Triage and Recovery of STEM Laboratory Skills

Abstract

The global COVID-19 pandemic left universities with few options but to turn to remote learning. With much effort, STEM courses made this change in modality; however, many laboratory skills, such as measurement and handling equipment, are more difficult to teach in an online learning environment. A cohort of instructors who are part of the NSF RCN-UBE funded Sustainable, Transformative Engagement across a Multi-Institution/Multidisciplinary STEM (STEM)2 Network (a working group of faculty from two community colleges and three 4-year universities) analyzed introductory biology and chemistry courses to identify essential laboratory skills that students will need in advanced courses. Seven essential laboratory proficiencies were derived from reviewing disciplinary guiding documents such as AAAS Vision and Change in Undergraduate Biology Education, American Society for Microbiology Recommended Curriculum Guidelines for Undergraduate Microbiology Education and American Chemical Society Guidelines for Chemistry: data analysis, scientific writing, proper handling and disposal of laboratory materials, discipline-specific techniques, measurement, lab safety and personal protective equipment, and interpersonal/collaborative skills. Our analysis has determined that some of these skills are difficult to develop in a remote/online setting but could be recovered with appropriate interventions. Skill recovery procedures suggested include a skills “boot camp,” department/college coordinated club events, and a triage course. The authors recommend that one of these three recovery mechanisms be offered to bridge this skill gap and better prepare STEM students for upper-level science courses and the real world.