1
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Goodwin EC, Gin LE, Aeschliman A, Afoakwa AK, Allred BA, Avalle ST, Bell A, Berkheimer J, Brzezinski H, Campos R, Emerson H, Hess SC, Montelongo AM, Noshirwani N, Shelton WL, Valdez EM, White J, White Q, Wittekind E, Cooper KM, Brownell SE. Who is Represented in the Research on Undergraduate Research Experiences in the Natural Sciences? A Review of Literature. CBE LIFE SCIENCES EDUCATION 2024; 23:ar28. [PMID: 38805586 DOI: 10.1187/cbe.23-07-0137] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2024]
Abstract
Positive outcomes from undergraduate research experiences (UREs) have resulted in calls to broaden and diversify participation in research. However, we have little understanding of what demographics are reported and considered in the analyses of student outcomes from UREs. Without this information, it is impossible to assess whether participation in UREs has been diversified and how outcomes may vary by participant identity. Through a comprehensive literature search, we systematically identified 147 peer-reviewed research articles on student participation in UREs in the natural sciences, published between 2014 and 2020. We coded each paper to document which student demographic variables are reported and considered in analyses. The majority (88%) of articles on UREs reported at least one demographic variable and 62% incorporate demographics into their analyses, but demographics beyond gender and race/ethnicity were infrequently considered. Articles on independent research apprenticeships included demographics in their analyses more frequently than studies on course-based undergraduate research experiences (CUREs). Trends in reporting and analyzing demographics did not change from 2014 to 2020. Future efforts to collect these data will help assess whether goals to diversify UREs are being met and inform how to design UREs to meet the needs of diverse student groups.
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Affiliation(s)
- Emma C Goodwin
- Research for Inclusive STEM Education Center, School of Life Sciences, and
| | - Logan E Gin
- Research for Inclusive STEM Education Center, School of Life Sciences, and
| | - Allyson Aeschliman
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - Adwoa Kumi Afoakwa
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - Bryttani A Allred
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - Sarah T Avalle
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - Amanda Bell
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - Jessica Berkheimer
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - Hannah Brzezinski
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - Rachel Campos
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - Hozhoo Emerson
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - Savage Cree Hess
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - Arron M Montelongo
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - Nereus Noshirwani
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - W Levi Shelton
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - Emma M Valdez
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - Jennifer White
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - Quinn White
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - Ehren Wittekind
- The NSF LEAP Scholars, Research for Inclusive STEM Education Center, Arizona State University, Tempe, AZ 85281
| | - Katelyn M Cooper
- Research for Inclusive STEM Education Center, School of Life Sciences, and
| | - Sara E Brownell
- Research for Inclusive STEM Education Center, School of Life Sciences, and
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2
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Borlee GI, Kinkel T, Broeckling B, Borlee BR, Mayo C, Mehaffy C. Upper-level inter-disciplinary microbiology CUREs increase student's scientific self-efficacy, scientific identity, and self-assessed skills. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2024; 25:e0014023. [PMID: 38661401 PMCID: PMC11044633 DOI: 10.1128/jmbe.00140-23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/10/2023] [Accepted: 11/23/2023] [Indexed: 04/26/2024]
Abstract
Course-based undergraduate research experiences (CUREs) provide opportunities for undergraduate students to engage in authentic research and generally increase the participation rate of students in research. Students' participation in research has a positive impact on their science identity and self-efficacy, both of which can predict integration of students in Science, Technology, Engineering, and Math (STEM), especially for underrepresented students. The main goal of this study was to investigate instructor-initiated CUREs implemented as upper-level elective courses in the Biomedical Sciences major. We hypothesized that these CUREs would (i) have a positive impact on students' scientific identity and self-efficacy and (ii) result in gains in students' self-assessed skills in laboratory science, research, and science communication. We used Likert-type surveys developed by Estrada et al. (14) under the Tripartite Integration Model of Social Influence to measure scientific identity, self-efficacy, and scientific value orientation. When data from all CUREs were combined, our results indicate that students' self-efficacy and science identity significantly increased after completion. Students' self-assessment of research and lab-related skills was significantly higher after completion of the CUREs. We also observed that prior to participation in the CUREs, students' self-assessment of molecular and bioinformatic skills was low, when compared with microbiological skills. This may indicate strengths and gaps in our curriculum that could be explored further.
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Affiliation(s)
- Grace I. Borlee
- Department of Microbiology, Immunology and Pathology, Colorado State University, Fort Collins, Colorado, USA
| | - Traci Kinkel
- Department of Microbiology, Immunology and Pathology, Colorado State University, Fort Collins, Colorado, USA
| | - Bettina Broeckling
- Department of Microbiology, Immunology and Pathology, Colorado State University, Fort Collins, Colorado, USA
| | - Bradley R. Borlee
- Department of Microbiology, Immunology and Pathology, Colorado State University, Fort Collins, Colorado, USA
| | - Christie Mayo
- Department of Microbiology, Immunology and Pathology, Colorado State University, Fort Collins, Colorado, USA
| | - Carolina Mehaffy
- Department of Microbiology, Immunology and Pathology, Colorado State University, Fort Collins, Colorado, USA
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3
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Shortlidge EE, Kern AM, Goodwin EC, Olimpo JT. Preparing Teaching Assistants to Facilitate Course-based Undergraduate Research Experiences (CUREs) in the Biological Sciences: A Call to Action. CBE LIFE SCIENCES EDUCATION 2023; 22:es4. [PMID: 37816213 PMCID: PMC10756030 DOI: 10.1187/cbe.22-09-0183] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/20/2022] [Revised: 06/22/2023] [Accepted: 07/31/2023] [Indexed: 10/12/2023]
Abstract
Course-based undergraduate research experiences (CUREs) offer an expanding avenue to engage students in real-world scientific practices. Increasingly, CUREs are instructed by graduate teaching assistants (TAs), yet TAs may be underprepared to facilitate and face unique barriers when teaching CUREs. Consequently, unless TAs are provided professional development (PD) and resources to teach CUREs effectively, they and their students may not reap the assumed benefits of CURE instruction. Here, we describe three perspectives - that of the CURE TA, the CURE designer/facilitator, and the CURE student - that are collectively intended to inform the development of tentative components of CURE TA PD. We compare these perspectives to previous studies in the literature in an effort to identify commonalities across all sources and offer potential insights for advancing CURE TA PD efforts across a diversity of institutional environments. We propose that the most effective CURE TA PD programs will promote the use of CURE-specific instructional strategies as benchmarks for guiding change in teaching practices and should focus on three major elements: 1) enhancement of research and teaching acumen, 2) development of effective and inclusive mentoring practices, and 3) identification and understanding of the factors that make CUREs a unique learning experience.
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Affiliation(s)
| | - Amie M. Kern
- Department of Biological Sciences, The University of Texas at El Paso, El Paso, TX 79968
| | - Emma C. Goodwin
- Department of Biology, Portland State University, Portland, OR 97201
- School of Life Sciences, Arizona State University, Tempe, AZ 85281
| | - Jeffrey T. Olimpo
- Department of Biological Sciences, The University of Texas at El Paso, El Paso, TX 79968
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4
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Bradshaw L, Vernon J, Schmidt T, James T, Zhang J, Archbold H, Cadigan K, Wolfe JP, Goldberg D. Influence of CUREs on STEM retention depends on demographic identities. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:e00225-22. [PMID: 38108006 PMCID: PMC10720564 DOI: 10.1128/jmbe.00225-22] [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: 11/25/2022] [Accepted: 09/07/2023] [Indexed: 12/19/2023]
Abstract
Research has shown that undergraduate research experiences can have substantive effects on retaining students in science, technology, engineering and mathematics (STEM). However, it is impossible to provide individual research experiences for every undergraduate student, especially at large universities. Course-based undergraduate research experiences (CUREs) have become a common approach to introduce large numbers of students to research. We investigated whether a one-semester CURE that replaced a traditional introductory biology laboratory course could increase retention in STEM as well as intention to remain in STEM, if the results differed according to demography, and investigated the possible motivational factors that might mediate such an effect. Under the umbrella of the Authentic Research Connection (ARC) program, we used institutional and survey data from nine semesters and compared ARC participants to non-participants, who applied to ARC but either were not randomly selected or were selected but chose not to enroll in an ARC section. We found that ARC had significant effects on demographic groups historically less likely to be retained in STEM: ARC participation resulted in narrowing the gaps in graduation rates in STEM (first vs continuing-generation college students) and in intention to major in STEM [females vs males, Persons Excluded because of Ethnicity or Race (PEERs) vs non-PEERs]. These disproportionate boosts in intending STEM majors among ARC students coincide with their reporting a greater sense of student cohesiveness, retaining more interest in biology, and commenting more frequently that the course provided a useful/valuable learning experience. Our results indicate that CUREs can be a valuable tool for eliminating inequities in STEM participation, and we make several recommendations for further research.
