ARIS works with scientists to help them engage in activities that have meaningful and long-term impact in their communities and society. The center offers strategies for building capacity, growing partnerships, and leveraging existing resources to enhance the impact of individual and institutional efforts to benefit society.
Topic: How to Ensure That Your Broader Impact and Broadening Participation Plans Have IMPACT
When Dr. Iris Meier develops the lab component of a research-focused biology class that she co-teaches each year, titled Art and Science, she knows what the students are expected to learn . . . during the first half of the semester. The second half depends upon the students: How will they combine their diverse interests and talents to create an artistic experience capable of changing the way participants view biological processes?
Meier approaches each semester by structuring course content around her current NSF-funded proposal. The first few weeks of class introduce biology students and students from the Art and Technology track within the Department of Art at Ohio State University to biology by having them conduct simple experiments. Next, students design and conduct their own experiments. Then, equipped with a deeper appreciation for the topic, the class develops its final project.
In 2019, that project, “Unbecoming Carbon,” used virtual reality to allow participants to enter a leaf pore as a carbon dioxide molecule and then travel through the plant’s biochemical processes to observe how the plant eventually emits molecules of oxygen. The exhibit was funded as a broader impact activity included with her award, “Function and Mechanism of Action of Plant-specific LINC Complexes in Pollen Tube and Guard Cell Biology” (MCB- 1613501).
Meier’s lab studies the structure and function of the plant nuclear envelope, with a focus on understanding the function of the LINC complex. Meier maintains an ongoing collaboration with Amy Youngs, associate professor in the Department of Art, to support the broader impacts activities.
Each year, the exhibits take about five weeks to develop and are open to the public for about three weeks. Assessments are conducted via a survey once participants leave the exhibit. But do they really learn anything? Meier thinks so: “My favorite interview is the visitor who said, ‘This is so cool! I’ll remember [this experience] my whole life, but if you had told me about this, I would have forgotten it in two minutes!’”
*Photo/Video by Amy M. Youngs *Artwork by Ellie Bartlett, Jacklyn Brickman, Ashley Browne, Amanda Buckeye, Diva Colter, Mona Gazala, Youji Han, Saba Hashemi Shahraki, Brice Jordan, Liam Manning, Iris Meier, Brooke Stanley, Lily Thompson, Zachary Upperman, Stephen White, Taylor Woodie, and Amy Youngs
The Center for Advancing the Societal Impacts of Research (ARIS) provides resources to support broader impact (BI) activities. The center sponsors trainings, provides fellowships, hosts online resources, and disperses information for scientists who are interested in strengthening their BI activities. ARIS also hosts an annual planning summit; the 2020 summit is April 28-30 in Durham, North Carolina. Learn more and register on their website.
ARIS, headquartered at the University of Missouri-Columbia, works closely with national and international researchers to “build capacity, advance scholarship, grow partnerships and provide resources to help [scientists] engage with and demonstrate the impact of research in their communities and society”. To learn more about the Center and how to put ARIS resources to use for your broader impacts activities, check out the ARIS resources page.
ARIS builds from and leverages the success of the National Alliance for Broader Impacts (NABI), a project previously supported by the Biological Sciences and Mathematical and Physical Sciences Directorates at NSF (MCB-1408736). Now funded as a Center out of the Office of Integrative Activities (OIA-1810732), ARIS has expanded its size and scope to examine how “all research — including social science, art and humanities research — impacts society, and how society impacts the research enterprise.”
From broadening participation to increasing diversity and inclusion, MCB’s five most-viewed posts published in 2019 showcase our most read topics. Looking for ideas on how to improve your broader impacts? Read about Dr. Jewett’s BioBits kits. Interested in transitioning to a non-academic STEM career field? Dr. Cooper discusses how she ended up in university administration after a career as a researcher. New to NSF or interested in brushing up your reviewing skills? Read tips from MCB program directors on writing effective reviews.
In 2020, the MCB blog team looks forward to sharing information about exciting outreach efforts, funding opportunities, and more! Subscribe to notifications (on the right side of this page) to be the first to know what’s on MCB’s mind.
Did you know that supplemental funding awards are available to help cover unexpected costs that arise during the course of NSF-funded research? Supplements allow a Principal Investigator to accomplish the original scope of the parent award when unforeseen circumstances occur. Read on to find out how a supplemental equipment award enabled Dr. Mechthild Pohlschröder to continue her research.
As a professor and the undergraduate chair of the Department of Biology at the University of Pennsylvania, Dr. Pohlschröder’s lab investigates how archaea, specifically Haloferax volcanii, forms biofilms, a common phenomenon where microorganisms aggregate, allowing them to survive in harsh environments.
Earlier this year, when a neighboring lab moved to a new location on campus, the Pohlschröder lab lost access to shared resources, including a microscope camera used to capture high-quality images of cells and structures, an essential component of the research funded by NSF (NSF 1817518). A supplemental award enabled the lab to purchase a Leica DFC9000 digital camera, enabling the Dr. Pohlschröder’s group to continue with their pioneering work on archaea.
The new camera will also benefit the lab’s outreach and educational activities, which have broader impacts in the surrounding community. Dr. Pohlschröder’s science education programs reach middle and high school students across the Philadelphia metro area, including in underserved schools in West Philadelphia. The lab develops microbiology experiments designed for schools with limited resources. Further strengthening its reach, the Pohlschröder lab hosts training workshops for science teachers from Philadelphia and other cities, so that good science can reach even more students. The new, state-of-the-art imaging technology will play a role in advancing all of these outreach activities.
