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Genné-Bacon E, Fux M, Bove SA, Payne F, Xenakis G, Coley JD, Bascom-Slack C. Dipping Your Toe in The CURE Pool: Longitudinal Tracking of Instructors Suggests Use of a Short-Duration CURE Can Catalyze Expansion to Longer CURE Experiences. CBE LIFE SCIENCES EDUCATION 2024; 23:ar31. [PMID: 38981006 DOI: 10.1187/cbe.23-05-0091] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/11/2024]
Abstract
Course-based undergraduate research experiences (CUREs) are an effective method of engaging large numbers of students in authentic research but are associated with barriers to adoption. Short CURE modules may serve as a low-barrier entryway, but their effectiveness in promoting expansion has not been studied. The Prevalence of Antibiotic Resistance in the Environment (PARE) project is a modular CURE designed to be a low-barrier gateway into CURE use. In a series of interviews, we track and characterize use of PARE in 19 PARE-interested instructors throughout the Innovation-Decision Process described by Rogers' Diffusion of Innovations theory. The majority (16/19) implement PARE at least once, and a majority of these implementers (11/16) expanded use by the final interview. Three of four cases of discontinuance were due to a disruption such as moving institutions or a change in course assignment and occurred for community college faculty. Expanders expressed fewer personal challenges than nonexpanders. Overall analysis shows that perception of barriers is nuanced and impacted by the innovation itself, the institutional context, and one's own experiences. These results suggest that a short duration, low barrier CURE can serve as a catalyst for implementation of a longer duration CURE.
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Affiliation(s)
- Elizabeth Genné-Bacon
- Department of Medical Education, Tufts University School of Medicine, Boston, MA 02111
| | - Michal Fux
- Department of Psychology, Northeastern University, Boston MA 02115
| | - Sara A Bove
- Department of Psychology, Northeastern University, Boston MA 02115
| | - Finn Payne
- Department of Psychology, Northeastern University, Boston MA 02115
| | - Georgia Xenakis
- Department of Psychology, Northeastern University, Boston MA 02115
| | - John D Coley
- Department of Psychology, Northeastern University, Boston MA 02115
- Department of Marine and Environmental Sciences, Northeastern University Marine Science Center, Nahant MA 01908
| | - Carol Bascom-Slack
- Department of Medical Education, Tufts University School of Medicine, Boston, MA 02111
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2
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Kleinschmit AJ, Genné-Bacon E, Drace K, Govindan B, Larson JR, Qureshi AA, Bascom-Slack C. A framework for leveraging network course-based undergraduate research experience (CURE) faculty to develop, validate, and administer an assessment instrument. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2024; 25:e0014923. [PMID: 38661413 PMCID: PMC11044623 DOI: 10.1128/jmbe.00149-23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/24/2023] [Accepted: 11/14/2023] [Indexed: 04/26/2024]
Abstract
Over the last several years, nationally disseminated course-based undergraduate research experiences (CUREs) have emerged as an alternative to developing a novel CURE from scratch, but objective assessment of these multi-institution (network) CUREs across institutions is challenging due to differences in student populations, instructors, and fidelity of implementation. The time, money, and skills required to develop and validate a CURE-specific assessment instrument can be prohibitive. Here, we describe a co-design process for assessing a network CURE [the Prevalence of Antibiotic Resistance in the Environment (PARE)] that did not require support through external funding, was a relatively low time commitment for participating instructors, and resulted in a validated instrument that is usable across diverse PARE network institution types and implementation styles. Data collection efforts have involved over two dozen unique institutions, 42 course offerings, and over 1,300 pre-/post-matched assessment record data points. We demonstrated significant student learning gains but with small effect size in both content and science process skills after participation in the two laboratory sessions associated with the core PARE module. These results show promise for the efficacy of short-duration CUREs, an educational research area ripe for further investigation, and may support efforts to lower barriers for instructor adoption by leveraging a CURE network for developing and validating assessment tools.