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Affiliation(s)
- Lisa Bradshaw
- Department of Ecology and Evolutionary Biology, University of Michigan, Ann Arbor, Michigan, USA
| | - Julianne Vernon
- Dean’s Office, School of Engineering, Vanderbilt University, Nashville, Tennessee, USA
| | - Thomas Schmidt
- Department of Ecology and Evolutionary Biology, University of Michigan, Ann Arbor, Michigan, USA
- Division of Infectious Diseases, Department of Internal Medicine, University of Michigan, Ann Arbor, Michigan, USA
| | - Timothy James
- Department of Ecology and Evolutionary Biology, University of Michigan, Ann Arbor, Michigan, USA
| | - Jianzhi Zhang
- Department of Ecology and Evolutionary Biology, University of Michigan, Ann Arbor, Michigan, USA
| | - Hilary Archbold
- Department of Molecular, Cellular and Developmental Biology, University of Michigan, Ann Arbor, Michigan, USA
| | - Kenneth Cadigan
- Department of Molecular, Cellular and Developmental Biology, University of Michigan, Ann Arbor, Michigan, USA
| | - John P. Wolfe
- Chemistry Department, University of Michigan, Ann Arbor, Michigan, USA
| | - Deborah Goldberg
- Department of Ecology and Evolutionary Biology, University of Michigan, Ann Arbor, Michigan, USA
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5
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Goodwin EC, Shapiro C, Freise AC, Toven-Lindsey B, Moberg Parker J. Synthesizing Research Narratives to Reveal the Big Picture: a CREATE(S) Intervention Modified for Journal Club Improves Undergraduate Science Literacy. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:e00055-23. [PMID: 37614891 PMCID: PMC10443313 DOI: 10.1128/jmbe.00055-23] [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: 03/28/2023] [Accepted: 04/27/2023] [Indexed: 08/25/2023]
Abstract
Communicating science effectively is an essential part of the development of science literacy. Research has shown that introducing primary scientific literature through journal clubs can improve student learning outcomes, including increased scientific knowledge. However, without scaffolding, students can miss more complex aspects of science literacy, including how to analyze and present scientific data. In this study, we apply a modified CREATE(S) process (Concept map the introduction, Read methods and results, Elucidate hypotheses, Analyze data, Think of the next Experiment, and Synthesis map) to improve students' science literacy skills, specifically their understanding of the process of science and their ability to use narrative synthesis to communicate science. We tested this hypothesis using a retrospective quasi-experimental study design in upper-division undergraduate courses. We compared learning outcomes for CREATES intervention students to those for students who took the same courses before CREATES was introduced. Rubric-guided, direct evidence assessments were used to measure student gains in learning outcomes. Analyses revealed that CREATES intervention students versus the comparison group demonstrated improved ability to interpret and communicate primary literature, especially in the methods, hypotheses, and narrative synthesis learning outcome categories. Through a mixed-methods analysis of a reflection assignment completed by the CREATES intervention group, students reported the synthesis map as the most frequently used step in the process and highly valuable to their learning. Taken together, the study demonstrates how this modified CREATES process can foster scientific literacy development and how it could be applied in science, technology, engineering, and math journal clubs.
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Affiliation(s)
- Emma C. Goodwin
- School of Life Sciences, Arizona State University, Tempe, Arizona, USA
| | - Casey Shapiro
- Center for Educational Assessment, Center for the Advancement of Teaching, Division of Undergraduate Education, University of California Los Angeles, Los Angeles, California, USA
| | - Amanda C. Freise
- Department of Microbiology, Immunology & Molecular Genetics, University of California Los Angeles, Los Angeles, California, USA
| | - Brit Toven-Lindsey
- Center for Educational Assessment, Center for the Advancement of Teaching, Division of Undergraduate Education, University of California Los Angeles, Los Angeles, California, USA
| | - Jordan Moberg Parker
- Department of Microbiology, Immunology & Molecular Genetics, University of California Los Angeles, Los Angeles, California, USA
- Department of Biomedical Science, Kaiser Permanente Bernard J. Tyson School of Medicine, Pasadena, California, USA
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6
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Jackson A, Henry S, Jackman KM, Jones L, Kamangar F, Koissi N, Mehravaran S, Oni A, Perrino C, Sheikhattari P, Whitney E, Hohmann CF. A Student-Centered, Entrepreneurship Development (ASCEND) Undergraduate Summer Research Program: Foundational Training for Health Research. CBE LIFE SCIENCES EDUCATION 2023; 22:ar13. [PMID: 36791147 PMCID: PMC10074269 DOI: 10.1187/cbe.21-11-0314] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/09/2021] [Revised: 10/31/2022] [Accepted: 12/16/2022] [Indexed: 06/18/2023]
Abstract
Increasing the participation of students of African descent and other minoritized populations in the scientific workforce is imperative in generating a more equitable biomedical research infrastructure and increasing national research creativity and productivity. Undergraduate research training programs have shown to be essential tools in retaining underrepresented minority (URM) students in the sciences and attracting them into STEM and biomedical careers. This paper describes an innovative approach to harness students' entrepreneurial desire for autonomy and creativity in a Summer Research Institute (SRI) that has served as an entry point into a multiyear, National Institutes of Health Building Infrastructure Leading to Diversity (NIH BUILD)-funded research training program. The SRI was designed as an 8-week, student-centered and course-based research model in which students select their own research topics. We test here the effects of SRI training on students' science self-efficacy and science identity, along with several other constructs often associated with academic outcomes in the sciences. The data shown here comprise analysis of four different training cohorts throughout four subsequent summers. We show significant gains in students' science self-efficacy and science identity at the conclusion of SRI training, as well as academic adjustment and sense of belonging. SRI participants also displayed substantially improved retention in their science majors and graduation rates.
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Affiliation(s)
- Avis Jackson
- Center for Predictive Analytics, Psychology Department, College of Liberal Arts, Morgan State University, Baltimore, MD 21251
| | - Sherita Henry
- Department of Nursing, Hood College, Frederick, MD 21701
| | - Kevon M. Jackman
- Adolescent and Young Adult Medicine, Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, MD 21205
| | - Laundette Jones
- Department of Epidemiology and Public Health and Department of Pharmacology, University of Maryland School of Medicine, Baltimore, MD 21201
| | - Farin Kamangar
- Division of Research and Economic Development, Morgan State University, Baltimore, MD 21251
| | - Niangoran Koissi
- Department of Chemistry, School of Computer, Mathematical and Natural Science (SCMNS), Morgan State University, Baltimore, MD 21251
| | - Shiva Mehravaran
- ASCEND Center for Biomedical Research, Morgan State University, Baltimore, MD 21251
| | - Akinyele Oni
- Department of Biology, School of Computer, Mathematical and Natural Science (SCMNS), Morgan State University, Baltimore, MD 21251
| | - Carroll Perrino
- Department of Psychology, College of Liberal Arts, Morgan State University, Baltimore, MD 21251
| | - Payam Sheikhattari
- Department of Public Health, Morgan State University and ASCEND Center for Biomedical Research, Morgan State University, Baltimore, MD 21251
| | - Erika Whitney
- Department of Biology, School of Computer, Mathematical and Natural Science (SCMNS), Morgan State University, Baltimore, MD 21251
| | - Christine F. Hohmann
- ASCEND Center for Biomedical Research, Morgan State University, Baltimore, MD 21251
- Department of Biology, School of Computer, Mathematical and Natural Science (SCMNS), Morgan State University, Baltimore, MD 21251
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7
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Beheshtian C, Garcia VE, Zhu-Hui Ng T, Alkhatib S, Quang E, Cho KJ, Nguyen TD, Le DN, Kadandale P. Does exposure to research experiences have different learning outcomes than prior exposure to lab techniques in non-research settings? BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2023; 51:180-188. [PMID: 36606555 DOI: 10.1002/bmb.21707] [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: 08/05/2021] [Revised: 07/19/2022] [Accepted: 12/20/2022] [Indexed: 06/17/2023]
Abstract
A large body of literature has established the benefits of undergraduate research experiences via the traditional apprenticeship model. More recently, several studies have shown that many of these benefits can be recapitulated in course-based undergraduate research experiences (CUREs) that are more scalable and easier for students to participate in, compared to the apprenticeship-based research experiences. Many Biology curricula also incorporate more traditional laboratory courses, where students learn to use common laboratory techniques through guided exercises with known outcomes. Indeed, many programs across the nation provide such programs or courses for students early in their careers, with a view toward increasing student interest and engagement in Biology. While there is general consensus that all lab experiences have some benefits for students, very few studies have examined whether either research experiences or learning biological techniques in more traditional lab courses directly impacts student performance in lecture courses. Here, we show that prior familiarity with laboratory techniques does not improve student performance in a lecture course, even if these techniques are directly related to content being taught in the course. However, having prior research experience improves performance in the course, irrespective of whether the research experience included the use of course-related laboratory techniques.
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Affiliation(s)
- Cheyenne Beheshtian
- Molecular biology and Biochemistry, University of California Irvine, Irvine, California, USA
| | - Vanessa Elena Garcia
- Molecular biology and Biochemistry, University of California Irvine, Irvine, California, USA
| | - Tiffany Zhu-Hui Ng
- Molecular biology and Biochemistry, University of California Irvine, Irvine, California, USA
| | - Sarah Alkhatib
- Molecular biology and Biochemistry, University of California Irvine, Irvine, California, USA
| | - Erica Quang
- Molecular biology and Biochemistry, University of California Irvine, Irvine, California, USA
| | - Kira Jinju Cho
- Molecular biology and Biochemistry, University of California Irvine, Irvine, California, USA
| | - Timothy Duy Nguyen
- Molecular biology and Biochemistry, University of California Irvine, Irvine, California, USA
| | - Dustin Nguyen Le
- Molecular biology and Biochemistry, University of California Irvine, Irvine, California, USA
| | - Pavan Kadandale
- Molecular biology and Biochemistry, University of California Irvine, Irvine, California, USA
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8
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Cortes JA, Swanson CI. Using Drosophila Oogenesis in the Classroom to Increase Student Participation in Biomedical Research. Methods Mol Biol 2023; 2626:381-398. [PMID: 36715917 DOI: 10.1007/978-1-0716-2970-3_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/31/2023]
Abstract
Students that participate in undergraduate research benefit in multiple ways, including improved learning outcomes, increased enthusiasm for science, technology, engineering, and mathematics (STEM) fields, and increased likelihood of continuation into a STEM career. These benefits are even more pronounced for students that are traditionally under-represented in STEM, although these students often face barriers to participation in traditional apprenticeship-style research experiences. Course-based undergraduate research experiences (CUREs) are a promising and increasingly popular approach to increase undergraduate participation in research in a way that is inclusive of all students. Here, we describe how Drosophila oogenesis can be used as the basis for CUREs in a wide variety of courses. We provide an overview of our own oogenesis-based CURE, as well as suggestions for how this CURE could be adapted to accommodate a variety of schedules, course sizes, and institution types. Our goal is to simplify the process for CURE implementation in the hopes that a greater number of instructors choose to implement a CURE in their own courses.
