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Kleinschmit AJ, Genné-Bacon E, Drace K, Govindan B, Larson JR, Qureshi AA, Bascom-Slack C. A framework for leveraging network course-based undergraduate research experience (CURE) faculty to develop, validate, and administer an assessment instrument. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2024; 25:e0014923. [PMID: 38661413 PMCID: PMC11044623 DOI: 10.1128/jmbe.00149-23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/24/2023] [Accepted: 11/14/2023] [Indexed: 04/26/2024]
Abstract
Over the last several years, nationally disseminated course-based undergraduate research experiences (CUREs) have emerged as an alternative to developing a novel CURE from scratch, but objective assessment of these multi-institution (network) CUREs across institutions is challenging due to differences in student populations, instructors, and fidelity of implementation. The time, money, and skills required to develop and validate a CURE-specific assessment instrument can be prohibitive. Here, we describe a co-design process for assessing a network CURE [the Prevalence of Antibiotic Resistance in the Environment (PARE)] that did not require support through external funding, was a relatively low time commitment for participating instructors, and resulted in a validated instrument that is usable across diverse PARE network institution types and implementation styles. Data collection efforts have involved over two dozen unique institutions, 42 course offerings, and over 1,300 pre-/post-matched assessment record data points. We demonstrated significant student learning gains but with small effect size in both content and science process skills after participation in the two laboratory sessions associated with the core PARE module. These results show promise for the efficacy of short-duration CUREs, an educational research area ripe for further investigation, and may support efforts to lower barriers for instructor adoption by leveraging a CURE network for developing and validating assessment tools.
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Affiliation(s)
- Adam J. Kleinschmit
- Department of Natural and Applied Sciences, University of Dubuque, Dubuque, Iowa, USA
| | - Elizabeth Genné-Bacon
- Department of Medical Education, Tufts University School of Medicine, Boston, Massachusetts, USA
| | - Kevin Drace
- Department of Biology, Birmingham-Southern College, Birmingham, Alabama, USA
| | - Brinda Govindan
- Department of Biology, San Francisco State University, San Francisco, California, USA
| | - Jennifer R. Larson
- Department of Biological and Environmental Sciences, Capital University, Columbus, Ohio, USA
| | - Amber A. Qureshi
- Department of Biology, University of Wisconsin-River Falls, River Falls, Wisconsin, USA
| | - Carol Bascom-Slack
- Department of Medical Education, Tufts University School of Medicine, Boston, Massachusetts, USA
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2
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Yang MA, Korsnack K. Pairing a bioinformatics-focused course-based undergraduate research experience with specifications grading in an introductory biology classroom. Biol Methods Protoc 2024; 9:bpae013. [PMID: 38463936 PMCID: PMC10924719 DOI: 10.1093/biomethods/bpae013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2023] [Revised: 01/27/2024] [Accepted: 02/22/2024] [Indexed: 03/12/2024] Open
Abstract
Introducing bioinformatics-focused concepts and skills in a biology classroom is difficult, especially in introductory biology classrooms. Course-based Undergraduate Research Experiences (CUREs) facilitate this process, introducing genomics and bioinformatics through authentic research experiences, but the many learning objectives needed in scientific research and communication, foundational biology concepts, and bioinformatics-focused concepts and skills can make the process challenging. Here, the pairing of specifications grading with a bioinformatics-focused CURE developed by the Genomics Education Partnership is described. The study examines how the course structure with specifications grading facilitated scaffolding of writing assignments, group work, and metacognitive activities; and describes the synergies between CUREs and specifications grading. CUREs require mastery of related concepts and skills for working through the research process, utilize common research practices of revision and iteration, and encourage a growth mindset to learning-all of which are heavily incentivized in assessment practices focused on specifications grading.