If you currently have an award from MCB and are interested in learning more about supplemental funding, please contact a Program Director in MCB to discuss.
Broader Impacts are activities which advance societal goals through either the research itself or through complimentary efforts that advance the larger enterprise of science. Broader Impact activities don’t have to be original, one-of-a-kind ideas. However, they should clearly address a need, be well-planned and documented, and include both a thoughtful budget and a thorough assessment plan. Principle Investigator Allyson O’Donnell uses near-peer mentoring to pair high school students from under-represented minorities with undergraduates in the O’Donnell lab at the University of Pittsburgh, and assesses the outcomes to identify impact.
Goals of the Broader Impact activity: “The near-peer program focuses on bringing underrepresented minority high school students into the lab and providing an opportunity for them to develop their passion for science. Undergraduates who serve as mentors have measurably stronger engagement with their work in the lab.”
How it works: “I pair the high school students with an undergraduate mentor so that there is a near-peer mentor connection with someone closer in age than a grad student or post doc. We have found that this gives the undergraduate a stronger sense of engagement and ownership in their research project. Plus, based on our assessments, this mentoring experience makes it more likely that the undergraduates will participate in outreach activities in the future. From the high school students’ perspectives, they have someone they are more comfortable asking questions of and who can help give them advice on navigating the application process for universities. Of course, this is in addition to having myself and other team members as mentors.”
How do you measure impact? “We have used the Grinnell College SURE survey [Survey of Undergraduate Research Experiences] and other reflective assessments of this approach and find that both the undergraduate and high school students report significantly enhanced learning experiences. Specifically, the high school students show higher learning gains in understanding the research process and how to think like a scientist, while the undergraduate students gain more knowledge about science literacy and confidence in their ability to engage the community in science.”
Future plans? “We first used this system of pairing high school students with undergraduate mentors while the O’Donnell lab was located at Duquesne University. We worked with eight students in 2017 and six students in 2018 and we expanded to other labs in the Department of Biological Sciences. We hope to expand the program here at the University of Pittsburgh as well, where it will also be supported by our fantastic outreach team.”
While CRISPR has become one of the most talked about gene
editing tools in the research community, easy-to-use educational activities
that teach CRISPR and related molecular and synthetic biology concepts are
Jewett and his team at Northwestern University have created a set of
user-friendly educational kits to address just this issue, called BioBits kits.
This tool was developed as a broader impacts activity in Dr. Jewett’s
currently-funded research (NSF
1716766) , investigating and expanding the genetic code for
synthetic applications such as producing non-natural polymers in biological
systems, and with collaboration and funding from several other institutions.
BioBits kits contain materials to run hands-on lab
activities designed to teach high school-aged students the basic concepts of synthetic
and molecular biology through simple biological experiments. Students add the
included DNA and water to pre-assembled individual freeze-dried cell-free
(FD-CF) reactions. The results are noticeable when the individual FD-CF
reactions fluoresce, release an odor, or form a hydrogel (depending on the
experiment). For example, the BioBits Bright kit includes six different DNA
templates, each of which encode for a protein which fluoresces a unique color
under blue light, directly demonstrating how proteins differ based on initial
DNA sequence. So far, three kits have been developed: BioBits Bright, Explorer,
and Health, with activities covering topics from the central dogma of biology,
to genetic circuits, antibiotic resistance, and CRISPR.
The visible (or smellable) outputs make the results
interactive and intuitive, engaging students in a relatable experience. In
addition to the FD-CF reactions and instructions, the kits contain example
curriculum, such as one independent research-based activity that asks students
to address ethical questions surrounding CRISPR, further engaging students in
the topic and providing a deeper understanding of the technology.
Broader Impacts* are just as important as Intellectual Merit in the NSF Merit Review process. Dr. Ahna Skop has found a recipe for broader impacts that’s given the public a taste for science. Learn the story of her not-so-secret ingredients.
For Dr. Ahna Skop, the key ingredients in the recipe for good broader impacts are found in a researcher’s personal passions. (more…)
Dr. Gerbi is the George D. Eggleston Professor of Biochemistry and Professor of Biology at Brown University. In part with NSF support, she has made many notable scientific contributions in all of the areas described above. For example, together with Dr. Joseph Gall, Dr. Gerbi created in situ hybridization, an invaluable technique to locate genes on chromosomes. Additionally, she developed a novel Replication Initiation Point Mapping (RIP) technique that enabled researchers to pinpoint the start site for DNA replication in eukaryotes. Dr. Gerbi and her group also solved the first sequence of eukaryotic 28S ribosomal RNA (28S rRNA). By comparing it to its bacterial homologue (23S rRNA), Dr. Gerbi and her team identified both regions of variability (expansion segments), which aid researchers during phylogenetic analysis, and key regions of conservation (core secondary structure and domain specific conserved sequences) that are held constant among organisms to maintain rRNA function. Further, Dr. Gerbi was the first to identify an in vivo role for U3 small nucleolar RNA, which promotes ribosomal RNA folding and processing, and she was the first to develop a fluorescence-based method to track localization of small RNAs in vivo, which allowed for the identification of specific sequences that target the RNAs to the sites of ribosome assembly in the nucleolus.
For these and other efforts, Dr. Gerbi has contributed greatly to the genetics community through her dedication to scientific research, leadership, and advocacy. Please join us in congratulating Dr. Susan Gerbi!