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9
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DeChenne-Peters SE, Rakus JF, Parente AD, Mans TL, Eddy R, Galport N, Koletar C, Provost JJ, Bell JE, Bell JK. Length of course-based undergraduate research experiences (CURE) impacts student learning and attitudinal outcomes: A study of the Malate dehydrogenase CUREs Community (MCC). PLoS One 2023; 18:e0282170. [PMID: 36893201 PMCID: PMC9997910 DOI: 10.1371/journal.pone.0282170] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2022] [Accepted: 02/08/2023] [Indexed: 03/10/2023] Open
Abstract
Course-based undergraduate research experiences (CUREs) are laboratory courses that integrate broadly relevant problems, discovery, use of the scientific process, collaboration, and iteration to provide more students with research experiences than is possible in individually mentored faculty laboratories. Members of the national Malate dehydrogenase CUREs Community (MCC) investigated the differences in student impacts between traditional laboratory courses (control), a short module CURE within traditional laboratory courses (mCURE), and CUREs lasting the entire course (cCURE). The sample included approximately 1,500 students taught by 22 faculty at 19 institutions. We investigated course structures for elements of a CURE and student outcomes including student knowledge, student learning, student attitudes, interest in future research, overall experience, future GPA, and retention in STEM. We also disaggregated the data to investigate whether underrepresented minority (URM) outcomes were different from White and Asian students. We found that the less time students spent in the CURE the less the course was reported to contain experiences indicative of a CURE. The cCURE imparted the largest impacts for experimental design, career interests, and plans to conduct future research, while the remaining outcomes were similar between the three conditions. The mCURE student outcomes were similar to control courses for most outcomes measured in this study. However, for experimental design, the mCURE was not significantly different than either the control or cCURE. Comparing URM and White/Asian student outcomes indicated no difference for condition, except for interest in future research. Notably, the URM students in the mCURE condition had significantly higher interest in conducting research in the future than White/Asian students.
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Affiliation(s)
- Sue Ellen DeChenne-Peters
- Department of Biology, Georgia Southern University, Savannah, Georgia, United States of America
- * E-mail:
| | - John F. Rakus
- Department of Chemistry, Marshall University, Huntington, West Virginia, United States of America
| | - Amy D. Parente
- Department of Chemistry and Biochemistry, Mercyhurst University, Erie, Pennsylvania, United States of America
| | - Tamara L. Mans
- Department of Biology, North Hennepin Community College, Brooklyn Park, Minnesota, United States of America
| | - Rebecca Eddy
- Cobblestone Evaluation and Applied Research, Inc., La Verne, California, United States of America
| | - Nicole Galport
- Cobblestone Evaluation and Applied Research, Inc., La Verne, California, United States of America
| | - Courtney Koletar
- Cobblestone Evaluation and Applied Research, Inc., La Verne, California, United States of America
| | - Joseph J. Provost
- Department of Chemistry and Biochemistry, University of San Diego, San Diego, California, United States of America
| | - J. Ellis Bell
- Department of Chemistry and Biochemistry, University of San Diego, San Diego, California, United States of America
| | - Jessica K. Bell
- Department of Chemistry and Biochemistry, University of San Diego, San Diego, California, United States of America
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10
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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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11
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Meyer-Pflug AR, Rasslan R, Yassushi Ussami E, de Salles Collet E Silva F, Otoch JP, Bastos Damous SH, Frasson de Souza Montero E, Metidieri Menogozzo CA, Edson Vieira J, Massazo Utiyama E. Which Model Is Better to Teach How to Perform Tube Thoracostomy: Synthetic, Cadaver, or Animal? J Surg Res 2022; 278:240-246. [PMID: 35636199 DOI: 10.1016/j.jss.2022.02.033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2021] [Revised: 02/04/2022] [Accepted: 02/14/2022] [Indexed: 11/28/2022]
Abstract
INTRODUCTION The lack of standardized skill training reported by medical students in performing tube thoracostomies may be associated with higher complications. The ideal training model is yet to be determined. This study sought to evaluate three different models. METHODS Between 2015 and 2017, 204 last-year medical students of Universidade de São Paulo with no prior training in tube thoracostomy were randomized into three groups: cadaver, pig, and synthetic models. All groups performed 1-d tube thoracostomy hands-on training and a 40-min theoretical class. The knowledge acquisition was measured by a comparison between a theoretical test before and 3 wk after the class, and the skills improvement was evaluated by a comparison between the skills test on the same day of the hands-on training and another after 24 wk (the retention skill test). A questionnaire was submitted to evaluate their satisfaction rate and self-reported confidence, as per a Likert scale. RESULTS The theoretical post-test score was higher compared to the pretest score in all groups (P < 0.001). The retention skills test in the cadaver and synthetic groups decreased compared to the skills test (P = 0.01 and P = 0.007, respectively). There was no difference between the groups either in the theoretical test or in the skills test. Student satisfaction was higher in the cadaver and pig groups. The confidence perception increased in all groups after the training. CONCLUSIONS The models used for tube thoracostomy training appear to have a similar impact on skills retention, knowledge acquisition, and confidence. Although the satisfaction rate is lower for the synthetic model, it has no biological risk or ethical issues and is more feasible.
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Affiliation(s)
| | - Roberto Rasslan
- Hospital das Clínicas from University of São Paulo, São Paulo, Brazil
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12
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Allison AB, York VV, Hoefner DM, Clark ME, Yost MC, Vondrasek JR. Supervised Study: Required Independent Research at a Community College Supports Persistence in Science. CBE LIFE SCIENCES EDUCATION 2022; 21:ar44. [PMID: 35759624 PMCID: PMC9582823 DOI: 10.1187/cbe.21-09-0290] [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: 09/30/2021] [Revised: 03/18/2022] [Accepted: 05/11/2022] [Indexed: 06/15/2023]
Abstract
This study assesses the impacts of the Science program at Piedmont Virginia Community College and its flagship capstone research experience, Supervised Study, through psychosocial perceptions associated with persistence in science and through a comparative analysis of subsequent science bachelor's degree attainment. Supervised Study involves authentic, independent projects, a research methods course and learning community, and one-on-one faculty mentoring. The Persistence in the Sciences survey was used as a repeated-measures instrument in four semesters of Supervised Study. Positive trends were observed for self-efficacy, science identity, community values, and networking, while responses related to project ownership were mixed (n = 13). To contextualize these observations, transfer and bachelor's degree completion rates were analyzed. Students who earn an associate's degree in Science (n = 113 between 2012 and 2019) complete bachelor's degrees at high rates (66.4%). Moreover, they are two to four times more likely to major in physical and natural sciences than their science-oriented peers, who take many of the same courses, with the exception of Supervised Study. Notably, these comparison rates remain consistent between different demographic groups. These findings further describe a model for research at the community college level that supports persistence in undergraduate science for a broad group of students.
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Affiliation(s)
- Anne B. Allison
- Biology Department, Division of Health & Life Sciences, Piedmont Virginia Community College, Charlottesville, VA 22902
| | - Virginia V. York
- Biology Department, Division of Health & Life Sciences, Piedmont Virginia Community College, Charlottesville, VA 22902
| | - Donna M. Hoefner
- Biology Department, Division of Health & Life Sciences, Piedmont Virginia Community College, Charlottesville, VA 22902
| | - Melinda E. Clark
- Biology Department, Division of Health & Life Sciences, Piedmont Virginia Community College, Charlottesville, VA 22902
| | - Marlena C. Yost
- Biology Department, Division of Health & Life Sciences, Piedmont Virginia Community College, Charlottesville, VA 22902
| | - Joanna R. Vondrasek
- Biology Department, Division of Health & Life Sciences, Piedmont Virginia Community College, Charlottesville, VA 22902
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13
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Lanclos VC, Coelho JT, Cleveland CS, Hyer AJ, McCallum MC, Savoie ER, Kosiba S, Thrash JC. A CURE for Physiological Characterization of Bacterioplankton in Liquid Culture. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2022; 23:e00068-22. [PMID: 36061319 PMCID: PMC9429964 DOI: 10.1128/jmbe.00068-22] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/10/2022] [Accepted: 05/18/2022] [Indexed: 06/15/2023]
Abstract
Bacterial characterization is an important aspect of microbiology that includes experimentally determining growth rates, environmental conditions conducive to growth, and the types of energy sources microorganisms can use. Researchers use this information to help understand and predict an organism's ecological distribution and environmental functions. Microbiology students generally conduct bacterial characterization experiments in their coursework; however, they are frequently restricted to model organisms without ecological relevance and already well-studied physiologies. We present a course-based undergraduate research experience (CURE) curriculum to involve students in characterization of previously untested, ecologically relevant aquatic free-living bacteria (bacterioplankton) cultures to identify the usable nutrient substrates, as well as the temperature and salinity ranges conducive to growth. Students use these results to connect their organism's physiology to the isolation environment. This curriculum also exposes students to advanced microbiology methods such as flow cytometry for measuring cell concentrations, teaches them to use the programming language R for data plotting, and emphasizes scientific communication through writing, speaking, poster creation/presentation, and social media. This CURE is an attractive introduction to scientific research and was successfully tested with 187 students in three semesters at two different universities. Students generated reproducible growth data for multiple strains across these different deployments, demonstrating the utility of the curriculum for research support.
