Source: GEORGIA INSTITUTE OF TECHNOLOGY submitted to NRP
BEE-INSPIRED: INTEGRATING SERVICE PROJECTS INTO RESEARCH AND DESIGN ADDRESSING THE EFFECT OF URBAN HABITATS ON HONEY BEE HEALTH
Sponsoring Institution
National Institute of Food and Agriculture
Project Status
COMPLETE
Funding Source
AFRI COMPETITIVE GRANT
Reporting Frequency
Annual
Accession No.
1009038
Grant No.
2016-67032-24986
Cumulative Award Amt.
$257,477.00
Proposal No.
2015-09661
Multistate No.
(N/A)
Project Start Date
Mar 15, 2016
Project End Date
Dec 14, 2019
Grant Year
2016
Program Code
[A7401]- Research and Extension Experiences for Undergraduates
Recipient Organization
GEORGIA INSTITUTE OF TECHNOLOGY
(N/A)
ATLANTA,GA 30332
Performing Department
School of Biology
Non Technical Summary
The Bee-INSPIRED (INtegrating Service Projects Into REsearch and Design) isa 10-week summer program that will engage 9undergraduates per year for three years incommunity-based service projects and interdisciplinary research on the effects of urban habitats ofhoney bees. Recruitment of students will target students from undergraduate onlyinstitutions, disadvantaged groups and underrepresented minorities. Students will bepaired one-to-one with their choice of 19 academic faculty from Georgia Tech to conduct researchprojects. In addition to research, students will collaborate with partners from urban farms in westAtlanta to establish or improve apiaries, create pollination enhancement plans or conductbeekeeping training. Other service opportunities will includehoney bee-related outreach to schoolchildrenparticipating in STEM summer enrichment programs or work with community food banks todistribute fresh produce in several west Atlanta. All work will be done in Atlanta, Georgia eitheron the Georgia Tech campus or on site with our collaborators, The Historic Westside Gardens ATL,Inc. or Urban Fresh Garden. Students will be trained in research ethics and community relationsand will receive mentoring on research and career opportunities through weekly seminars. Theobjective of the program is to provide students (especially those from groups underrepresented inSTEM) with experiences that will increase their interest in STEM careers and prepare them for theagricultural workforce or graduate study.
Animal Health Component
30%
Research Effort Categories
Basic
40%
Applied
30%
Developmental
30%
Classification

Knowledge Area (KA)Subject of Investigation (SOI)Field of Science (FOS)Percent
30630101060100%
Knowledge Area
306 - Environmental Stress in Animals;

Subject Of Investigation
3010 - Honey bees;

Field Of Science
1060 - Biology (whole systems);
Goals / Objectives
The major goal of this project is to recruit underrepresented minority students into graduate study in STEM fields by providing a 10-week summer research and service program where students will: engage in research activities in an established and intensive research setting, interact with students and faculty members to foster appreciation for research and interdisciplinary thinking, be exposed to the social context for research by engaging with community- based organizations, and develop mentoring relationships that ignite their desire to pursue research or academic careers while strengthening their ability to do so.The objectives of the program are to:Recruit approximately 9 students to participate in the program each summer. Ideally we will recruit a diverse group of participants primarily from minority-serving institutions and undergraduate-only institutions.Provide quality research training and mentoring for each student participant. As a result of this experience students will use knowledge to formulate a research question, execute the experiment and disseminate the results.Provide opportunities to see how honey bee research impacts communities through workshops and community-based service experiences.
Project Methods
In order to evaluate the success of our program, the following assessment methods will be used to evaluate the undergraduate students participating in the program:GOAL 1. Engage undergraduate students in research activities in an established andintensive research setting.Outcome A - Use knowledge to formulate a research question of their own, execute the experiment and disseminate the results.Milestone - Creation of an acceptable research question and approach; design and completion of the project and presentation of the resultsAssessment Methods: Presentations in weeks 2*, 8,* 10§; mentor assessment of student proposal*; publication and citations of research in journals§Outcome B - Progression from lesser to greater intellectual independence in project executionMilestone - Independent decision making and initiative in individual elements of project executionAssessment Methods - Mentor assessment of student daily activities*; exit survey data§GOAL 2. Promote interaction with students and faculty members to foster appreciation for research and interdisciplinary thinking.Outcome C - Students will develop an appreciation of the multidisciplinary skills brought by others to their research questionsMilestone - Peer evaluations of presentations will display growth in appreciation of multidisciplinary approach to problem solvingAssessment Methods - Peer critiques of week 8 presentations* and week 10poster sessions§GOAL 3. Expose students to the social context for research by engaging with community based organizations.Outcome D - Students will be capable of explaining how their researchwill affect local environmental and social conditionsMilestone - Student reflections will indicate an increased understanding of the social context in which research is conductedAssessment Methods - Weekly student journals*§ Survey of community partners§GOAL 4. Develop mentoring relationships that ignite the desire of Bee-INSPIRED students to pursue research or academic careers while strengthening their ability to do so.Outcome E - Students will work with mentors on projects of interestMilestone - Production of collaborative presentations and publicationsAssessment Methods - Journal publications and presentations reported by faculty§Outcome F - Students will acquire critical thinking skillsMilestone - Creation and completion of researchAssessment Methods - Assessment by peers, mentors; self-reports from exit survey§Outcome G - Strengthen oral and written communication skillsMilestones - Week 2, 8, 10 presentations; presentations at conferencesAssessment Methods - Feedback from presentations by peers, mentors, invited guests*§Outcome H - Students will continue to pursue scientific careersMilestone - Future participation in related research or educationAssessment Method - Departmental data; initial survey; exit survey§*Formative Assessment Strategy, §Summative Assessment Strategy

