Overview

Tiny Earth is an international network of instructors that engages students in antibiotic discovery to address three crises: antimicrobial resistance (AMR), soil biodiversity loss, and the lack of retention of diverse youth in science. Students in the program conduct original research through lab experimentation, developing their science skills, interests, and identities, while at the same time identifying new antibiotic-producing bacteria from soil. The World Health Organization has declared AMR a global health crisis, as once-treatable infections are becoming resistant to antibiotics, posing a serious threat to public health. By student-sourcing antibiotic discovery, participants not only learn about soil diversity but also contribute to addressing the AMR crisis by identifying potential antibiotics for the clinical pipeline.

Since its inception in 2013, Tiny Earth has expanded globally, training thousands of instructors in over 30 countries. However, financial and logistical barriers have hindered its growth in Canada. Our goal is to extend the Tiny Earth program in Canada, enhancing antimicrobial and soil research and increasing diversity in science. We aim to provide training at Carleton University for Canadian high school and university instructors, equipping them to deliver this curriculum to their students and expanding Tiny Earth’s reach nationwide. This fund will make the training accessible at no cost to two Carleton instructors so that they can implement the curriculum in their courses here at Carleton.

The Background

Research shows that course-based undergraduate research experiences (CUREs) like Tiny Earth increase retention and graduation rates in science programs while reducing equity gaps, especially for underrepresented groups. Our Tiny Earth Partner Instructor (TEPI) training equips instructors with evidence-based and inclusive teaching strategies, as well as laboratory techniques to conduct research with their students safely and effectively, regardless of their lab setting or resources. The curriculum’s adaptability means it can fit different levels and meet the needs of instructors’ local and course contexts.

From the student perspective, Tiny Earth is designed to engage students with hypothesis-driven research, scientific practices, and real-world contributions to solving antimicrobial resistance (AMR). Students gain hands-on experience by choosing their own soil samples, conducting experiments, and troubleshooting, all of which promote a sense of belonging, self-efficacy, and interest in science. Tiny Earth also empowers students to contribute meaningfully to addressing AMR and soil biodiversity loss.

The Rollout

We will offer one-week training for three instructors from Carleton University in the spring of 2025. The training is modeled after the well-established Tiny Earth Partner Instructor (TEPI) program. Participants will experience the curriculum as their students would, working in the lab to conduct and troubleshoot experiments. The quality of the program is ensured through immersive instructor training in evidence-based teaching methods, equity, diversity, and inclusion (EDI) principles, and technical research skills.

Upon completion, instructors will be equipped with the resources and certification to implement the program independently. Participants will receive certification, life-long access to Tiny Earth resources (updated lab manuals, teaching materials, webinars, and symposia), and mentorship from Carleton-based Tiny Earth trainers. Carleton University’s state-of-the-art lab facilities and trained student assistants will ensure the best possible experience for instructors.

The Impact

Authentic research experiences are powerful tools for enhancing learning and retention, particularly for underrepresented groups in science. Early exposure to research has a lasting impact—students are more likely to pursue and succeed in science. By training Carleton instructors using the established Tiny Earth curriculum will allow them to incorporating research opportunities into their course-based settings, thus providing meaningful research experiences to more students and inspiring the next generation of scientists.

In addition, we are faced with the global threat of antimicrobial resistance (AMR), declared by the World Health Organization as one of the top global health crises. The rise of drug-resistant infections is making previously treatable diseases harder to combat, placing immense pressure on healthcare systems worldwide. By involving students in antibiotic discovery, we not only empower the next generation of scientists but also contribute to solving this urgent global challenge.