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Affiliation(s)
- V. Celeste Lanclos
- Department of Biological Sciences, University of Southern California, Los Angeles, California, USA
| | - Jordan T. Coelho
- Department of Biological Sciences, University of Southern California, Los Angeles, California, USA
| | - Catie S. Cleveland
- Department of Biological Sciences, University of Southern California, Los Angeles, California, USA
| | - Alex J. Hyer
- Department of Biological Sciences, University of Southern California, Los Angeles, California, USA
| | - Mindy C. McCallum
- Department of Biological Sciences, Louisiana State University, Baton Rouge, Louisiana, USA
| | - Emily R. Savoie
- Department of Comparative Biomedical Sciences, Louisiana State University, Baton Rouge, Louisiana, USA
| | - Scott Kosiba
- Department of Biological Sciences, Louisiana State University, Baton Rouge, Louisiana, USA
| | - J. Cameron Thrash
- Department of Biological Sciences, University of Southern California, Los Angeles, California, USA
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Ruhl N, Crumrine P, Oberle J, Richmond C, Thomas S, Wright S. Harnessing the Four‐Dimensional Ecology Education Framework to redesign an introductory ecology course in a changing higher education landscape. Ecosphere 2022. [DOI: 10.1002/ecs2.3857] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022] Open
Affiliation(s)
- N. Ruhl
- Department of Biological Sciences Rowan University Glassboro New Jersey 08028 USA
| | - P. Crumrine
- Department of Biological Sciences Rowan University Glassboro New Jersey 08028 USA
- Department of Environmental Science Rowan University Glassboro New Jersey 08028 USA
| | - J. Oberle
- Department of Biological Sciences Rowan University Glassboro New Jersey 08028 USA
- Department of Biology Rutgers University Camden New Jersey 08102 USA
| | - C. Richmond
- Department of Biological Sciences Rowan University Glassboro New Jersey 08028 USA
| | - S. Thomas
- Department of Biological Sciences Rowan University Glassboro New Jersey 08028 USA
| | - S. Wright
- Department of Biological Sciences Rowan University Glassboro New Jersey 08028 USA
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Diaz-Martinez LA, Hernandez AA, D’Arcy CE, Corral S, Bhatt JM, Esparza D, Rosenberg M, Olimpo JT. Current Approaches for Integrating Responsible and Ethical Conduct of Research (RECR) Education into Course-based Undergraduate Research Experiences: A National Assessment. CBE LIFE SCIENCES EDUCATION 2021; 20:ar38. [PMID: 34241537 PMCID: PMC8715818 DOI: 10.1187/cbe.20-08-0179] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
Course-based undergraduate research experiences (CUREs), which often engage students as early as freshman year, have become increasingly common in biology curricula. While many studies have highlighted the benefits of CUREs, little attention has been paid to responsible and ethical conduct of research (RECR) education in such contexts. Given this observation, we adopted a mixed methods approach to explore the extent to which RECR education is being implemented and assessed in biological sciences CUREs nationwide. Survey and semistructured interview data show a general awareness of the importance of incorporating RECR education into CUREs, with all respondents addressing at least one RECR topic in their courses. However, integration of RECR education within the CURE environment primarily focuses on the application of RECR during research practice, often takes the form of corrective measures, and appears to be rarely assessed. Participants reported lack of time and materials as the main barriers to purposeful inclusion of RECR education within their courses. These results underscore a need for the CURE community to develop resources and effective models to integrate RECR education into biology CUREs.
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Affiliation(s)
- Laura A. Diaz-Martinez
- Campus Office of Undergraduate Research Initiatives (COURI), University of Texas at El Paso, El Paso, TX 79968
- Department of Biological Sciences, University of Texas at El Paso, El Paso, TX 79968
- Department of Biology (current address), Gonzaga University, Spokane, WA 99258
| | - Aimee A. Hernandez
- Department of Biological Sciences, University of Texas at El Paso, El Paso, TX 79968
| | - Christina E. D’Arcy
- Department of Biological Sciences, University of Texas at El Paso, El Paso, TX 79968
| | - Stephanie Corral
- Department of Biological Sciences, University of Texas at El Paso, El Paso, TX 79968
| | - Jay M. Bhatt
- Department of Pharmacology, School of Medicine, Creighton University, Omaha, NE 68178
| | - David Esparza
- Department of Biological Sciences, University of Texas at El Paso, El Paso, TX 79968
- Department of Ecology and Evolutionary Biology (current address), Cornell University, Ithaca, NY 14850
| | - Martina Rosenberg
- Department of Biochemistry and Molecular Biology, University of New Mexico, Albuquerque, NM 87131
| | - Jeffrey T. Olimpo
- Department of Biological Sciences, University of Texas at El Paso, El Paso, TX 79968
- *Address correspondence to: Jeffrey T. Olimpo ()
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Lo SM, Le BD. Student Outcomes From a Large-Enrollment Introductory Course-Based Undergraduate Research Experience on Soil Microbiomes. Front Microbiol 2021; 12:589487. [PMID: 34385980 PMCID: PMC8353364 DOI: 10.3389/fmicb.2021.589487] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2020] [Accepted: 07/07/2021] [Indexed: 11/13/2022] Open
Abstract
In recent years, national reports have called for undergraduate laboratory education that engages students in authentic research experiences. As a result, a number of course-based undergraduate research experiences (CUREs) have been developed in biological sciences and some specifically in microbiology. Students benefit from CUREs much like in traditional mentored research experiences, where students carry out independent projects in faculty laboratories. These benefits include increased self-efficacy in research skills, enhanced identification as scientists, and higher graduation rates in science, technology, engineering, and mathematics majors. Because mentored research experiences are not readily available to every student, CUREs represent a potential mechanism to democratize the research experience by providing such opportunities to all students. However, many of existing CUREs described in the literature are designed for advanced undergraduates or are limited to a small number of students. Here, we report student outcomes from a large-enrollment introductory CURE on soil microbiomes that engages students in a real-world context with microbiology. In pre- and post-course surveys, students reported significant gains in self-efficacy on a number of research skills. These results are triangulated with post-course survey data on project ownership, sense of community, and CURE design elements such as collaboration, iteration, discovery, and relevance.
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Affiliation(s)
- Stanley M. Lo
- Section of Cell and Developmental Biology, University of California, San Diego, La Jolla, CA, United States
- Division of Biological Sciences, University of California, San Diego, La Jolla, CA, United States
- Program in Mathematics and Science Education, University of California, San Diego, La Jolla, CA, United States
| | - Bryan D. Le
- Division of Biological Sciences, University of California, San Diego, La Jolla, CA, United States
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Peyton BM, Skorupa DJ. Integrating CUREs in Ongoing Research: Undergraduates as Active Participants in the Discovery of Biodegrading Thermophiles. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2021; 22:jmbe00102-21. [PMID: 34594470 PMCID: PMC8457424 DOI: 10.1128/jmbe.00102-21] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/23/2020] [Accepted: 03/16/2021] [Indexed: 05/24/2023]
Abstract
Research-based courses are a powerful way to engage undergraduates in the scientific process while simultaneously teaching participants relevant laboratory, analysis, and scientific communication skills. In most programs, students conduct a simulated project which effectively improves student conceptions of scientific thinking but does not produce research-quality data. The course described here delivered an authentic research experience by assigning undergraduates an objective from an active grant-funded project. Participants contributed to research aimed at culturing biodegrading thermophiles from hot springs in Yellowstone National Park. Students participated in a backcountry field experience, collecting environmental samples of their choosing and determining appropriate culturing conditions. Following high-temperature incubations, 16S rRNA gene sequencing identified enriched microbial populations, with analytical and microscopy methods tracking degradation and growth. Importantly, several teams successfully cultivated thermophilic plastic-degrading consortia. Student learning was assessed using several methods, including grade distributions on assignments and statistical comparisons of pre- and posttests. A consistent and, in most cases, statistically significant increase was observed in the students' posttest scores. The grade distribution on summative assessments also suggests that students achieved the desired learning outcomes. Student perceptions of their learning and experience gains were high, with participants reporting improvements in components emphasized in the research activities. Overall, the findings highlight how involving undergraduates in real-world research projects can enhance student interest and ownership of scientific research, along with contributing quality data that inform active studies.
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Affiliation(s)
- Brent M. Peyton
- Department of Chemical and Biological Engineering, Montana State University, Bozeman, Montana, USA
- Thermal Biology Institute, Montana State University, Bozeman, Montana, USA
| | - Dana J. Skorupa
- Department of Chemical and Biological Engineering, Montana State University, Bozeman, Montana, USA
- Thermal Biology Institute, Montana State University, Bozeman, Montana, USA
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18
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Tripepi M, Landberg T. Undergraduate Research in the Time of COVID-19: A Remote Imaging Protocol for Physically Distanced Students Studying Wildlife. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2021; 22:jmbe-22-31. [PMID: 33884072 PMCID: PMC8012043 DOI: 10.1128/jmbe.v22i1.2485] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/13/2020] [Accepted: 01/04/2021] [Indexed: 06/12/2023]
Abstract
The COVID-19 pandemic has shuttered many university research labs because campuses are closed, and faculty and students lack productive ways of working remotely. This presents major difficulties for students who need research opportunities to fulfill their intellectual growth potential and their undergraduate research and thesis requirements. Without research experiences, undergraduates may be less competitive for future jobs and graduate programs. Similarly, faculty need research avenues to advance their academic careers while maintaining physically distant protocols. We outline here a budget-friendly, COVID-friendly, adaptable protocol that aims to introduce students to the wildlife research opportunities surrounding their campus or home through observation and literature research. Student researchers learn the scientific method by getting first-hand experience with an original research project. The pedagogical goals include designing a study: defining a question or proposing a hypothesis, collecting, organizing, and analyzing data, and sharing results in the form of posters, theses, informal educational materials, and scientific publications. This protocol is flexible to allow for different budgets, opportunities, and constraints. The researchers monitor different locations using trail cameras to determine which species are present around campus or even students' homes. During the COVID-19 pandemic, when it is likely there will be few in-person meetings, this protocol offers students the opportunity to carry out research with limited or no in-person meetings, and it can be run remotely by sharing the data collected. In this paper, we provide instructions, details, and student handouts for instructors to help implement this research project.
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Affiliation(s)
- Manuela Tripepi
- Thomas Jefferson University, College of Life Sciences, Philadelphia, PA 19144
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19
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Sun E, Graves ML, Oliver DC. Propelling a Course-Based Undergraduate Research Experience Using an Open-Access Online Undergraduate Research Journal. Front Microbiol 2020; 11:589025. [PMID: 33329466 PMCID: PMC7719674 DOI: 10.3389/fmicb.2020.589025] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2020] [Accepted: 11/02/2020] [Indexed: 11/19/2022] Open
Abstract
The University of British Columbia has developed a course-based undergraduate research experience (CURE) that engages students in authentic molecular microbiology research. This capstone course is uniquely built around an open-access online undergraduate research journal entitled Undergraduate Journal of Experimental Microbiology and Immunology (UJEMI). Students work in teams to derive an original research question, formulate a testable hypothesis, draft a research proposal, carry out experiments in the laboratory, and publish their results in UJEMI. The CURE operates in a feed forward manner whereby student-authored UJEMI publications drive research questions in subsequent terms of the course. Progress toward submission of an original manuscript is scaffolded using a series of communication assignments which facilitate formative development. We present a periodic model of our CURE that guides students through a research cycle. We review two ongoing course-based projects to highlight how UJEMI publications prime new research questions in the course. A journal-driven CURE represents a broadly applicable pedagogical tool that immerses students in the process of doing science.