Progress 03/15/16 to 12/14/19

Outputs
Target Audience:During 2018-2019, Bee-INPIRED hosted 4 undergraduate researchers (3 new, 1 returning), from Spelman College and Georgia Tech. These students conducted research projects and also assisted with curriculum development about honey bees in conjunction with a middle grades teacher from the Coretta Scott King Young Women's Leadership Academy, a public school in West Atlanta that has a robust urban agriculture program. Additionally, the participants presented about honey bees to a group of children in the Horizons program.The mission of Horizons at Georgia Tech is to provide an academic, cultural, and recreational program designed to encourage a diverse group of students from under-served communities to realize their full potential. The Horizons at Georgia Tech Program partners with three local schools, Centennial Academy, Drew Charter, and Hollis Innovation Academy. Only students who qualify for free or reduced priced meals and who are pre-identified by the partner schools will be accepted into the Horizons at Georgia Tech Program. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided? Students gave oral presentations on their research at a symposium and gave poster presentations at a campus-wide poster session at the end of the summer. Students also received training on hypothesis training, lab safety, beekeeping, community partnerships, K-12 outreach, giving scientific presentations, maintaining lab notebooks, research ethics, designing technical posters, scientific writing, GRE Prep, Effective Networking, and applying to graduate school. How have the results been disseminated to communities of interest? We summarized our events in our semi-annual newsletter (over 1500 people distribution), our website, and posted regularly on our facebook page. Several students presented their work at regional and national conference. At least two research papers were published as a result of this program. What do you plan to do during the next reporting period to accomplish the goals? Nothing Reported

Impacts
What was accomplished under these goals? Over the course of 4 years (3 years plus 1 year NCE): 1) 30 students participated in the Bee-INSPIRED program. Of these, 19 were underrepresented minority students, 17 were women, 12 were from HBCUs or undergraduate only institutions. 2) Each student conducted independent research projects in research labs with mentorship from faculty and graduate students. A summary of the research projects can be found here: athttp://bees.gatech.edu/. Students gave oral presentations on their research at a symposium and gave poster presentations at a campus-wide poster session at the end of the summer. Students also received training on hypothesis training, lab safety, beekeeping, community partnerships, K-12 outreach, giving scientific presentations, maintaining lab notebooks, research ethics, designing technical posters, scientific writing, GRE Prep, Effective Networking and applying to graduate school. 3) Students participated in community service projects with: a. The Truly Living Well Center for Natural Urban Agriculture (http://trulylivingwell.com/) b. Global Growers (http://www.globalgrowers.org/) c. Joy and Reflect Gardens d. Blue Heron Nature Preserve e. Stone Mountain Community Garden f. Aluma Farm g. Love is Love farm h.Greening Youth Foundation (https://www.gyfoundation.org/) i. JR's Joy and Reflect Garden (https://www.facebook.com/joyandreflectgardens/) j. Piedmont Park Conservancy (https://www.piedmontpark.org/education-garden/) k. City of Atlanta Bee City USA Committee (https://www.facebook.com/beecityatlanta) l.West End Community Garden (http://www.thegardenqueen.com//) m.. Zoo Atlanta (https://zooatlanta.org/project/project-pollinator/) n. Ponce City Farmer's Market (https://cfmatl.org/poncecity/) o. Aluma Farm (https://www.facebook.com/alumafarm) p.Historic Westside Gardens q.The PUSH, GE Girls, and Horizons programs at Georgia Tech.