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Affiliation(s)
- Adam J. Kleinschmit
- Department of Natural and Applied Sciences, University of Dubuque, Dubuque, Iowa, USA
| | - Elizabeth Genné-Bacon
- Department of Medical Education, Tufts University School of Medicine, Boston, Massachusetts, USA
| | - Kevin Drace
- Department of Biology, Birmingham-Southern College, Birmingham, Alabama, USA
| | - Brinda Govindan
- Department of Biology, San Francisco State University, San Francisco, California, USA
| | - Jennifer R. Larson
- Department of Biological and Environmental Sciences, Capital University, Columbus, Ohio, USA
| | - Amber A. Qureshi
- Department of Biology, University of Wisconsin-River Falls, River Falls, Wisconsin, USA
| | - Carol Bascom-Slack
- Department of Medical Education, Tufts University School of Medicine, Boston, Massachusetts, USA
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3
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DeChenne-Peters SE, Scheuermann NL. Faculty Experiences during the Implementation of an Introductory Biology Course-Based Undergraduate Research Experience (CURE). CBE LIFE SCIENCES EDUCATION 2022; 21:ar70. [PMID: 36149669 PMCID: PMC9727613 DOI: 10.1187/cbe.21-06-0154] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/15/2021] [Revised: 08/11/2022] [Accepted: 08/30/2022] [Indexed: 06/16/2023]
Abstract
Course-based undergraduate research experiences (CUREs) integrate an authentic research experience for students into a laboratory course. CUREs provide many of the same benefits to students as individual faculty-mentored research experiences. However, faculty experiences in teaching CUREs are not as well understood. There are no studies that compare faculty's anticipated experiences to actual experiences, and little comparison of the faculty experience by institution. Through interviews with eight biology faculty from four institutions, the faculty experience in implementing a CURE in an introductory biology laboratory was explored using qualitative analysis. Institutions included: a small, minority-serving, women's, primarily undergraduate university; a small, residential, primarily undergraduate college; a midsized doctoral university; and a large community college. Interviews were conducted at three time points: before professional development (PD), after the initial semester of teaching the CURE, and after teaching the CURE at least twice (1 year later). Faculty described resources, benefits, challenges, and feelings about teaching the CURE. However, anticipated experiences were often not the same as those actually experienced. There were also institutional differences in resources, benefits, challenges, and feelings. Implications for CURE PD include specific content such as strategies for teaching effective research group work, development of student proposals, and student time management.
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Affiliation(s)
| | - N. L. Scheuermann
- Department of Biological Sciences, Northern Illinois University, DeKalb, IL 60115
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4
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Provost JJ. Increasing Access for Biochemistry Research in Undergraduate Education: the Malate Dehydrogenase CURE Community. J Biol Chem 2022; 298:102298. [PMID: 35921892 PMCID: PMC9424567 DOI: 10.1016/j.jbc.2022.102298] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2022] [Revised: 06/27/2022] [Accepted: 07/16/2022] [Indexed: 11/30/2022] Open
Affiliation(s)
- Joseph J Provost
- Chemistry and Biochemistry, University of San Diego, San Diego, California, USA.
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5
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Connors PK, Lanier HC, Erb LP, Varner J, Dizney L, Flaherty EA, Duggan JM, Yahnke CJ, Hanson JD. Connected while distant: Networking CUREs across classrooms to create community and empower students. Integr Comp Biol 2021; 61:934-943. [PMID: 34190987 DOI: 10.1093/icb/icab146] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2021] [Revised: 06/01/2021] [Accepted: 06/22/2021] [Indexed: 11/13/2022] Open
Abstract
Connections, collaborations, and community are key to the success of individual scientists as well as transformative scientific advances. Intentionally building these components into STEM education can better prepare future generations of researchers. Course-based undergraduate research experiences (CUREs) are a new and fast-growing teaching practice in STEM that can expand opportunities for undergraduate students to gain research skills. Because they engage all students in a course in an authentic research experience focused on a relevant scientific problem, CUREs provide an opportunity to foster community among students while promoting critical thinking skills and positively influencing their identities as scientists. Here, we review CUREs in the biological sciences that were developed as multi-institutional networks, and highlight the benefits gained by both students and instructors through participation in a CURE network. Throughout, we introduce Squirrel-Net, a network of ecology-focused and field-based CUREs that intentionally create connections among students and instructors. Squirrel-Net CUREs can also be scaffolded into the curriculum to form connections between courses, and are easily transitioned to distance-based delivery. Future assessments of networked CUREs like Squirrel-Net will help elucidate how CURE networks create community and how a cultivated research community impacts students' performance, perceptions of science, and sense of belonging. We hypothesize networked CUREs have the potential to create a broader sense of belonging among students and instructors alike, which could result in better science and more confident scientists.