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Affiliation(s)
- Evelyn Sun
- Department of Microbiology and Immunology, University of British Columbia, Vancouver, BC, Canada
| | - Marcia L Graves
- Department of Microbiology and Immunology, University of British Columbia, Vancouver, BC, Canada
| | - David C Oliver
- Department of Microbiology and Immunology, University of British Columbia, Vancouver, BC, Canada
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20
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Mitchell K, Ronas J, Dao C, Freise AC, Mangul S, Shapiro C, Moberg Parker J. PUMAA: A Platform for Accessible Microbiome Analysis in the Undergraduate Classroom. Front Microbiol 2020; 11:584699. [PMID: 33123113 PMCID: PMC7573227 DOI: 10.3389/fmicb.2020.584699] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2020] [Accepted: 09/14/2020] [Indexed: 12/22/2022] Open
Abstract
Improvements in high-throughput sequencing makes targeted amplicon analysis an ideal method for the study of human and environmental microbiomes by undergraduates. Multiple bioinformatics programs are available to process and interpret raw microbial diversity datasets, and the choice of programs to use in curricula is largely determined by student learning goals. Many of the most commonly used microbiome bioinformatics platforms offer end-to-end data processing and data analysis using a command line interface (CLI), but the downside for novice microbiome researchers is the steep learning curve often required. Alternatively, some sequencing providers include processing of raw data and taxonomy assignments as part of their pipelines. This, when coupled with available web-based or graphical user interface (GUI) analysis and visualization tools, eliminates the need for students or instructors to have extensive CLI experience. However, lack of universal data formats can make integration of these tools challenging. For example, tools for upstream and downstream analyses frequently use multiple different data formats which then require writing custom scripts or hours of manual work to make the files compatible. Here, we describe a microbial ecology bioinformatics curriculum that focuses on data analysis, visualization, and statistical reasoning by taking advantage of existing web-based and GUI tools. We created the Program for Unifying Microbiome Analysis Applications (PUMAA), which solves the problem of inconsistent files by formatting the output files from several raw data processing programs to seamlessly transition to a suite of GUI programs for analysis and visualization of microbiome taxonomic and inferred functional profiles. Additionally, we created a series of tutorials to accompany each of the microbiome analysis curricular modules. From pre- and post-course surveys, students in this curriculum self-reported conceptual and confidence gains in bioinformatics and data analysis skills. Students also demonstrated gains in biologically relevant statistical reasoning based on rubric-guided evaluations of open-ended survey questions and the Statistical Reasoning in Biology Concept Inventory. The PUMAA program and associated analysis tutorials enable students and researchers with no computational experience to effectively analyze real microbiome datasets to investigate real-world research questions.
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Affiliation(s)
- Keith Mitchell
- Department of Microbiology, Immunology and Molecular Genetics, University of California, Los Angeles, Los Angeles, CA, United States
| | - Jiem Ronas
- Department of Microbiology, Immunology and Molecular Genetics, University of California, Los Angeles, Los Angeles, CA, United States
| | - Christopher Dao
- Department of Microbiology, Immunology and Molecular Genetics, University of California, Los Angeles, Los Angeles, CA, United States
| | - Amanda C Freise
- Department of Microbiology, Immunology and Molecular Genetics, University of California, Los Angeles, Los Angeles, CA, United States
| | - Serghei Mangul
- Department of Clinical Pharmacy, School of Pharmacy, University of Southern California, Los Angeles, CA, United States
| | - Casey Shapiro
- Center for Educational Assessment, Center for the Advancement of Teaching, University of California, Los Angeles, Los Angeles, CA, United States
| | - Jordan Moberg Parker
- Department of Microbiology, Immunology and Molecular Genetics, University of California, Los Angeles, Los Angeles, CA, United States
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21
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Meeting the Needs of A Changing Landscape: Advances and Challenges in Undergraduate Biology Education. Bull Math Biol 2020; 82:60. [PMID: 32399760 DOI: 10.1007/s11538-020-00739-6] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2020] [Accepted: 04/15/2020] [Indexed: 01/05/2023]
Abstract
Over the last 25 years, reforms in undergraduate biology education have transformed the way biology is taught at many institutions of higher education. This has been fueled in part by a burgeoning discipline-based education research community, which has advocated for evidence-based instructional practices based on findings from research. This perspective will review some of the changes to undergraduate biology education that have gained or are currently gaining momentum, becoming increasingly common in undergraduate biology classrooms. However, there are still areas in need of improvement. Although more underrepresented minority students are enrolling in and graduating from biology programs than in the past, there is a need to understand the experiences and broaden participation of other underserved groups in biology and ensure biology classroom learning environments are inclusive. Additionally, although understanding biology relies on understanding concepts from the physical sciences and mathematics, students still rarely connect the concepts they learn from other STEM disciplines to biology. Integrating concepts and practices across the STEM disciplines will be critical for biology graduates as they tackle the biological problems of the twenty-first century.
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Delventhal R, Steinhauer J. A course-based undergraduate research experience examining neurodegeneration in Drosophila melanogaster teaches students to think, communicate, and perform like scientists. PLoS One 2020; 15:e0230912. [PMID: 32282825 PMCID: PMC7153876 DOI: 10.1371/journal.pone.0230912] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2019] [Accepted: 03/11/2020] [Indexed: 01/24/2023] Open
Abstract
As educators strive to incorporate more active learning and inquiry-driven exercises into STEM curricula, Course-based Undergraduate Research Experiences (CUREs) are becoming more common in undergraduate laboratory courses. Here we detail a CURE developed in an upper-level undergraduate genetics course at Yeshiva University, centered on the Drosophila melanogaster ortholog of the human neurodegeneration locus PLA2G6/PARK14. Drosophila PLA2G6 mutants exhibit symptoms of neurodegeneration, such as attenuated lifespan and decreased climbing ability with age, which can be replicated by neuron-specific knockdown of PLA2G6. To ask whether the neurodegeneration phenotype could be caused by loss of PLA2G6 in specific neuronal subtypes, students used GAL4-UAS to perform RNAi knockdown of PLA2G6 in subsets of neurons in the Drosophila central nervous system and measured age-dependent climbing ability. We organized our learning objectives for the CURE into three broad goals of having students think, communicate, and perform like scientists. To assess how well students achieved these goals, we developed a detailed rubric to analyze written lab reports, administered pre- and post-course surveys, and solicited written feedback. We observed striking gains related to all three learning goals, and students reported a high degree of satisfaction. We also observed significantly improved understanding of the scientific method by students in the CURE as compared to the prior year's non-CURE genetics lab students. Thus, this CURE can serve as a template to successfully engage students in novel research, improve understanding of the scientific process, and expose students to the use of Drosophila as a model for human neurodegenerative disease.
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Affiliation(s)
- Rebecca Delventhal
- Department of Genetics and Development, Columbia University Medical Center, New York, New York, United States of America
| | - Josefa Steinhauer
- Department of Biology, Yeshiva College, Yeshiva University, New York, New York, United States of America
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Govindan B, Pickett S, Riggs B. Fear of the CURE: A Beginner's Guide to Overcoming Barriers in Creating a Course-Based Undergraduate Research Experience. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2020; 21:jmbe-21-48. [PMID: 32528607 PMCID: PMC7243983 DOI: 10.1128/jmbe.v21i2.2109] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/18/2020] [Accepted: 04/10/2020] [Indexed: 05/21/2023]
Abstract
Over the past decade, growing evidence has shown that there are many benefits to undergraduate students engaging in scientific research, including increased persistence in pursuing STEM careers and successful outcomes in graduate study. With these benefits in mind, there has been a significant push toward providing research opportunities for students in STEM majors. To address this need, an increasing number of undergraduate courses have been developed to provide students with research experiences in a class setting, also known as course-based undergraduate research experiences, or CUREs. Despite the growing success of these courses, a number of barriers remain that deter faculty from developing and implementing CUREs. Here, we will review the perceived challenges of developing a CURE and provide practical strategies to overcome these challenges.
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Affiliation(s)
- Brinda Govindan
- Department of Biology, San Francisco State University, San Francisco, CA 94132
| | - Sarah Pickett
- Department of Biology, San Francisco State University, San Francisco, CA 94132
- Center for Teaching and Learning, University of California, Berkeley, Berkeley, CA 94720
| | - Blake Riggs
- Department of Biology, San Francisco State University, San Francisco, CA 94132
- Corresponding author. Mailing address: Department of Biology, 1600 Holloway Ave., San Francisco State University, San Francisco, CA 94132. Phone: 415-338-1499. E-mail:
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Malotky MKH, Mayes KM, Price KM, Smith G, Mann SN, Guinyard MW, Veale S, Ksor V, Siu L, Mlo H, Young AJ, Nsonwu MB, Morrison SD, Sudha S, Bernot KM. Fostering Inclusion through an Interinstitutional, Community-Engaged, Course-Based Undergraduate Research Experience. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2020; 21:jmbe-21-31. [PMID: 32431766 PMCID: PMC7195161 DOI: 10.1128/jmbe.v21i1.1939] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/25/2019] [Accepted: 02/25/2020] [Indexed: 05/09/2023]
Abstract
Creation of an inclusive environment requires a culture of equity, justice, value and respect for diverse backgrounds, and opportunities for students to engage with communities while addressing issues in science and society. These tasks are particularly challenging for institutions lacking a diverse population. Here, we demonstrate evidence of a successful model for creating an inclusive environment in an interinstitutional course between a large, public, historically black institution and a small, private, primarily white institution. Because many individuals from underrepresented minority groups tend to value communal goals of working together and helping their communities, we incorporated two high-impact practices of community-engaged learning and course-based undergraduate research experiences (CUREs) focused on health disparities research in neighboring communities. Although the research projects varied each semester, they were linked by their impact on and engagement with the community. Students practiced cultural competency skills in both small group projects within the class and engagement activities in the community. We measured the efficacy of CURE components (novel authentic research, scientific process skills, iteration, collaboration, and broader impact) through a combination of direct and indirect assessments, quantitative and qualitative analysis. More than simply scientific skills, students from both institutions developed lasting interest in working with diverse populations as well as respecting and valuing different backgrounds. This inclusive environment, combined with increased interest in research, suggests that this course could potentially serve as a model for interinstitutional collaborations in creating inclusive environments that support the future success of diverse students, eventually changing the STEM research culture.
