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Avramovska O, Rokop ME. A low-cost cure for CUREs: An undergraduate microbiology course engaging students in authentic research using publicly available datasets. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2024; 52:106-116. [PMID: 37823545 DOI: 10.1002/bmb.21793] [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: 10/17/2022] [Revised: 07/14/2023] [Accepted: 09/26/2023] [Indexed: 10/13/2023]
Abstract
Undergraduate research experiences are key to preparing STEM students for a range of careers and graduate programs, and to impacting retention in STEM. Providing undergraduate research experiences can be challenging for institutions due to the high cost associated with equipment and reagents, lab space, and research mentors. In this study, we present an upper-level microbiology seminar course that does not require these resources, as each student chooses and performs their own research project using data obtained from publicly available datasets. The faculty member provides hands-on instruction and regular feedback to mentor the cohort of students through all stages of their research projects, from honing a research question, to choosing a dataset, to data analysis and visualization. Students build science communication skills through each writing a scientific paper, and creating and presenting a scientific poster. These papers and presentations, along with results from student pre- and post-surveys, demonstrate that students built research and communication skills, while also building their confidence and interest in science careers. To access this research experience, students only need to register for this course; no application or selection is required, and no prior research experience is expected. The use of publicly available data makes this course a low-cost way to integrate authentic research projects into the college curriculum, and can be adapted to courses in any discipline. Such "low-cost CUREs" (course-based undergraduate research experiences) can be used to build capacity for undergraduate research experiences that are so crucial to preparing students for opportunities in and beyond college.
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Affiliation(s)
- Ognenka Avramovska
- Curriculum Fellows Program, Harvard Medical School, Boston, Massachusetts, USA
- Department of Genetics, Harvard Medical School, Boston, Massachusetts, USA
| | - Megan E Rokop
- Honors College, University of Massachusetts Boston, Boston, Massachusetts, USA
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Forte NR, Veasey VN, Christie BJ, Carter A, Hanks MA, Holderfield A, Houston T, Challa AK, Turner AN. Engaging students in a genetics course-based undergraduate research experience utilizing Caenorhabditis elegans in hybrid learning to explore human disease gene variants. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:e00078-23. [PMID: 38108007 PMCID: PMC10720527 DOI: 10.1128/jmbe.00078-23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/24/2023] [Accepted: 10/13/2023] [Indexed: 12/19/2023]
Abstract
Genetic analysis in model systems using bioinformatic approaches provides a rich context for a concrete and conceptual understanding of gene structure and function. With the intent to engage students in research and explore disease biology utilizing the nematode Caenorhabditis elegans model, we developed a semester-long course-based undergraduate research experience (CURE) in a hybrid (online/in-person) learning environment-the gene-editing and evolutionary nematode exploration CURE (GENE-CURE). Using a combination of bioinformatic and molecular genetic tools, students performed structure-function analysis of disease-associated variants of uncertain significance (VUS) in human orthologs. With the aid of a series of workshop-style research sessions, students worked in teams of two to six members to identify a conserved VUS locus across species and design and test a polymerase chain reaction-based assay for targeted editing of a gene in the nematode and downstream genotyping. Research session discussions, responsible conduct of research training, electronic laboratory notebook, project reports, quizzes, and group poster presentations at a research symposium were assessed for mastery of learning objectives and research progress. Self-reflections were collected from students to assess engagement, science identity, and science efficacy. Qualitative analysis of these reflections indicated several gains suggesting that all students found many aspects of the GENE-CURE rewarding (learning process of research, self-confidence in research and science identity, and personal interest) and challenging (iterative research and failure, time management, COVID-19 pandemic, and life issues).
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Affiliation(s)
- Natalie R. Forte
- Department of Biology, Jacksonville State University, Jacksonville, Alabama, USA
| | - Virginia N. Veasey
- Department of Biology, Jacksonville State University, Jacksonville, Alabama, USA
| | - Bethany J. Christie
- Department of Psychology, Jacksonville State University, Jacksonville, Alabama, USA
| | - Amira Carter
- Department of Biology, Jacksonville State University, Jacksonville, Alabama, USA
| | - Marli A. Hanks
- Department of Secondary Education, Jacksonville State University, Jacksonville, Alabama, USA
| | - Alan Holderfield
- Department of Secondary Education, Jacksonville State University, Jacksonville, Alabama, USA
| | - Taylor Houston
- Department of Secondary Education, Jacksonville State University, Jacksonville, Alabama, USA
| | - Anil K. Challa
- Department of Biology, University of Alabama at Birmingham, Birmingham, Alabama, USA
- Department of Life Sciences, Shiv Nadar University, Delhi, National Capital Region, India
| | - Ashley N. Turner
- Department of Biology, Jacksonville State University, Jacksonville, Alabama, USA
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Joyner JL, Parks ST. Scaffolding STEM Literacy Assignments To Build Greater Competence in Microbiology Courses. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:00218-22. [PMID: 37089233 PMCID: PMC10117107 DOI: 10.1128/jmbe.00218-22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/16/2022] [Accepted: 01/08/2023] [Indexed: 05/03/2023]
Abstract
Different approaches can be used to impart science, technology, engineering, and math (STEM) literacy among undergraduates and thus can be modified to support various scientific concepts and course objectives. In comparable microbiology-related courses, scaffolded assignments to improve STEM literacy through data, information, and communication analysis skills were developed using the ASM Curriculum Guidelines and the Microbiology Course Inventory (MCI) to structure the course and assignments. Examples of such assignments included a meta-analysis using literature and bioinformatics, as well as a public data presentation and an epidemiological model based on current events. To evaluate the effectiveness of such approaches, assignment components were aligned to determine whether the activities reinforced the MCI concepts. Comparison of pre- and postcourse data indicated relative strengths (and weaknesses) addressed by scaffolded STEM literacy pedagogy. These efforts also contribute to a department-wide initiative to enhance career readiness and implementation of course assessments. Future goals are to broaden the integration of assignment components to other microbiology-related courses and have longitudinal assessment.
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