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Affiliation(s)
- Patrice K Connors
- Department of Biological Sciences, Colorado Mesa University, Grand Junction, CO 81501 USA
| | - Hayley C Lanier
- Sam Noble Oklahoma Museum of Natural History and Department of Biology, University of Oklahoma, Norman, OK 73072 USA
| | - Liesl P Erb
- Departments of Biology and Environmental Studies, Warren Wilson College, Asheville, NC 28815
| | - Johanna Varner
- Department of Biological Sciences, Colorado Mesa University, Grand Junction, CO 81501 USA
| | - Laurie Dizney
- Department of Biology, University of Portland, Portland, OR 97203 USA
| | - Elizabeth A Flaherty
- Department of Forestry and Natural Resources, Purdue University, West Lafayette, IN 47906
| | - Jennifer M Duggan
- Department of Applied Environmental Science, California State University, Monterey Bay, 100 Campus Center, Seaside, CA 93955 USA
| | - Christopher J Yahnke
- Department of Wildlife Ecology, University of Wisconsin - Stevens Point, Stevens Point, WI 54481 USA
| | - John D Hanson
- Institute for Biodiversity Research & Education, Charleston, IN 47111 USA
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6
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Fuhrmeister ER, Larson JR, Kleinschmit AJ, Kirby JE, Pickering AJ, Bascom-Slack CA. Combating Antimicrobial Resistance Through Student-Driven Research and Environmental Surveillance. Front Microbiol 2021; 12:577821. [PMID: 33679626 PMCID: PMC7931799 DOI: 10.3389/fmicb.2021.577821] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2020] [Accepted: 01/14/2021] [Indexed: 11/13/2022] Open
Abstract
Emerging resistance to all classes of antimicrobials is one of the defining crises of the 21st century. Many advances in modern medicine, such as routine surgeries, are predicated on sustaining patients with antimicrobials during a period when their immune systems alone cannot clear infection. The development of new antimicrobials has not kept pace with the antimicrobial resistance (AR) threat. AR bacteria have been documented in various environments, such as drinking and surface water, food, sewage, and soil, yet surveillance and sampling has largely been from infected patients. The prevalence and diversity of AR bacteria in the environment, and the risks they pose to humans are not well understood. There is consensus that environmental surveillance is an important first step in forecasting and targeting efforts to prevent spread and transmission of AR microbes. However, efforts to date have been limited. The Prevalence of Antibiotic Resistance in the Environment (PARE) is a classroom-based project that engages students around the globe in systematic environmental AR surveillance with the goal of identifying areas where prevalence is high. The format of PARE, designed as short classroom research modules, lowers common barriers for institutional participation in course-based research. PARE brings real-world microbiology into the classroom by educating students about the pressing public health issue of AR, while empowering them to be partners in the solution. In turn, the PARE project provides impactful data to inform our understanding of the spread of AR in the environment through global real-time surveillance.