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Affiliation(s)
| | - Kayla M. Mayes
- Department of Biology, North Carolina A&T State University, Greensboro, NC 27411
| | - Kailyn M. Price
- Department of Biology, North Carolina A&T State University, Greensboro, NC 27411
| | - Gustavo Smith
- Department of Social Work and Sociology, North Carolina A&T State University, Greensboro, NC 27411
| | - Sherese N. Mann
- Department of Biology, North Carolina A&T State University, Greensboro, NC 27411
| | - Mesha W. Guinyard
- Department of Biology, North Carolina A&T State University, Greensboro, NC 27411
| | - Sarina Veale
- Department of Biological Engineering, North Carolina A&T State University, Greensboro, NC 27411
| | - Vung Ksor
- Department of Peace and Conflict Studies, Guilford College, Greensboro, NC 27410
| | - Lek Siu
- Department of Peace and Conflict Studies, Guilford College, Greensboro, NC 27410
| | - H’Lois Mlo
- Department of Accounting, Guilford College,, Greensboro, NC 27410
| | - Andrew J. Young
- Community Advisory Council, Montagnard Dega Association, Inc.,, Greensboro, NC 27405
| | - Maura B. Nsonwu
- Department of Social Work, North Carolina State University, Raleigh, NC 27695
| | - Sharon D. Morrison
- Department of Public Health Education, University of North Carolina Greensboro, Greensboro, NC 27402
| | - S. Sudha
- Department of Human Development and Family Studies, University of North Carolina Greensboro, Greensboro, NC 27402
| | - Kelsie M. Bernot
- Department of Biology, North Carolina A&T State University, Greensboro, NC 27411
- Corresponding author. Mailing address: North Carolina A&T State University, Barnes 211, 1601 E. Market St., Greensboro, NC 27411. Phone: 336-285-2169. E-mail:
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Krim JS, Coté LE, Schwartz RS, Stone EM, Cleeves JJ, Barry KJ, Burgess W, Buxner SR, Gerton JM, Horvath L, Keller JM, Lee SC, Locke SM, Rebar BM. Models and Impacts of Science Research Experiences: A Review of the Literature of CUREs, UREs, and TREs. CBE LIFE SCIENCES EDUCATION 2019; 18:ar65. [PMID: 31782694 PMCID: PMC6889846 DOI: 10.1187/cbe.19-03-0069] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
In efforts to increase scientific literacy and enhance the preparation of learners to pursue careers in science, there are growing opportunities for students and teachers to engage in scientific research experiences, including course-based undergraduate research experiences (CUREs), undergraduate research experiences (UREs), and teacher research experiences (TREs). Prior literature reviews detail a variety of models, benefits, and challenges and call for the continued examination of program elements and associated impacts. This paper reports a comprehensive review of 307 papers published between 2007 and 2017 that include CURE, URE, and TRE programs, with a special focus on research experiences for K-12 teachers. A research-supported conceptual model of science research experiences was used to develop a coding scheme, including participant demographics, theoretical frameworks, methodology, and reported outcomes. We summarize recent reports on program impacts and identify gaps or misalignments between goals and measured outcomes. The field of biology was the predominant scientific disciplinary focus. Findings suggest a lack of studies explicitly targeting 1) participation and outcomes related to learners from underrepresented populations, 2) a theoretical framework that guides program design and analysis, and, for TREs, 3) methods for translation of research experiences into K-12 instructional practices, and 4) measurement of impact on K-12 instructional practices.
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Affiliation(s)
- Jessica S. Krim
- Curriculum and Instruction, Southern Illinois University, Edwardsville, Edwardsville, IL 62026
- *Address correspondence to: Jessica S. Krim ()
| | - Laleh E. Coté
- Workforce Development & Education, Lawrence Berkeley National Laboratory, Berkeley, CA 94720
- Graduate Group in Science & Mathematics Education, University of California, Berkeley, Berkeley, CA 94720
| | | | - Elisa M. Stone
- CalTeach, University of California, Berkeley, Berkeley, CA 94720
| | - Jessica J. Cleeves
- Center for Science and Mathematics Education, University of Utah, Salt Lake City, UT 84112
| | - Kelly J. Barry
- Biological Sciences, Southern Illinois University, Edwardsville, Edwardsville, IL 62026
| | - Wilella Burgess
- **Evaluation and Research Learning Center, Purdue University, West Lafayette, IN 47907
| | - Sanlyn R. Buxner
- Teaching/Learning and Sociocultural Studies, University of Arizona, Tucson, AZ 85721
| | - Jordan M. Gerton
- Center for Science and Mathematics Education, University of Utah, Salt Lake City, UT 84112
- Department of Physics and Astronomy, University of Utah, Salt Lake City, UT 84112
| | - Lawrence Horvath
- Secondary Education and Center for Science and Math Education, San Francisco State University, San Francisco, CA 94132
| | - John M. Keller
- Fiske Planetarium, Astrophysical and Planetary Sciences, University of Colorado, Boulder, Boulder, CO 80309
| | - Soon Chun Lee
- STEM Education, Wichita State University, Wichita, KS 67260
| | - Sharon M. Locke
- Environmental Sciences and STEM Center for Research, Education, and Outreach, Southern Illinois University, Edwardsville, Edwardsville, IL 62026
| | - Bryan M. Rebar
- STEM CORE, Science, Technology, Engineering, and Math Careers through Outreach, Research, & Education, University of Oregon, Eugene, OR 97403
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Wang JTH, Huston WM, Johanesen P, Lloyd M, Waller KL. A laboratory competency examination in microbiology. FEMS Microbiol Lett 2019; 365:5101428. [PMID: 30239690 DOI: 10.1093/femsle/fny224] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2018] [Accepted: 09/16/2018] [Indexed: 11/12/2022] Open
Abstract
The American Society for Microbiology's curricular guidelines for Introductory Microbiology highlighted key laboratory skills in the isolation, visualization and identification of microorganisms as core learning objectives in the discipline. Since the publication of these guidelines in 2012, there has been a paucity of diagnostic assessment tools in the literature that can be used to assess competencies in the microbiology laboratory. This project aimed to establish a laboratory competency examination for introductory microbiology, with tasks specifically aligned to laboratory skills and learning outcomes outlined in curricular guidelines for microbiology. A Laboratory Competency Examination assessing student skills in light microscopy, Gram-staining, pure culture, aseptic technique, serial dilution, dilution calculations and pipetting was developed at The University of Queensland, Australia. The Laboratory Competency Examination was field-tested in a large introductory microbiology subject (∼400 students), and student performance and learning gains data were collected from 2016 to 2017 to evaluate the validity of the assessment. The resulting laboratory assessment is presented as an endpoint diagnostic tool for assessing laboratory competency that can be readily adapted towards different educational contexts.
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Affiliation(s)
- Jack T H Wang
- School of Chemistry and Molecular Biosciences, The University of Queensland, Brisbane, Queensland 4072, Australia
| | - Wilhelmina M Huston
- School of Life Sciences, Faculty of Science, University of Technology Sydney, Ultimo, New South Wales 2007, Australia
| | - Priscilla Johanesen
- Infection and Immunity Program, Biomedicine Discovery Institute and Department of Microbiology, Monash University, Clayton, Melbourne Victoria 3800, Australia
| | - Megan Lloyd
- School of Medical and Health Sciences, Edith Cowan University, Joondalup, Western Australia 6027, Australia
| | - Karena L Waller
- Department of Microbiology and Immunology, The Peter Doherty Institute for Infection and Immunity, The University of Melbourne, Melbourne, Victoria 3000, Australia
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Oufiero CE. The Organismal Form and Function Lab-Course: A New CURE for a Lack of Authentic Research Experiences in Organismal Biology. Integr Org Biol 2019; 1:obz021. [PMID: 33791536 PMCID: PMC7671133 DOI: 10.1093/iob/obz021] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/17/2023] Open
Abstract
There are many benefits to engaging students in authentic research experiences instead of traditional style lectures and "cookbook" labs. Many Course-based Undergraduate Research Experiences (CUREs) have been developed that provide research experiences to a more inclusive and diverse student body, allow more students to obtain research experiences, and expose students to the scientific process. Most CUREs in the biological sciences focus on cellular and molecular biology, with few being developed in ecology, evolution, and organismal biology. Here, I present a one-semester CURE focused on organismal form and function. The goal of the course was to have students develop their own research questions and hypotheses in relation to invertebrate form and movement, using high-speed cinematography to collect their data. In this paper, I describe the motivation for the course, provide the details of teaching the course, including rubrics for several assignments, the outcomes of the course, caveats, and ways a similar course can be implemented at other institutions. The course was structured to use a scaffolding approach during the first half of the semester to provide the content of form-function relationships and allow students to acquire the laboratory skills to quantify animal movement. The second half of the course focused on student-driven inquiry, with class time dedicated to conducting research. As there is a push to engage more students in research, I hope this course will inspire others to implement similar classes at other universities, providing a network of collaboration on integrative organismal student-driven research.
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Affiliation(s)
- C E Oufiero
- Department of Biological Sciences, Towson University, Towson, MD 21252, USA
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Bloomfield LE, Carver NS, Kelty-Stephen DG. Using Research Agreements to Build Respectful, Publication-Grade Scholarly Relationships in Liberal-Arts Settings. Front Psychol 2019; 10:197. [PMID: 30804851 PMCID: PMC6378294 DOI: 10.3389/fpsyg.2019.00197] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2018] [Accepted: 01/21/2019] [Indexed: 11/23/2022] Open
Affiliation(s)
| | - Nicole S Carver
- Department of Psychology, Grinnell College, Grinnell, IA, United States
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Lee TW, Carpenter BS, Birol O, Katz DJ, Schmeichel KL. The Pipeline CURE: An Iterative Approach to Introduce All Students to Research Throughout a Biology Curriculum. COURSESOURCE 2019; 6:10.24918/cs.2019.29. [PMID: 36874387 PMCID: PMC9983507 DOI: 10.24918/cs.2019.29] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Participation in research provides personal and professional benefits for undergraduates. However, some students face institutional barriers that prevent their entry into research, particularly those from underrepresented groups who may stand to gain the most from research experiences. Course-based undergraduate research experiences (CUREs) effectively scale research availability, but many only last for a single semester, which is rarely enough time for a novice to develop proficiency. To address these challenges, we present the Pipeline CURE, a framework that integrates a single research question throughout a biology curriculum. Students are introduced to the research system - in this implementation, C. elegans epigenetics research - with their first course in the major. After revisiting the research system in several subsequent courses, students can choose to participate in an upper-level research experience. In the Pipeline, students build resilience via repeated exposure to the same research system. Its iterative, curriculum-embedded approach is flexible enough to be implemented at a range of institutions using a variety of research questions. By uniting evidence-based teaching methods with ongoing scientific research, the Pipeline CURE provides a new model for overcoming barriers to participation in undergraduate research.
