Successful Integration of Face-to-Face Bootcamp Lab Courses in a Hybrid Online STEM Program

The Microbiology and Cell Science program at the University of Florida compressed two standard 16-week lab courses into five-day versions of the course, which are referred to as bootcamp labs. The bootcamp labs have the same objectives, activities, and assessments as their traditional counterparts....

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Autores principales:	Alexandria N. Ardissone, Monika W. Oli, Kelly C. Rice, Sebastian Galindo, Macarena Urrets-Zavalia, Allen F. Wysocki, Eric W. Triplett, Jennifer C. Drew
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2019
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/66154accf7f2469e81329335927736a9
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spelling	oai:doaj.org-article:66154accf7f2469e81329335927736a92021-11-15T15:04:12ZSuccessful Integration of Face-to-Face Bootcamp Lab Courses in a Hybrid Online STEM Program10.1128/jmbe.v20i3.17691935-78851935-7877https://doaj.org/article/66154accf7f2469e81329335927736a92019-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v20i3.1769https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885The Microbiology and Cell Science program at the University of Florida compressed two standard 16-week lab courses into five-day versions of the course, which are referred to as bootcamp labs. The bootcamp labs have the same objectives, activities, and assessments as their traditional counterparts. Development of the bootcamp labs was part of a larger effort to increase access to the major, and more broadly STEM, by offering a 2+2 hybrid online transfer program. The results of this mixed-methods study include a direct comparison between bootcamp and traditional lab format as an approach for delivery of a face-to-face lab course. The bootcamp lab cohort has a greater diversity of students, with more women and underrepresented minorities in STEM than the traditional semester-long cohorts. Students in the bootcamp labs have comparable grade outcomes and learning gains to students in traditional lab format. Regression analysis identified GPA, but not lab format, as the most significant predictor of success for students enrolled in lab courses. Qualitative results suggest that the bootcamp format may be a better way than traditional formats to teach microbiology lab. In summary, the results demonstrate that a bootcamp version of a face-to-face microbiology course is just as effective as the traditional semester-long version. This work has broader implications as it supports the bootcamp lab approach as a model in STEM education for increasing access and for overcoming a major barrier to online STEM programs: face-to-face delivery of key lab courses.Alexandria N. ArdissoneMonika W. OliKelly C. RiceSebastian GalindoMacarena Urrets-ZavaliaAllen F. WysockiEric W. TriplettJennifer C. DrewAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 20, Iss 3 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Alexandria N. Ardissone Monika W. Oli Kelly C. Rice Sebastian Galindo Macarena Urrets-Zavalia Allen F. Wysocki Eric W. Triplett Jennifer C. Drew Successful Integration of Face-to-Face Bootcamp Lab Courses in a Hybrid Online STEM Program
description	The Microbiology and Cell Science program at the University of Florida compressed two standard 16-week lab courses into five-day versions of the course, which are referred to as bootcamp labs. The bootcamp labs have the same objectives, activities, and assessments as their traditional counterparts. Development of the bootcamp labs was part of a larger effort to increase access to the major, and more broadly STEM, by offering a 2+2 hybrid online transfer program. The results of this mixed-methods study include a direct comparison between bootcamp and traditional lab format as an approach for delivery of a face-to-face lab course. The bootcamp lab cohort has a greater diversity of students, with more women and underrepresented minorities in STEM than the traditional semester-long cohorts. Students in the bootcamp labs have comparable grade outcomes and learning gains to students in traditional lab format. Regression analysis identified GPA, but not lab format, as the most significant predictor of success for students enrolled in lab courses. Qualitative results suggest that the bootcamp format may be a better way than traditional formats to teach microbiology lab. In summary, the results demonstrate that a bootcamp version of a face-to-face microbiology course is just as effective as the traditional semester-long version. This work has broader implications as it supports the bootcamp lab approach as a model in STEM education for increasing access and for overcoming a major barrier to online STEM programs: face-to-face delivery of key lab courses.
format	article
author	Alexandria N. Ardissone Monika W. Oli Kelly C. Rice Sebastian Galindo Macarena Urrets-Zavalia Allen F. Wysocki Eric W. Triplett Jennifer C. Drew
author_facet	Alexandria N. Ardissone Monika W. Oli Kelly C. Rice Sebastian Galindo Macarena Urrets-Zavalia Allen F. Wysocki Eric W. Triplett Jennifer C. Drew
author_sort	Alexandria N. Ardissone
title	Successful Integration of Face-to-Face Bootcamp Lab Courses in a Hybrid Online STEM Program
title_short	Successful Integration of Face-to-Face Bootcamp Lab Courses in a Hybrid Online STEM Program
title_full	Successful Integration of Face-to-Face Bootcamp Lab Courses in a Hybrid Online STEM Program
title_fullStr	Successful Integration of Face-to-Face Bootcamp Lab Courses in a Hybrid Online STEM Program
title_full_unstemmed	Successful Integration of Face-to-Face Bootcamp Lab Courses in a Hybrid Online STEM Program
title_sort	successful integration of face-to-face bootcamp lab courses in a hybrid online stem program
publisher	American Society for Microbiology
publishDate	2019
url	https://doaj.org/article/66154accf7f2469e81329335927736a9
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Successful Integration of Face-to-Face Bootcamp Lab Courses in a Hybrid Online STEM Program

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