@article{collier_mccance_jackson_topliceanu_blanchard_venditti_2023, title={Observing Microplastics in the Environment through Citizen-Science-Inspired Laboratory Investigations}, volume={100}, ISSN={["1938-1328"]}, DOI={10.1021/acs.jchemed.2c01078}, abstractNote={As the use of plastics expands, microplastic concentrations increase in aquatic environments and negatively impact water, soil, and animals inhabiting these areas. Microplastic research frequently incorporates citizen science to assist in data collection and environmental education. These projects provide opportunities for greater societal inclusion in science by involving volunteers and increasing the science capital in individuals with fewer science experiences. Integrating the goals of microplastic citizen science projects through a high school laboratory can increase students’ knowledge of this critical issue while incorporating innovative science activities in classrooms. This paper describes three activities designed for high school students to extract, quantify, and observe microplastics from personal care products, water, and sediment samples. Relevant citizen science-inspired activities can increase environmental stewardship and students’ science capital while creating a culture of engagement with science-related activities.}, number={5}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Collier, Karen M. and McCance, Katherine and Jackson, Sarah and Topliceanu, Ana and Blanchard, Margaret R. and Venditti, Richard A.}, year={2023}, month={May}, pages={2067–2079} }
 @article{blanchard_gutierrez_swanson_collier_2023, title={Why Do Students Attend STEM Clubs, What Do They Get Out of It, and Where Are They Heading?}, volume={13}, ISSN={["2227-7102"]}, url={https://www.mdpi.com/2227-7102/13/5/480}, DOI={10.3390/educsci13050480}, abstractNote={This research investigated what motivated and sustained the involvement of 376 students in culturally relevant, afterschool STEM clubs at four rural, under-resourced schools. A longitudinal, convergent parallel mixed methods research design was used to investigate participants’ participation in and perceptions of the clubs, their motivations to attend, and their future goals, over three years. Situated Expectancy-Value Theory (SEVT) served as a guiding theoretical and analytical framework. Overall, students who attended the clubs were African American (55%), female (56%), and 6th graders (42%), attended approximately half of the clubs (43%), and agreed with quality measures on the STEM Club Survey (M = 4.0/5). Students interviewed (n = 131) were most likely (99%) to describe what they enjoyed (intrinsic value), what was useful to them (utility value; 55%), personally important (42%; attainment value), or related to their personal or collective identity (40%). Most participants (78%) planned to attend a 4-year university and expressed interest in at least one STEM career (77%); highest attendees (48%) expressed the most interest. Our study reveals that a culturally relevant, afterschool STEM club can motivate underserved students to participate, learn, feel a sense of belonging as a club member, and positively influence their college and career pathways.}, number={5}, journal={EDUCATION SCIENCES}, author={Blanchard, Margaret R. and Gutierrez, Kristie S. and Swanson, Kylie J. and Collier, Karen M.}, year={2023}, month={May} }