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Affiliation(s)
- Erica R. Fuhrmeister
- Department of Civil and Environmental Engineering, Tufts University School of Engineering, Medford, MA, United States
| | - Jennifer R. Larson
- Department of Biological and Environmental Sciences, Capital University, Columbus, OH, United States
| | - Adam J. Kleinschmit
- Department of Natural and Applied Sciences, University of Dubuque, Dubuque, IA, United States
| | - James E. Kirby
- Department of Pathology, Beth Israel Deaconess Medical Center, Boston, MA, United States
| | - Amy J. Pickering
- Department of Civil and Environmental Engineering, Tufts University School of Engineering, Medford, MA, United States
| | - Carol A. Bascom-Slack
- Department of Medical Education, Tufts University School of Medicine, Boston, MA, United States
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Chou CC, Provost JJ, Waye MMY, Yu GFB, Macaulay JO. Tools for teaching biochemistry and molecular biology: A parallel session at the IUBMB/PSBMB 2019 "Harnessing Interdisciplinary Education in Biochemistry and Molecular Biology" conference. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2020; 48:608-614. [PMID: 33129227 DOI: 10.1002/bmb.21445] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/09/2020] [Accepted: 08/13/2020] [Indexed: 06/11/2023]
Abstract
Approaches to learning and teaching have been undergoing massive changes. Technology has enabled many innovations while other methods have embedded authentic research approaches or looked to other disciplines. The tools in education session of the conference looked at tools being used to teach biochemistry and molecular biology ranging from online platforms, authentic research experiences to the use of music.
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Affiliation(s)
- Chia-Cheng Chou
- National Center for High-performance Computing, National Applied Research Laboratories, Hsinchu, Taiwan
| | - Joseph J Provost
- Department of Chemistry and Biochemistry, University of San Diego, California, USA
| | - Mary Miu Yee Waye
- Faculty of Medicine, The Nethersole School of Nursing, Croucher Laboratory for Human Genomics, Shatin, Hong Kong
| | - Gracia Fe B Yu
- Department of Biochemistry and Molecular Biology, University of the Philippines Manila, Manila, Philippines
| | - Janet O Macaulay
- Biomedicine Discovery Institute, Monash University, Melbourne, Australia
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Genné-Bacon EA, Wilks J, Bascom-Slack C. Uncovering Factors Influencing Instructors' Decision Process when Considering Implementation of a Course-Based Research Experience. CBE LIFE SCIENCES EDUCATION 2020; 19:ar13. [PMID: 32357100 PMCID: PMC8697655 DOI: 10.1187/cbe.19-10-0208] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/10/2023]
Abstract
Course-based undergraduate research experiences (CUREs) are an effective way to expose large numbers of students to authentic research, yet most laboratory courses still use traditional "cookbook" methods. While barriers to using CUREs have been captured postimplementation, little is known about the decision mindset before implementation or what features of CURE design may mitigate perceived barriers. Perception of an innovation (such as a CURE) influences the likelihood of its adoption, and diffusion of innovations theory posits that the decision to adopt is largely influenced by five perceived features of an innovation: relative advantage, compatibility, complexity, observability, and trialability. We conducted interviews with instructors considering using the Prevalence of Antibiotic Resistance in the Environment (PARE) project to assess their perceptions of CUREs and motivations for using PARE. Instructors viewed CUREs as having relative advantages over traditional methods; however, CUREs were also viewed as complex, with instructors citing multiple barriers. Instructors were motivated to use PARE because of its potential scientific impact and compatibility with their courses' structures and resources. Instructors perceived PARE to have few barriers to implementation compared with other CUREs. Designing CUREs that address common instructor barriers and drivers could increase the rate of diffusion of CUREs.