Publications

  • Type: Journal Articles Status: Published Year Published: 2019 Citation: Terpin, B., Perkins, D., Richter, S., Leavey, J. K., Snell, T. W., & Pierson, J. A. (2019). A scientific note on the effect of oxalic acid on honey bee larvae. Apidologie, 50(3), 363-368.
  • Type: Journal Articles Status: Published Year Published: 2019 Citation: Cooper, T., Liew, A., Andrle, G., Cafritz, E., Dallas, H., Niesen, T., ... & III, J. M. (2019). Latency in Problem Solving as Evidence for Learning in Varanid and Helodermatid Lizards, with Comments on Foraging Techniques. Copeia, 107(1), 78-84.


Progress 03/15/18 to 03/14/19

Outputs
Target Audience:During this period, 9 undergraduate students were recruited to conduct research and service projects at Georgia Tech during the summer of 2018. While in Atlanta they interacted with: other undergraduate students in summer REU programs, faculty and grad student research mentors, and community partners (community garden organizers, urban farmers, urban health workers, science outreach program coordinators) and their constituent groups. They presented their research products to the campus community and and one participant presented her work at a national conference. One additional participant has a research paper in submission. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?Students gave oral presentations on their research at a symposium and gave poster presentations at a campus-wide poster session at the end of the summer. Students also received training on hypothesis training, lab safety, beekeeping, community partnerships, K-12 outreach, giving scientific presentations, maintaining lab notebooks, research ethics, designing technical posters, scientific writing, GRE Prep, Effective Networking and applying to graduate school. How have the results been disseminated to communities of interest??We have two research papers submitted and published and communicate regularly via social media. What do you plan to do during the next reporting period to accomplish the goals?We are actively reviewing applications for the 2019 Bee-INSPIRED program and plan to run the program again on a smaller scale.

Impacts
What was accomplished under these goals? 1) Nine students participated in the Bee-INSPIRED Program in Summer 2018. 6/9 were underrepresented minority students, 4/9 were women, and 3/9 were from HBCUs or undergraduate only institutions 2) Each student conducted independent research projects in research labs with mentorship from faculty and graduate students. Students gave oral presentations on their research at a symposium and gave poster presentations at a campus-wide poster session at the end of the summer. Students also received training on hypothesis training, lab safety, beekeeping, community partnerships, K-12 outreach, giving scientific presentations, maintaining lab notebooks, research ethics, designing technical posters, scientific writing, GRE Prep, Effective Networking and applying to graduate school. 3) Students participated in community service projects with: a. The Truly Living Well Center for Natural Urban Agriculture (http://trulylivingwell.com/) b. Global Growers (http://www.globalgrowers.org/) c. Joy and Reflect Gardens d. Blue Heron Nature Preserve e. Stone Mountain Community Garden f. Aluma Farm g. Love is Love farm

Publications

  • Type: Journal Articles Status: Published Year Published: 2019 Citation: Cooper, Taylor, et al. "Latency in Problem Solving as Evidence for Learning in Varanid and Helodermatid Lizards, with Comments on Foraging Techniques." Copeia 107.1 (2019): 78-84.
  • Type: Journal Articles Status: Under Review Year Published: 2019 Citation: A scientific note on the effect of oxalic acid on honey bee larvae", Bethany Terpin, Deja Perkins, Stephanie Richter, Jennifer Kraft Leavey*, Terry W. Snell, and John A. Pierson, submitted to Apidologie


Progress 03/15/17 to 03/14/18

Outputs
Target Audience:During this period, 9 undergraduate students were recruited to conduct research and service projects at Georgia Tech during the summer of 2017. While in Atlanta they interacted with: other undergraduate students in summer REU programs, faculty and grad student research mentors, and community partners (community garden organizers, urban farmers, urban health workers, science outreach program coordinators) and their constituent groups. They presented their research products to the campus community and they are posted online at http://bees.gatech.edu/summer2017 Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?Students gave oral presentations on their research at a symposium and gave poster presentations at a campus-wide poster session at the end of the summer. Students also received training on hypothesis training, lab safety, beekeeping, community partnerships, K-12 outreach, giving scientific presentations, maintaining lab notebooks, research ethics, designing technical posters, scientific writing, GRE Prep, Effective Networking and applying to graduate school. How have the results been disseminated to communities of interest?We summarized our events in our semi-annual newsletter (over 1500 people distribution) and website and posted regularly on our facebook page. One student has submitted a research article for publication. What do you plan to do during the next reporting period to accomplish the goals?We are actively reviewing applications for the 2018 Bee-INSPIRED program and plan to run the program again. This year we have a different strategy for sustainedengagement with community partners.

