@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{mccance_teeter_blanchard_venditti_2023, title={Using Activity Theory to understand the interactions of a university interdisciplinary team of scientists and science educators}, volume={2}, ISSN={["1470-174X"]}, url={https://doi.org/10.1080/03075079.2023.2172564}, DOI={10.1080/03075079.2023.2172564}, abstractNote={ABSTRACT Interdisciplinary collaborations between different academic disciplines can create knowledge and solutions to challenges that are beyond the scope of what a single discipline can achieve. However, little is known about how interdisciplinary teams of faculty and graduate students function as a whole and the processes that guide them as they work on collaborative tasks. Using Activity Theory, this qualitative study analyzed team meeting transcripts to examine interdisciplinary team interactions involving Science/Engineering and Science Education graduate students and faculty members as they co-developed laboratory activities for a grant-funded project. Several factors contributed to the team’s success: shared goals (Object), environment (Community), and clear Division of Labor. Differences (contradictions) were found in the Tools, Rules, and Division of Labor; the PI and Science/Engineering graduate students tended to focus on the needed lab materials, and the Science Education members focused more on educational standards and teachers’ ideas in the lab development (Tools). The PI and Science Education members set and enforced the team meeting agendas and deadlines (Rules). The Science/Engineering grad students focused on practical considerations to ensure the labs could successfully be implemented in a class setting (Rules) and were assigned the most tasks to complete (Division of Labor). The findings provide insight into the nature of interdisciplinary team dynamics between a Science/Engineering and Education grant team. The findings also suggest the importance of shared goals (Object), community development (Rules: Team Building), and the potential of capitalizing on different strengths and knowledge (contradictions) in an interdisciplinary team.}, journal={STUDIES IN HIGHER EDUCATION}, author={McCance, Katherine R. and Teeter, Stephanie D. and Blanchard, Margaret R. and Venditti, Richard A.}, year={2023}, month={Feb} }
 @article{mcalexander_mccance_blanchard_venditti_2022, title={Investigating the Experiences, Beliefs, and Career Intentions of Historically Underrepresented Science and Engineering Undergraduates Engaged in an Academic and Internship Program}, volume={14}, ISSN={2071-1050}, url={http://dx.doi.org/10.3390/su14031486}, DOI={10.3390/su14031486}, abstractNote={Women and students of marginalized race/ethnicity continue to be underrepresented in many science and engineering fields, and access to special programs, mentors, and internships may influence awareness, intention, and persistence in STEM fields. This mixed-methods case study investigated the experiences, beliefs, and career intentions of thirteen undergraduate students from historically underrepresented groups in the United States as they engaged in a federally funded grant program, “Sustainable Futures”. The program consisted of online courses, workshops, and a summer internship, intended to increase awareness, interest, and diverse participation in bioeconomy-related industries. The expectancy-value theory of achievement motivation theoretical framework guided this investigation of students’ changes in beliefs about bioproducts, bioenergy, the bioeconomy, and their career intentions. Program courses helped students develop skills and knowledge and program internships inspired and reinforced their career directions. Following program activities, students expressed greater intention to pursue bioproduct/bioenergy-related careers and articulated their career intentions with greater specificity. This study provides insight into the viability of focused academic and professional development programs as a practical method to promote students’ awareness, beliefs, and intentions to participate in careers in a sustainable bioeconomy, particularly across diverse populations.}, number={3}, journal={Sustainability}, publisher={MDPI AG}, author={McAlexander, Shana L. and McCance, Katherine and Blanchard, Margaret R. and Venditti, Richard A.}, year={2022}, month={Jan}, pages={1486} }
 @misc{blanchard_venditti_mcalexander_mccance_collier_2021, title={An Interdisciplinary Model to Diversify STEM Participation}, ISSN={2326-8905 2326-8913}, url={http://dx.doi.org/10.4018/978-1-7998-4966-7.ch007}, DOI={10.4018/978-1-7998-4966-7.ch007}, abstractNote={This chapter describes an interdisciplinary program between a College of Education and a College of Natural Resources and their partnerships with rural high schools, regional colleges, and bioeconomy industries. The overarching goal of the program was to provide engaging professional development and support for teachers and diverse undergraduate students to prepare and promote diverse students to consider STEM majors and careers related to bioproducts and bioenergy. A team of faculty and graduate students from a Forest Biomaterials department and a Science Education department developed online courses, workshops, and laboratory activities and internship placements for undergraduate students and high school science and CTE teachers. This chapter details the need for the program, its context, online course development, and laboratory activities. For each of the key partners in the program—the faculty and graduate students, the high school teachers, and the undergraduate students—key strategies, lessons learned, and recommendations are shared. }, journal={Enhancing Learning Opportunities Through Student, Scientist, and Teacher Partnerships}, publisher={IGI Global}, author={Blanchard, Margaret R. and Venditti, Richard A. and McAlexander, Shana L. and McCance, Katherine R. and Collier, Karen M.}, year={2021}, pages={95–132} }