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Affiliation(s)
| | - Jessica Wilks
- Department of Medical Education, Tufts University School of Medicine, Boston, MA 02111
| | - Carol Bascom-Slack
- Department of Medical Education, Tufts University School of Medicine, Boston, MA 02111
- *Address correspondence to: Carol Bascom-Slack ()
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Roberts R, Hall B, Daubner C, Goodman A, Pikaart M, Sikora A, Craig P. Flexible Implementation of the BASIL CURE. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2019; 47:498-505. [PMID: 31381264 DOI: 10.1002/bmb.21287] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/29/2019] [Revised: 06/28/2019] [Accepted: 07/18/2019] [Indexed: 05/25/2023]
Abstract
Course-based Undergraduate Research Experiences (CUREs) can be a very effective means to introduce a large number of students to research. CUREs are often an extension of the instructor's research, which may make them difficult to replicate in other settings because of differences in expertise or facilities. The BASIL (Biochemistry Authentic Scientific Inquiry Lab) CURE has evolved over the past 4 years as faculty members with different backgrounds, facilities, and campus cultures have all contributed to a robust curriculum focusing on enzyme function prediction that is suitable for implementation in a wide variety of academic settings. © 2019 International Union of Biochemistry and Molecular Biology, 47(5):498-505, 2019.
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Affiliation(s)
- Rebecca Roberts
- Department of Biology, Ursinus College, Collegeville, Pennsylvania
| | - Bonnie Hall
- Department of Chemistry, Grand View University, Des Moines, Iowa
| | - Colette Daubner
- Department of Biological Sciences, St. Mary's University, San Antonio, Texas
| | - Anya Goodman
- Department of Chemistry and Biochemistry, Cal Poly San Luis Obispo, San Luis Obispo, California
| | - Michael Pikaart
- Department of Chemistry and Biochemistry, Hope College, Holland, Michigan
| | - Arthur Sikora
- Department of Chemistry and Physics, Nova Southeastern University, Fort Lauderdale, Florida
| | - Paul Craig
- Head School of Chemistry & Materials Science, Rochester Institute of Technology, Rochester, New York
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10
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Shelby SJ. A course-based undergraduate research experience in biochemistry that is suitable for students with various levels of preparedness. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2019; 47:220-227. [PMID: 30794348 DOI: 10.1002/bmb.21227] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/08/2019] [Accepted: 02/01/2019] [Indexed: 06/09/2023]
Abstract
Due to resource limitations at predominantly undergraduate institutions, research opportunities for non-senior students can be limited. To provide opportunities for a variety of students to gain exposure to research, a course-based undergraduate research experience (CURE) was designed and conducted. Coupled inquiry was used to allow underclassmen and upperclassmen to participate. Students first utilized a bioinformatics approach to develop hypotheses concerning protein interactions with the receptor Mer tyrosine kinase (MERTK). Students designed experiments to identify specific sites of interactions with SH2-domain proteins utilizing an assortment of basic biochemical techniques. The semester culminated in students testing their hypotheses and producing manuscripts. Underclassmen that participated in the course also benefitted from mentor-mentee relationships developed with upperclassmen due to the collaborative nature of the course. The structure of the course also allows for further studies to be conducted based on novel findings and is highly adaptable to receptor tyrosine kinases found in other tissue types. © 2019 International Union of Biochemistry and Molecular Biology, 47(3):220-227, 2019.
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Affiliation(s)
- Shameka J Shelby
- Department of Chemistry, Biochemistry, and Physics, Florida Southern College, Lakeland, Florida 33801
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11
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Provost JJ, Bell JK, Bell JE. Development and Use of CUREs in Biochemistry. ACS SYMPOSIUM SERIES 2019. [DOI: 10.1021/bk-2019-1337.ch007] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Affiliation(s)
- Joseph J. Provost
- Department Chemistry and Biochemistry, University of San Diego, San Diego, California 91977, United States
| | - Jessica K. Bell
- Department Chemistry and Biochemistry, University of San Diego, San Diego, California 91977, United States
| | - John E. Bell
- Department Chemistry and Biochemistry, University of San Diego, San Diego, California 91977, United States
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12
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Irby SM, Pelaez NJ, Anderson TR. Anticipated learning outcomes for a biochemistry course-based undergraduate research experience aimed at predicting protein function from structure: Implications for assessment design. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2018; 46:478-492. [PMID: 30369040 DOI: 10.1002/bmb.21173] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2018] [Accepted: 09/03/2018] [Indexed: 06/08/2023]
