​Historically, community colleges have not provided many research opportunities for students, but that is changing, especially as educators explore how such hands-on research can improve college completion, according to a panel of college officials and students who spoke on the topic this week on Capitol Hill.

Community colleges are increasingly focus on trying to attract students—particularly first-generation and minority students—to program related to the STEM (science, technology, engineering and mathematics) fields, many of which are desperately looking for highly skilled workers, even during the current economic recession.

Research experiences engage students who otherwise might not be interested in STEM careers. These experiences also can lead to higher retention and completion rates, said Nancy Hensel, executive officer for the Council for Undergraduate Research (CUR), which co-sponsored the Nov. 1 briefing in conjunction with the Congressional STEM Education and Community College Caucuses.

A growing number of two-year institutions are focusing on strengthening research in their STEM programs as a way to reduce the need for remediation, improve persistence and provide pathways to high-way, in-demand jobs. At Harper College in Illinois, up to 12 students each semester engage in a chemistry research experience. Since 2004, 74 students have participated in undergraduate research projects, earning an average GPA of 3.47 and completing about 60 credit hours.

Incorporating research to improve student success will help Harper reach its goal of graduating an additional 10,604 students in the next 10 years, according to Judith Marwick, provost at the college.

“Undergraduate research may be the best way to keep students engaged,” Marwick said.

Other benefits

Beyond its effect on college completion, community college students involved in research experiences learn about ethics and gain hands-on, critical-thinking skills, which are important in the workforce as well as in society, Marwick said. They also learn to work independently and gain self-confidence.

Harper student Jim Tufts, who spoke at the briefing, was interested in conducting research but he had no idea it would affect his learning and college experience the way it did. He said that his research experience at Harper gave him the confidence to make decisions. It also helped to focus on school, improve his grades and helped him land two summer internships.

For Stephanie Villa, a first-generation college student who began her studies at Mesa Community College (MCC) in Arizona, scientific research wasn’t something she had considered. But an engaging biology professor piqued Villa’s curiosity, and she began conducting small research projects.

She enjoyed them so much that she changed her major from business to biology. Her research projects also lead her to a research apprenticeship at Arizona State University. Currently, Villa is a doctoral candidate at Northwestern University studying amyotrophic lateral sclerosis, or ALS.

A tool for faculty

Enthusiastic professors were a driving force in Tufts’ and Villa’s involvement in research experiences. Niccole Cerveny, a professor of geology at MCC, understands that taking on research projects in addition to a teaching load isn’t always a welcome prospect for faculty, but “inspiring passion” in students often makes it worthwhile. She noted that providing students research opportunities can increase connections to the institution, boost transfer rates and keeps students engaged in learning—especially among first-generation and minority students.

The research often has value in the field of study and is not just busy work, Cerveny said. She attracted students from several different disciplines with field research on the decay of rock engravings and paintings. The work she has done with students has helped the National Park Service make decisions on site access in national parks, such as how to manage visitors to reduce their environmental impact.

Paying for it

Cerveny’s project was funded by the National Science Foundation (NSF), which has long recognized the need to grow undergraduate research programs. Securing funds can be hard, though, so Cerveny encourages perspective colleges to start small.

“We can do a lot with a little to expose students to research,” she said.

Some two-year colleges are partnering with four-year colleges and universities, which often have the infrastructure and the equipment to conduct research. Partnering with industry also is becoming more common.

However, building programs into the campus infrastructure should not rely solely on external funding Hense said. It’s up to administrators to make creating such opportunities for students a priority.