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Affiliation(s)
- Melinda A Yang
- Department of Biology, University of Richmond, Richmond, VA 23173, United States
| | - Kylie Korsnack
- Teaching and Scholarship Hub, University of Richmond, Richmond, VA 23173, United States
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3
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Garrison SM, Webster EE, Good R. Advancing Diversity in Behavior Genetics: Strategies for Incorporating Undergraduates into Student-Driven Research. Behav Genet 2024; 54:4-23. [PMID: 38252380 DOI: 10.1007/s10519-023-10172-9] [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: 04/11/2023] [Accepted: 12/01/2023] [Indexed: 01/23/2024]
Abstract
Undergraduate research experiences are crucial for fostering the next generation of behavior genetics researchers. However, incorporating undergraduates into research can be challenging for faculty mentors. In this article, we provide strategies for successfully integrating undergraduates into behavior genetics research based on our experiences mentoring undergraduates in our lab. These strategies include: (1) Practicing reflexivity, specifically an ongoing self-examination and critical self-awareness of personal biases, beliefs, and practices; (2) Implementing an Inclusion, Diversity, Equity, and Access (IDEA) centered approach; (3) empowering students through clear expectations; (4) Providing focused training and mentorship; (5) Aligning research projects with student interests; (6) Assigning meaningful tasks; and (7) Facilitating professional development opportunities. By following these strategies, faculty mentors can cultivate a supportive and inclusive research environment that empowers undergraduates for successful careers in behavior genetics research.
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Affiliation(s)
- S Mason Garrison
- Department of Psychology, Wake Forest University, Winston-Salem, USA.
| | - Emma E Webster
- Department of Psychology, Wake Forest University, Winston-Salem, USA
- Department of Psychology, Emory University, Atlanta, USA
| | - Rachel Good
- Department of Psychology, Wake Forest University, Winston-Salem, USA
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Lopatto D, Silver Key SC, Van Stry M, Siders J, Leung W, Sandlin KM, Rele CP, Reed LK. Supporting the democratization of science during a pandemic: genomics Course-based Undergraduate Research Experiences (CUREs) as an effective remote learning strategy. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:e00039-23. [PMID: 38230306 PMCID: PMC10790580 DOI: 10.1128/jmbe.00039-23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 01/18/2024]
Abstract
The initial phase of the COVID-19 pandemic changed the nature of course delivery from largely in-person to exclusively remote, thus disrupting the well-established pedagogy of the Genomics Education Partnership (GEP; https://www.thegep.org). However, our web-based research adapted well to the remote learning environment. As usual, students who engaged in the GEP's Course-based Undergraduate Research Experience (CURE) received digital projects based on genetic information within assembled Drosophila genomes. Adaptations for remote implementation included moving new member faculty training and peer Teaching Assistant office hours from in-person to online. Surprisingly, our faculty membership significantly increased and, hence, the number of supported students. Furthermore, despite the mostly virtual instruction of the 2020-2021 academic year, there was no significant decline in student learning nor attitudes. Based on successfully expanding the GEP CURE within a virtual learning environment, we provide four strategic lessons we infer toward democratizing science education. First, it appears that increasing access to scientific research and professional development opportunities by supporting virtual, cost-free attendance at national conferences attracts more faculty members to educational initiatives. Second, we observed that transitioning new member training to an online platform removed geographical barriers, reducing time and travel demands, and increased access for diverse faculty to join. Third, developing a Virtual Teaching Assistant program increased the availability of peer support, thereby improving the opportunities for student success. Finally, increasing access to web-based technology is critical for providing equitable opportunities for marginalized students to fully participate in research courses. Online CUREs have great potential for democratizing science education.