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Affiliation(s)
- Teresa W Lee
- Department of Cell Biology, School of Medicine, Emory University
| | | | - Onur Birol
- Department of Cell Biology, School of Medicine, Emory University
| | - David J Katz
- Department of Cell Biology, School of Medicine, Emory University
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Bakshi A, Webber AT, Patrick LE, Wischusen W, Thrash C. The CURE for Cultivating Fastidious Microbes. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2019; 20:jmbe-20-10. [PMID: 31160939 PMCID: PMC6508911 DOI: 10.1128/jmbe.v20i1.1635] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/29/2018] [Accepted: 11/15/2018] [Indexed: 05/20/2023]
Abstract
Course-Based Undergraduate Research Experiences (CUREs) expand the scientific educational benefits of research to large groups of students in a course setting. As part of an ongoing effort to integrate CUREs into first-year biology labs, we developed a microbiology CURE (mCURE) that uses a modified dilution-to-extinction high throughput culturing protocol for isolating abundant yet fastidious aquatic bacterioplankton during one semester. Students learn common molecular biology techniques like nucleic acid extraction, PCR, and molecular characterization; read and evaluate scientific literature; and receive training in scientific communication through written and oral exercises that incorporate social media elements. In the first three semesters, the mCUREs achieved similar cultivability success as implementation of the protocol in a standard laboratory setting. Our modular framework facilitates customization of the curriculum for use in multiple settings and we provide classroom exercises, assignments, assessment tools, and examples of student output to assist with implementation.
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Affiliation(s)
| | | | | | | | - Cameron Thrash
- Corresponding author. Mailing address: University of Southern California, Department of Biological Sciences, 3616 Trousdale Pkwy., AHF107, Los Angeles, CA 90089. E-mail:
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Kandlikar GS, Gold ZJ, Cowen MC, Meyer RS, Freise AC, Kraft NJB, Moberg-Parker J, Sprague J, Kushner DJ, Curd EE. ranacapa: An R package and Shiny web app to explore environmental DNA data with exploratory statistics and interactive visualizations. F1000Res 2018; 7:1734. [PMID: 30613396 PMCID: PMC6305237 DOI: 10.12688/f1000research.16680.1] [Citation(s) in RCA: 75] [Impact Index Per Article: 12.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/23/2018] [Indexed: 11/29/2022] Open
Abstract
Environmental DNA (eDNA) metabarcoding is becoming a core tool in ecology and conservation biology, and is being used in a growing number of education, biodiversity monitoring, and public outreach programs in which professional research scientists engage community partners in primary research. Results from eDNA analyses can engage and educate natural resource managers, students, community scientists, and naturalists, but without significant training in bioinformatics, it can be difficult for this diverse audience to interact with eDNA results. Here we present the R package ranacapa, at the core of which is a Shiny web app that helps perform exploratory biodiversity analyses and visualizations of eDNA results. The app requires a taxonomy-by-sample matrix and a simple metadata file with descriptive information about each sample. The app enables users to explore the data with interactive figures and presents results from simple community ecology analyses. We demonstrate the value of ranacapa to two groups of community partners engaging with eDNA metabarcoding results.
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Affiliation(s)
- Gaurav S Kandlikar
- Department of Ecology and Evolutionary Biology, University of California, Los Angeles, Los Angeles, CA, 90095, USA
| | - Zachary J Gold
- Department of Ecology and Evolutionary Biology, University of California, Los Angeles, Los Angeles, CA, 90095, USA
| | - Madeline C Cowen
- Department of Ecology and Evolutionary Biology, University of California, Los Angeles, Los Angeles, CA, 90095, USA
| | - Rachel S Meyer
- Department of Ecology and Evolutionary Biology, University of California, Los Angeles, Los Angeles, CA, 90095, USA
| | - Amanda C Freise
- Department of Microbiology and Microbial Genetics, University of California, Los Angeles, Los Angeles, CA, 90095, USA
| | - Nathan J B Kraft
- Department of Ecology and Evolutionary Biology, University of California, Los Angeles, Los Angeles, CA, 90095, USA
| | - Jordan Moberg-Parker
- Department of Microbiology and Microbial Genetics, University of California, Los Angeles, Los Angeles, CA, 90095, USA
| | - Joshua Sprague
- Channel Islands National Park, National Park Service, Ventura, CA, USA
| | - David J Kushner
- Channel Islands National Park, National Park Service, Ventura, CA, USA
| | - Emily E Curd
- Department of Ecology and Evolutionary Biology, University of California, Los Angeles, Los Angeles, CA, 90095, USA
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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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Wang JTH. Course-based undergraduate research experiences in molecular biosciences-patterns, trends, and faculty support. FEMS Microbiol Lett 2018; 364:4033031. [PMID: 28859321 DOI: 10.1093/femsle/fnx157] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2017] [Accepted: 07/21/2017] [Indexed: 12/20/2022] Open
Abstract
Inquiry-driven learning, research internships and course-based undergraduate research experiences all represent mechanisms through which educators can engage undergraduate students in scientific research. In life sciences education, the benefits of undergraduate research have been thoroughly evaluated, but limitations in infrastructure and training can prevent widespread uptake of these practices. It is not clear how faculty members can integrate complex laboratory techniques and equipment into their unique context, while finding the time and resources to implement undergraduate research according to best practice guidelines. This review will go through the trends and patterns in inquiry-based undergraduate life science projects with particular emphasis on molecular biosciences-the research-aligned disciplines of biochemistry, molecular cell biology, microbiology, and genomics and bioinformatics. This will provide instructors with an overview of the model organisms, laboratory techniques and research questions that are adaptable for semester-long projects, and serve as starting guidelines for course-based undergraduate research.
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Affiliation(s)
- Jack T H Wang
- School of Chemistry and Molecular Biosciences, The University of Queensland, Brisbane, QLD 4072, Australia
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Reeves TD, Warner DM, Ludlow LH, O'Connor CM. Pathways over Time: Functional Genomics Research in an Introductory Laboratory Course. CBE LIFE SCIENCES EDUCATION 2018; 17:ar1. [PMID: 29326101 PMCID: PMC6007769 DOI: 10.1187/cbe.17-01-0012] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/23/2017] [Revised: 07/28/2017] [Accepted: 10/04/2017] [Indexed: 05/30/2023]
Abstract
National reports have called for the introduction of research experiences throughout the undergraduate curriculum, but practical implementation at many institutions faces challenges associated with sustainability, cost, and large student populations. We describe a novel course-based undergraduate research experience (CURE) that introduces introductory-level students to research in functional genomics in a 3-credit, multisection laboratory class. In the Pathways over Time class project, students study the functional conservation of the methionine biosynthetic pathway between divergent yeast species. Over the five semesters described in this study, students (N = 793) showed statistically significant and sizable growth in content knowledge (d = 1.85) and in self-reported research methods skills (d = 0.65), experimental design, oral and written communication, database use, and collaboration. Statistical analyses indicated that content knowledge growth was larger for underrepresented minority students and that growth in content knowledge, but not research skills, varied by course section. Our findings add to the growing body of evidence that CUREs can support the scientific development of large numbers of students with diverse characteristics. The Pathways over Time project is designed to be sustainable and readily adapted to other institutional settings.
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Affiliation(s)
- Todd D Reeves
- Department of Measurement, Evaluation, Statistics, and Assessment, Boston College, Chestnut Hill, MA 02467
| | | | - Larry H Ludlow
- Department of Measurement, Evaluation, Statistics, and Assessment, Boston College, Chestnut Hill, MA 02467
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Seo HS, Eom YH, Kim MK, Kim YM, Song BJ, Song KY. A one-day surgical-skill training course for medical students' improved surgical skills and increased interest in surgery as a career. BMC MEDICAL EDUCATION 2017; 17:265. [PMID: 29282043 PMCID: PMC5745757 DOI: 10.1186/s12909-017-1106-x] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/31/2017] [Accepted: 12/14/2017] [Indexed: 05/02/2023]
Abstract
BACKGROUND Despite many high-quality programs in basic surgical-skill education, the surgical skill of junior doctors varies widely. This, together with the waning interest in surgery as a career among medical students, is a serious issue confronted by hospitals and healthcare systems worldwide. We, therefore, developed and implemented an intensive one-day surgical-skill training course for two purposes; it would improve surgical skills and increase interest in surgery among medical students. METHODS The surgical-skill training program is named Surgical Skill Weekend (SSW) and it includes hands-on training sessions for surgical-suturing techniques and advanced surgical procedures (i.e. laparoscopic and robot-assisted surgery), hybrid simulation sessions, and an operating-room session where aforementioned sessions are all put together. By the end of the program, students' improvements in surgical-suturing skills were assessed by experts in a form of checklist, and changes in the interest in a surgical career, if there were any, were answered by the students who participated in the program. RESULTS A total of ninety-one (91) medical students participated in the 2015 and 2016 SSW courses. Their overall satisfaction level with the course was very high (Very satisfied: 78%, Quite satisfied: 22%). All of the participant's surgical-suturing skills significantly improved (median score range: 14-20, P < 0.05) and their interest in a surgical career increased significantly (from 56% to 81%, P < 0.05) by completing the program. CONCLUSIONS An intensive and comprehensive surgical-skill training program for medical students can not only improve surgical-suturing skills but also increase interest in surgery as a career.
