feedback on QEP initiatives, make recommendations, and review CEL course and co-curricular proposals.

ADVISORY FACULTY Dr. Shirma Ramroop-Butts - CSEM Dr. Chris Newcomb - COAH Dr. Frank Wood - COAH Dr. Daniel Hollar - CNHS Dr. Jyl O’Brien-Williams - CNHS

ADVISORY STAFF

April Hudson - BJ Moore Mark Wright - BJ Moore Betty Story - Library Clarissa West-White - Library Shantell Thompson - EM Camaille Shepard - EM Shawna Brooks - TDSDP Davita Bonner - EM/Career Success Dr. Nina Talley - EM/Career Success Mayra Martinez - Grants & Sponsored Programs

Spring Workshops Course Design/Improvement Register Here

APRIL 17 TH - MAY 21ST

Together We R.I.S.E

This course prepares you to implement effective course design best practices and principles from instructional design theory, online teaching and learning pedagogy, and the Quality Matters standards used to promote academic success for all learners in higher education. You will also have an opportunity to enhance your existing courses and create new courses using the design tools and principles taught in this course.

This issue of the “Together We R.I.S.E. Newsletter” was created and designed by Mrs. Bekah Crowell and edited by Dr. Sarah Krejci

QEP-related questions can be directed to [email protected].

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