 @article{mccance_suarez_mcalexander_davis_blanchard_venditti_2021, title={Modeling a Biorefinery: Converting Pineapple Waste to Bioproducts and Biofuel}, volume={98}, ISSN={0021-9584 1938-1328}, url={http://dx.doi.org/10.1021/acs.jchemed.1c00020}, DOI={10.1021/acs.jchemed.1c00020}, abstractNote={Many students may not be aware that renewable biological materials can be converted into multiple bioproducts and biofuels using a biorefinery process, a more sustainable alternative to conventional crude oil refineries. By using waste from pineapple, a plant material that most students are familiar with, a biorefinery can be modeled to demonstrate the benefits of a circular bioeconomy. Pineapple waste consists of the peel, core, and leaves that are often discarded after the fruit is processed for consumption. These “leftovers” or “residues” are rich sources of sugars and lignocellulosic biomass, which can be converted to value-added bioproducts and biofuel. In this article, the development and implementation of a high school laboratory activity that simulates a pineapple biorefinery is described. It was field tested with an Environmental Science class, in which students converted pineapple leaves into paper, and they fermented the sugars from the core and peel into bioethanol for fuel. Students investigated how different process variables influenced the tensile strength of their paper and the quantity of bioethanol produced. This lab introduces students to the potential of a circular bioeconomy and challenges them to integrate prior chemistry and biology knowledge to generate solutions to real-world sustainability problems. It can be used in chemistry classes to demonstrate stoichiometry, chemical reaction yield, chemical bonds, and the effect of reactant concentration on the rate of product formation.}, number={6}, journal={Journal of Chemical Education}, publisher={American Chemical Society (ACS)}, author={McCance, Katherine R. and Suarez, Antonio and McAlexander, Shana L. and Davis, Georganna and Blanchard, Margaret R. and Venditti, Richard A.}, year={2021}, month={May}, pages={2047–2054} }
 @article{classroom observations to characterize active learning within introductory undergraduate science courses_2020, url={https://www.nsta.org/journal-college-science-teaching/journal-college-science-teaching-marchapril-2020/classroom}, journal={Journal of College Science Teaching}, year={2020} }
 @article{kite_park_mccance_seung_2020, title={Secondary Science Teachers’ Understandings of the Epistemic Nature of Science Practices}, volume={32}, ISSN={1046-560X 1573-1847}, url={http://dx.doi.org/10.1080/1046560X.2020.1808757}, DOI={10.1080/1046560X.2020.1808757}, abstractNote={ABSTRACT The Next Generation Science Standards (NGSS) emphasize engaging students in science practices through which students can develop content, procedural, and epistemic knowledge of science. To accomplish this goal, science teachers must embed science content in authentic science practice. Successfully integrating content and practice will require significant epistemological and pedagogical shifts on the part of teachers. However, teachers cannot meaningfully achieve this integration if they, themselves, do not understand the epistemic underpinnings of the science practices. Given the lack of literature specifically addressing teachers’ epistemic understanding of science practices, we conducted a qualitative study to fill this gap in the literature. Data were collected using an open-ended online survey, and responses from 128 science teachers were analyzed using the constant comparative method. Our results indicate that relatively few teachers exhibited more nuanced epistemic understandings of scientific practice that extend beyond the rigid, linear scientific method presented in science textbooks. Teachers broadly believed that scientific inquiry must begin with a question, seldom cite methodological differences when comparing two experiments, frequently viewed models as teaching tools for representations and explanation, and hardly discussed computational thinking in terms beyond data analysis. More importantly, teachers viewed that scientific conclusions are heavily influenced by researchers’ perceptions and biases. To enhance science teachers’ sophisticated epistemic understanding of science, we highlight the need not only to engage teachers in authentic scientific inquiry experiences, but also to provide opportunities to learn how to effectively integrate science practices as a coherent system, especially computational thinking and models, into science lessons.}, number={3}, journal={Journal of Science Teacher Education}, publisher={Informa UK Limited}, author={Kite, Vance and Park, Soonhye and McCance, Katherine and Seung, Elsun}, year={2020}, month={Sep}, pages={243–264} }
 @article{mccance_flanigan_quick_niemeyer_2016, title={Influence of plant maturity on anthocyanin concentrations, phenolic composition, and antioxidant properties of 3 purple basil (Ocimum basilicum L.) cultivars}, volume={53}, DOI={10.1016/j.jfca.2016.08.009}, abstractNote={We have determined the effect of plant maturity on total and individual anthocyanin concentrations, phenolic acid content, and antioxidant capacities in three purple basil (Ocimum basilicum L.) cultivars. Plant maturity significantly influenced total phenolic content (with values ranging from 3.30 to 20.08 mg/g dry weight, DW) and average concentrations of individual phenolics, including caftaric (0.08–0.85 mg/g DW), chicoric (0.13–3.55 mg/g DW), and rosmarinic (1.31–21.31 mg/g DW) acids. Cultivar and plant maturity significantly affected the total anthocyanin content (2.07–9.72 mg/g DW) and the concentrations of the four most abundant individual anthocyanins. Plant maturity also had a significant effect on measured FRAP (ferric reducing antioxidant power) reducing capacities (3.50–28.73 mmol/100 g DW), and phenolic acid concentrations were found to have an important influence on basil antioxidant properties. Overall, the cultivar and the maturity of basil at the time it is harvested play critical roles in the herb's phenolic and anthocyanin composition as well as its antioxidant properties.}, journal={Journal of Food Composition and Analysis}, publisher={Elsevier BV}, author={McCance, Katherine R. and Flanigan, Patrick M. and Quick, M. Montana and Niemeyer, Emily D.}, year={2016}, month={Oct}, pages={30–39} }