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Affiliation(s)
- Ho Seok Seo
- Department of Surgery, Seoul St. Mary’s Hospital, College of Medicine, The Catholic University of Korea, 222 Banpo-daero, Seocho-gu, Seoul, South Korea
| | - Yong Hwa Eom
- Department of Surgery, Seoul St. Mary’s Hospital, College of Medicine, The Catholic University of Korea, 222 Banpo-daero, Seocho-gu, Seoul, South Korea
| | - Min Ki Kim
- Department of Surgery, Seoul St. Mary’s Hospital, College of Medicine, The Catholic University of Korea, 222 Banpo-daero, Seocho-gu, Seoul, South Korea
| | - Young-Min Kim
- Department of Emergency Medicine, College of Medicine, Seoul St. Mary’s Hospital, The Catholic University of Korea, 222 Banpo-daero, Seocho-gu, Seoul, South Korea
- START Center for Medical Simulation, College of Medicine, The Catholic University of Korea, Songeui-building, 222 Banpo-daero, Seocho-gu, Seoul, South Korea
| | - Byung Joo Song
- Department of Surgery, Seoul St. Mary’s Hospital, College of Medicine, The Catholic University of Korea, 222 Banpo-daero, Seocho-gu, Seoul, South Korea
| | - Kyo Young Song
- Department of Surgery, Seoul St. Mary’s Hospital, College of Medicine, The Catholic University of Korea, 222 Banpo-daero, Seocho-gu, Seoul, South Korea
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Shortlidge EE, Bangera G, Brownell SE. Each to Their Own CURE: Faculty Who Teach Course-Based Undergraduate Research Experiences Report Why You Too Should Teach a CURE. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2017; 18:jmbe-18-29. [PMID: 28656071 PMCID: PMC5440172 DOI: 10.1128/jmbe.v18i2.1260] [Citation(s) in RCA: 39] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/28/2016] [Accepted: 02/17/2017] [Indexed: 05/06/2023]
Abstract
Course-based undergraduate research experiences (CUREs) meet national recommendations for integrating research experiences into life science curricula. As such, CUREs have grown in popularity and many research studies have focused on student outcomes from CUREs. Institutional change literature highlights that understanding faculty is also key to new pedagogies succeeding. To begin to understand faculty perspectives on CUREs, we conducted semi-structured interviews with 61 faculty who teach CUREs regarding why they teach CUREs, what the outcomes are, and how they would discuss a CURE with a colleague. Using grounded theory, participant responses were coded and categorized as tangible or intangible, related to both student and faculty-centered themes. We found that intangible themes were prevalent, and that there were significant differences in the emphasis on tangible themes for faculty who have developed their own independent CUREs when compared with faculty who implement pre-developed, national CUREs. We focus our results on the similarities and differences among the perspectives of faculty who teach these two different CURE types and explore trends among all participants. The results of this work highlight the need for considering a multi-dimensional framework to understand, promote, and successfully implement CUREs.
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Affiliation(s)
| | - Gita Bangera
- WISE Institute, Bellevue College, Bellevue, WA 98007
| | - Sara E. Brownell
- School of Life Sciences, Arizona State University, Tempe AZ, 85281
- Corresponding author. Mailing address: School of Life Sciences, Arizona State University, 451 E. Tyler Mall, Tempe AZ, 85281. Phone: 480-965-0803. Fax: 480-965-6899. E-mail:
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Frantz KJ, Demetrikopoulos MK, Britner SL, Carruth LL, Williams BA, Pecore JL, DeHaan RL, Goode CT. A Comparison of Internal Dispositions and Career Trajectories after Collaborative versus Apprenticed Research Experiences for Undergraduates. CBE LIFE SCIENCES EDUCATION 2017; 16:16/1/ar1. [PMID: 28130268 PMCID: PMC5332035 DOI: 10.1187/cbe.16-06-0206] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/29/2016] [Revised: 08/16/2016] [Accepted: 10/18/2016] [Indexed: 05/24/2023]
Abstract
Undergraduate research experiences confer benefits on students bound for science, technology, engineering, and mathematics (STEM) careers, but the low number of research professionals available to serve as mentors often limits access to research. Within the context of our summer research program (BRAIN), we tested the hypothesis that a team-based collaborative learning model (CLM) produces student outcomes at least as positive as a traditional apprenticeship model (AM). Through stratified, random assignment to conditions, CLM students were designated to work together in a teaching laboratory to conduct research according to a defined curriculum led by several instructors, whereas AM students were paired with mentors in active research groups. We used pre-, mid-, and postprogram surveys to measure internal dispositions reported to predict progress toward STEM careers, such as scientific research self-efficacy, science identity, science anxiety, and commitment to a science career. We are also tracking long-term retention in science-related career paths. For both short- and longer-term outcomes, the two program formats produced similar benefits, supporting our hypothesis that the CLM provides positive outcomes while conserving resources, such as faculty mentors. We discuss this method in comparison with course-based undergraduate research and recommend its expansion to institutional settings in which mentor resources are scarce.
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Affiliation(s)
- Kyle J Frantz
- Neuroscience Institute, Georgia State University, Atlanta, GA 30302-5030
| | | | - Shari L Britner
- Department of Teacher Education, Bradley University, Peoria, IL 61625
| | - Laura L Carruth
- Neuroscience Institute, Georgia State University, Atlanta, GA 30302-5030
| | - Brian A Williams
- Early Childhood and Elementary Education, Georgia State University, Atlanta, GA 30302-3980
| | - John L Pecore
- Department of Teacher Education and Educational Leadership, University of West Florida, Pensacola, FL 32514
| | - Robert L DeHaan
- Division of Educational Studies, Emory University, Atlanta, GA 30322
| | - Christopher T Goode
- **Department of Psychology, Georgia State University, Atlanta, GA 30302-5010
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Ballen CJ, Blum JE, Brownell S, Hebert S, Hewlett J, Klein JR, McDonald EA, Monti DL, Nold SC, Slemmons KE, Soneral PAG, Cotner S. A Call to Develop Course-Based Undergraduate Research Experiences (CUREs) for Nonmajors Courses. CBE LIFE SCIENCES EDUCATION 2017; 16:16/2/mr2. [PMID: 28450449 PMCID: PMC5459265 DOI: 10.1187/cbe.16-12-0352] [Citation(s) in RCA: 38] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
Course-based undergraduate research experiences (CUREs) for non-science majors (nonmajors) are potentially distinct from CUREs for developing scientists in their goals, learning objectives, and assessment strategies. While national calls to improve science, technology, engineering, and mathematics education have led to an increase in research revealing the positive effects of CUREs for science majors, less work has specifically examined whether nonmajors are impacted in the same way. To address this gap in our understanding, a working group focused on nonmajors CUREs was convened to discuss the following questions: 1) What are our laboratory-learning goals for nonmajors? 2) What are our research priorities to determine best practices for nonmajors CUREs? 3) How can we collaborate to define and disseminate best practices for nonmajors in CUREs? We defined three broad student outcomes of prime importance to the nonmajors CURE: improvement of scientific literacy skills, proscience attitudes, and evidence-based decision making. We evaluated the state of knowledge of best practices for nonmajors, and identified research priorities for the future. The report that follows is a summary of the conclusions and future directions from our discussion.
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Affiliation(s)
- Cissy J Ballen
- Department of Biology Teaching and Learning, University of Minnesota, Minneapolis, MN 55455
| | - Jessamina E Blum
- Department of Biology Teaching and Learning, University of Minnesota, Minneapolis, MN 55455
| | - Sara Brownell
- School of Life Sciences, Arizona State University, Tempe, AZ 85281
| | - Sadie Hebert
- Department of Biology Teaching and Learning, University of Minnesota, Minneapolis, MN 55455
| | - James Hewlett
- Department of Science and Technology, Finger Lakes Community College, Canandaigua, NY 14424
| | - Joanna R Klein
- Department of Biology & Biochemistry, University of Northwestern, St. Paul, MN 55113
| | - Erik A McDonald
- School of Interdisciplinary Arts and Sciences, University of Washington, Tacoma, WA 98402
| | - Denise L Monti
- Department of Biology, University of Alabama, Birmingham, AL 35233
| | - Stephen C Nold
- Department of Biology, University of Wisconsin-Stout, Menomonie, WI 54751
| | - Krista E Slemmons
- Department of Biology, University of Wisconsin-Stevens Point, Stevens Point, WI 54481
| | - Paula A G Soneral
- Department of Biological Sciences, Bethel University, St. Paul, MN 55112
| | - Sehoya Cotner
- Department of Biology Teaching and Learning, University of Minnesota, Minneapolis, MN 55455
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Kowalski JR, Hoops GC, Johnson RJ. Implementation of a Collaborative Series of Classroom-Based Undergraduate Research Experiences Spanning Chemical Biology, Biochemistry, and Neurobiology. CBE LIFE SCIENCES EDUCATION 2016; 15:15/4/ar55. [PMID: 27810870 PMCID: PMC5132352 DOI: 10.1187/cbe.16-02-0089] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/03/2016] [Accepted: 08/23/2016] [Indexed: 05/14/2023]
Abstract
Classroom undergraduate research experiences (CUREs) provide students access to the measurable benefits of undergraduate research experiences (UREs). Herein, we describe the implementation and assessment of a novel model for cohesive CUREs focused on central research themes involving faculty research collaboration across departments. Specifically, we implemented three collaborative CUREs spanning chemical biology, biochemistry, and neurobiology that incorporated faculty members' research interests and revolved around the central theme of visualizing biological processes like Mycobacterium tuberculosis enzyme activity and neural signaling using fluorescent molecules. Each CURE laboratory involved multiple experimental phases and culminated in novel, open-ended, and reiterative student-driven research projects. Course assessments showed CURE participation increased students' experimental design skills, attitudes and confidence about research, perceived understanding of the scientific process, and interest in science, technology, engineering, and mathematics disciplines. More than 75% of CURE students also engaged in independent scientific research projects, and faculty CURE contributors saw substantial increases in research productivity, including increased undergraduate student involvement and academic outputs. Our collaborative CUREs demonstrate the advantages of multicourse CUREs for achieving increased faculty research productivity and traditional CURE-associated student learning and attitude gains. Our collaborative CURE design represents a novel CURE model for ongoing laboratory reform that benefits both faculty and students.
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Affiliation(s)
- Jennifer R Kowalski
- Department of Biological Sciences, Butler University, Indianapolis, IN 46208
| | - Geoffrey C Hoops
- Department of Chemistry, Butler University, Indianapolis, IN 46208
| | - R Jeremy Johnson
- Department of Chemistry, Butler University, Indianapolis, IN 46208
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