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Affiliation(s)
- David Lopatto
- Center for Teaching, Learning and Assessment, Grinnell College, Grinnell, Iowa, USA
| | - S. Catherine Silver Key
- Biological and Biomedical Sciences Department, North Carolina Central University, Durham, North Carolina, USA
| | | | - Jamie Siders
- Department of Biological & Allied Health Sciences, Ohio Northern University, Ada, Ohio, USA
| | - Wilson Leung
- Department of Biology, Washington University, St. Louis, Missouri, USA
| | - Katie M. Sandlin
- Department of Biological Sciences, University of Alabama at Tuscaloosa, Tuscaloosa, Alabama, USA
| | - Chinmay P. Rele
- Department of Biological Sciences, University of Alabama at Tuscaloosa, Tuscaloosa, Alabama, USA
| | - The Genomics Education PartnershipHare-HarrisAbby E.HabermanAdamKleinschmitAdam J.YuAlderSawaAlexaNagengastAlexisHowardAlishaAlmaEEstradaRodriguezHarkAmy T.AlmeidaAnaArshamAndrew M.CorsiAnn K.AllenAnna K.AragonAnthony D.SreenivasanAparnaYowlerBrianHowellCarina E.ReinkeCatherineMcKennaChelsey C.FleetChristine M.JonesChristopher J.ArrigoCindyWolfeCindyUhde-StoneClaudiaBarnardDaronDon PaetkauEnrique Rodriguez-BorreroMerkhoferEvanMellgrenEve M.Safadi-ChamberlainFaridaFindlayGeoffrey D.McNeilGerardBretscherHeidi S.UllahHemayetMistryHemlataHoward XuH.BoseIndraniVincentJackKageyJacob D.Wittke-ThompsonJacqueline K.BedardJames E. J.GoddeJames S.PriceJames V.DyerJamie O.Roecklein-CanfieldJennifer A.JemcJenniferKennellJenniferGillardJeroenBravermanJohn M.StangaJohn P.StammJoyceMartínez-CruzadoJuan C.LeathermanJudithDiAngeloJustin R.ThackerayJustinSchmeichelKaren L.TeeterKatherine C.BieserKaylaAgrimsonKellie S.SavilleKennethPaliulisLeocadiaLongLindsey J.KadlecLisaLogan JohnsonM.SustacekMaire K.SantistebanMariaMontes-MatiasMarieBurgMartin G.SmithMary Ann V.SkerrittMatthewWawersikMatthewYangMelinda A.RubinMichael R.EllerMicheleHall-WoodsMonica L.MinkovskyNatalieVelmeshevNicole SalazarKokanNighat P.TsotakosNikolaosVelazquez-UlloaNormaCroonquistPaulaGlaserRivka L.DrewellRobert A.ElginSarah C. R.JusticeSarahTannerScottPageShallee T.FungSiaumin
- Center for Teaching, Learning and Assessment, Grinnell College, Grinnell, Iowa, USA
- Biological and Biomedical Sciences Department, North Carolina Central University, Durham, North Carolina, USA
- Department of Biology, Lane College, Jackson, Tennessee, USA
- Department of Biological & Allied Health Sciences, Ohio Northern University, Ada, Ohio, USA
- Department of Biology, Washington University, St. Louis, Missouri, USA
- Department of Biological Sciences, University of Alabama at Tuscaloosa, Tuscaloosa, Alabama, USA
| | - Laura K. Reed
- Department of Biological Sciences, University of Alabama at Tuscaloosa, Tuscaloosa, Alabama, USA
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Forte NR, Veasey VN, Christie BJ, Carter A, Hanks MA, Holderfield A, Houston T, Challa AK, Turner AN. Engaging students in a genetics course-based undergraduate research experience utilizing Caenorhabditis elegans in hybrid learning to explore human disease gene variants. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:e00078-23. [PMID: 38108007 PMCID: PMC10720527 DOI: 10.1128/jmbe.00078-23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/24/2023] [Accepted: 10/13/2023] [Indexed: 12/19/2023]
Abstract
Genetic analysis in model systems using bioinformatic approaches provides a rich context for a concrete and conceptual understanding of gene structure and function. With the intent to engage students in research and explore disease biology utilizing the nematode Caenorhabditis elegans model, we developed a semester-long course-based undergraduate research experience (CURE) in a hybrid (online/in-person) learning environment-the gene-editing and evolutionary nematode exploration CURE (GENE-CURE). Using a combination of bioinformatic and molecular genetic tools, students performed structure-function analysis of disease-associated variants of uncertain significance (VUS) in human orthologs. With the aid of a series of workshop-style research sessions, students worked in teams of two to six members to identify a conserved VUS locus across species and design and test a polymerase chain reaction-based assay for targeted editing of a gene in the nematode and downstream genotyping. Research session discussions, responsible conduct of research training, electronic laboratory notebook, project reports, quizzes, and group poster presentations at a research symposium were assessed for mastery of learning objectives and research progress. Self-reflections were collected from students to assess engagement, science identity, and science efficacy. Qualitative analysis of these reflections indicated several gains suggesting that all students found many aspects of the GENE-CURE rewarding (learning process of research, self-confidence in research and science identity, and personal interest) and challenging (iterative research and failure, time management, COVID-19 pandemic, and life issues).