Abstract
Several course-based undergraduate research experiences (CUREs) have been published in the literature. However, only limited attempts have been made to rigorously identify the discovery-type research abilities that students actually develop during such experiences. Instead, there has been a greater focus on technical or procedural-type knowledge or general CURE skills that are too comprehensive to effectively assess. Before the extent of discovery-type learning outcomes can be established in students (termed verified learning outcomes or VLOs), it is important to rigorously identify the anticipated learning outcomes (ALOs) and to then develop student assessments that target each ALO to reveal the nature of such student learning. In this article we present a matrix of 43 ALOs, or course-based undergraduate research abilities (CURAs), that instructors anticipate students will develop during a recently-developed biochemistry CURE focusing on the prediction of protein function from structure. The CURAs were identified using the process for identifying course-based undergraduate research abilities (PICURA) and classified into seven distinct themes that enabled the characterization of the CURE and a comparison to other published inventories of research competencies and CURE aspects. These themes and the CURE protocols aligning to the CURAs were used to form the ALO matrix that was, in turn, used to inform the design of an assessment that revealed evidence that a student had developed some of the targeted CURAs. Future research will focus on further assessment development that targets other identified CURAs. This approach has potential applications to other CUREs both in biochemistry and other science disciplines. © 2018 International Union of Biochemistry and Molecular Biology, 46(5):478-492, 2018.
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Affiliation(s)
- Stefan M Irby
- Department of Chemistry, Purdue University, West Lafayette
| | - Nancy J Pelaez
- Department of Biological Sciences, Purdue University, West Lafayette
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Abstract
From very early on, my personal/professional life has been shaped by teachers in many different settings. Teaching and learning form a two-way street. In the process of teaching undergraduate students, particularly in the research lab, I have learned some profound lessons about the importance of listening to them, challenging them, giving them autonomy, and allowing them to enjoy success and to risk failure. I am now working with a team of faculty members to implement these lessons in a course-based undergraduate research experience in the biochemistry teaching laboratory. Our goal is to seek answers to the question "How do students become scientists?" and to implement those answers with our future students.
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Affiliation(s)
- Paul A Craig
- From the School of Chemistry and Material Science, Rochester Institute of Technology, Rochester, New York 14623
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14
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Irby SM, Pelaez NJ, Anderson TR. How to Identify the Research Abilities That Instructors Anticipate Students Will Develop in a Biochemistry Course-Based Undergraduate Research Experience (CURE). CBE LIFE SCIENCES EDUCATION 2018; 17:es4. [PMID: 29749847 PMCID: PMC5998308 DOI: 10.1187/cbe.17-12-0250] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/14/2023]
Abstract
Course-based undergraduate research experiences (CUREs) have been described in a range of educational contexts. Although various anticipated learning outcomes (ALOs) have been proposed, processes for identifying them may not be rigorous or well documented, which can lead to inappropriate assessment and speculation about what students actually learn from CUREs. In this essay, we offer a user-friendly and rigorous approach based on evidence and an easy process to identify ALOs, namely, a five-step Process for Identifying Course-Based Undergraduate Research Abilities (PICURA), consisting of a content analysis, an open-ended survey, an interview, an alignment check, and a two-tiered Likert survey. The development of PICURA was guided by four criteria: 1) the process is iterative, 2) the overall process gives more insight than individual data sources, 3) the steps of the process allow for consensus across the data sources, and 4) the process allows for prioritization of the identified abilities. To address these criteria, we collected data from 10 participants in a multi-institutional biochemistry CURE. In this essay, we use two selected research abilities to illustrate how PICURA was used to identify and prioritize such abilities. PICURA could be applied to other CUREs in other contexts.
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Affiliation(s)
- Stefan Mark Irby
- Department of Chemistry, Purdue University, West Lafayette, IN 47906
| | - Nancy J. Pelaez
- Department of Biological Sciences, Purdue University, West Lafayette, IN 47906
| | - Trevor R. Anderson
- Department of Chemistry, Purdue University, West Lafayette, IN 47906
- *Address correspondence to: Trevor R. Anderson ()
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