Impacts
What was accomplished under these goals? 1) Nine students participated in the Bee-INSPIRED Program in Summer 2017. 5/9 were underrepresented minority students, 6/9 were women, and 3/9 were from HBCUs or undergraduate only institutions 2) Each student conducted independent research projects in research labs with mentorship from faculty and graduate students. A summary of the research projects can be found here: athttp://bees.gatech.edu/summer2017 . Students gave oral presentations on their research at a symposium and gave poster presentations at a campus-wide poster session at the end of the summer. Students also received training on hypothesis training, lab safety, beekeeping, community partnerships, K-12 outreach, giving scientific presentations, maintaining lab notebooks, research ethics, designing technical posters, scientific writing, GRE Prep, Effective Networking and applying to graduate school. 3) Students participated in community service projects with: a. The Truly Living Well Center for Natural Urban Agriculture (http://trulylivingwell.com/) b. Greening Youth Foundation(https://www.gyfoundation.org/) c. JR's Joy and Reflect Garden(https://www.facebook.com/joyandreflectgardens/) d. Piedmont Park Conservancy (https://www.piedmontpark.org/education-garden/) e. City of Atlanta Bee City USA Committee(https://www.facebook.com/beecityatlanta) f. West End Community Garden (http://www.thegardenqueen.com//) g. Zoo Atlanta (https://zooatlanta.org/project/project-pollinator/) h. Ponce City Farmer's Market (https://cfmatl.org/poncecity/) i. Aluma Farm (https://www.facebook.com/alumafarm)

Publications


    Progress 03/15/16 to 03/14/17

    Outputs
    Target Audience:During this period, 9 undergraduate students were recruited to conduct research and service projects at Georgia Tech during the summer of 2016. While in Atlanta they interacted with: other undergraduate students in summer REU programs, faculty and grad student research mentors, and community partners (community garden organizers, urban farmers, urban health workers, science outreach program coordinators) and their constituent groups. They presented their research products to the campus community and they are posted online athttp://bees.gatech.edu/summer2016. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?Students gave oral presentations on their research at a symposium and gave poster presentations at a campus-wide poster session at the end of the summer. Students also received training on hypothesis training, lab safety, beekeeping, community partnerships, K-12 outreach, giving scientific presentations, maintaining lab notebooks, research ethics, designing technical posters, scientific writing, GRE Prep, Effective Networking and applying to graduate school. How have the results been disseminated to communities of interest?We summarized our events in our semi-annual newsletter (over 1500 people distribution) and posted regularly on our facebook page. What do you plan to do during the next reporting period to accomplish the goals?We are actively reviewing applications for the 2017 Bee-INSPIRED program and plan to run the program again. This year we plan to do better assessment of the impacts of the program on the participant's opinion of research careers and career outcomes.

    Impacts
    What was accomplished under these goals? 1)Nine students participated in the Bee-INSPIRED Program in Summer 2016. 6/9 were underrepresented minority students, 7/9 were women, and 4/9 were from HBCUs or undergraduate only institutions 2)Each student conducted independent research projects in research labs with mentorship from faculty and graduate students. A summary of the research projects can be found here: athttp://bees.gatech.edu/summer2016. Students gave oral presentations on their research at a symposium and gave poster presentations at a campus-wide poster session at the end of the summer. Students also received training on hypothesis training, lab safety, beekeeping, community partnerships, K-12 outreach, giving scientific presentations, maintaining lab notebooks, research ethics, designing technical posters, scientific writing, GRE Prep, Effective Networking and applying to graduate school. 3)Students participated in community service projects with: a.The Truly Living Well Center for Natural Urban Agriculture (http://trulylivingwell.com/) b.Global Growers (http://www.globalgrowers.org/) c.Historic Westside Gardens (http://www.historicwestsidegardens.org/) d.The PUSH program at Georgia Tech (https://ceismc.gatech.edu/news/gostems-program-push-has-begun) e.The GE Girls program at Georgia Tech (https://ceismc.gatech.edu/news/center-education-integrating-science-mathematics-and-computing-ceismc-host-3rd-annual-ge-girls) f.Emory Urban Health Initative (http://urbanhealthinitiative.emory.edu/) g.Atlanta Community Food Bank Community Gardens Program (http://acfb.org/about/our-programs/community-gardens)

    Publications