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Affiliation(s)
- Natalie R. Forte
- Department of Biology, Jacksonville State University, Jacksonville, Alabama, USA
| | - Virginia N. Veasey
- Department of Biology, Jacksonville State University, Jacksonville, Alabama, USA
| | - Bethany J. Christie
- Department of Psychology, Jacksonville State University, Jacksonville, Alabama, USA
| | - Amira Carter
- Department of Biology, Jacksonville State University, Jacksonville, Alabama, USA
| | - Marli A. Hanks
- Department of Secondary Education, Jacksonville State University, Jacksonville, Alabama, USA
| | - Alan Holderfield
- Department of Secondary Education, Jacksonville State University, Jacksonville, Alabama, USA
| | - Taylor Houston
- Department of Secondary Education, Jacksonville State University, Jacksonville, Alabama, USA
| | - Anil K. Challa
- Department of Biology, University of Alabama at Birmingham, Birmingham, Alabama, USA
- Department of Life Sciences, Shiv Nadar University, Delhi, National Capital Region, India
| | - Ashley N. Turner
- Department of Biology, Jacksonville State University, Jacksonville, Alabama, USA
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Von der Mehden BM, Pennino EM, Fajardo HL, Ishikawa C, McDonald KK. Building Authentic Science Experiences: Students' Perceptions of Sequential Course-Based Undergraduate Research. CBE LIFE SCIENCES EDUCATION 2023; 22:ar46. [PMID: 37831684 PMCID: PMC10756052 DOI: 10.1187/cbe.23-03-0042] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/14/2023] [Revised: 08/21/2023] [Accepted: 09/12/2023] [Indexed: 10/15/2023]
Abstract
Course-based Undergraduate Research Experiences (CUREs) are attractive solutions for scaling undergraduate research experiences at primarily undergraduate teaching institutions, where resources for faculty research activities can be limited. The Sustainable Interdisciplinary Research to Inspire Undergraduate Success (SIRIUS) project is a unique program that integrates CUREs, coordinated around a local real-world problem, throughout a biology department's curricula. The CUREs are scaffolded to provide all biology majors with multiple opportunities to engage in scientific investigations as they advance through introductory, intermediate, and advanced courses. In this mixed methods, cross-sectional study, we explore students' perceptions of the authenticity of their experiences as they progress through the SIRIUS CUREs. Triangulated data collected from two instruments indicated that students in advanced courses recognized more involvement in research activities and perceived greater authenticity in the science they were performing compared with introductory and intermediate students. Intermediate and advanced students perceived more opportunities for independence; however, experiences with failure and the influence these experiences had on the perceptions of authenticity was primarily observed with advanced students. This study contributes to the growing literature on CUREs with a focus on students from a primarily undergraduate institution with multiple minority-serving designations.
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Affiliation(s)
- Bailey M. Von der Mehden
- Department of Ecology and Evolutionary Biology, The University of Tennessee, Knoxville, TN 37996
| | - Eric M. Pennino
- Department of Biological Sciences, California State University, Sacramento, CA 95819
| | - Heather L. Fajardo
- Department of Biological Sciences, California State University, Sacramento, CA 95819
| | - Catherine Ishikawa
- Department of Biological Sciences, California State University, Sacramento, CA 95819
| | - Kelly. K. McDonald
- Department of Biological Sciences, California State University, Sacramento, CA 95819
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7
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Rele CP, Sandlin KM, Leung W, Reed LK. Manual annotation of Drosophila genes: a Genomics Education Partnership protocol. F1000Res 2023; 11:1579. [PMID: 37854289 PMCID: PMC10579860 DOI: 10.12688/f1000research.126839.3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/26/2023] [Indexed: 10/20/2023] Open
Abstract
Annotating the genomes of multiple species allows us to analyze the evolution of their genes. While many eukaryotic genome assemblies already include computational gene predictions, these predictions can benefit from review and refinement through manual gene annotation. The Genomics Education Partnership (GEP; https://thegep.org/) developed a structural annotation protocol for protein-coding genes that enables undergraduate student and faculty researchers to create high-quality gene annotations that can be utilized in subsequent scientific investigations. For example, this protocol has been utilized by the GEP faculty to engage undergraduate students in the comparative annotation of genes involved in the insulin signaling pathway in 27 Drosophila species, using D. melanogaster as the reference genome. Students construct gene models using multiple lines of computational and empirical evidence including expression data (e.g., RNA-Seq), sequence similarity (e.g., BLAST and multiple sequence alignment), and computational gene predictions. Quality control measures require each gene be annotated by at least two students working independently, followed by reconciliation of the submitted gene models by a more experienced student. This article provides an overview of the annotation protocol and describes how discrepancies in student submitted gene models are resolved to produce a final, high-quality gene set suitable for subsequent analyses. The protocol can be adapted to other scientific questions (e.g., expansion of the Drosophila Muller F element) and species (e.g., parasitoid wasps) to provide additional opportunities for undergraduate students to participate in genomics research. These student annotation efforts can substantially improve the quality of gene annotations in publicly available genomic databases.
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Affiliation(s)
- Chinmay P. Rele
- Department of Biological Sciences, The University of Alabama, Tuscaloosa, Alabama, 35487, USA
| | - Katie M. Sandlin
- Department of Biological Sciences, The University of Alabama, Tuscaloosa, Alabama, 35487, USA
| | - Wilson Leung
- Department of Biology, Washington University in St. Louis, St. Louis, Missouri, 63130, USA
| | - Laura K. Reed
- Department of Biological Sciences, The University of Alabama, Tuscaloosa, Alabama, 35487, USA
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Burmeister AR, Bauer M, Graham MJ. Classification of Features across Five CURE Networks Reveals Opportunities to Improve Course Design, Instruction, and Equity. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:e00033-23. [PMID: 37614877 PMCID: PMC10443406 DOI: 10.1128/jmbe.00033-23] [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: 02/14/2023] [Accepted: 06/16/2023] [Indexed: 08/25/2023]
Abstract
Course-based undergraduate research experiences (CUREs) are tools used to introduce students to authentic participation in science. Several specific CUREs have been shown to benefit students' interest and retention in the biological sciences. Nevertheless, CUREs vary greatly in terms of their context, methodology, and degree of research authenticity, so different types of CUREs may differently influence student outcomes. This programmatic diversity poses a challenge to educators who want to better understand which course components and features are reliably present in a CURE curriculum. To address these issues, we identified, catalogued, and classified 112 potential features of CUREs across the biosciences. To develop the list, we interviewed instructors experienced with teaching individual and large networked CUREs across a diversity of the biological disciplines, including: Squirrel-Net (field-based animal behavior), SEA-PHAGES (wet lab microbiology and computational microbiology), Tiny Earth (environmental and wet lab microbiology), PARE (environmental microbiology), and the Genomics Education Partnership (eukaryotic computational biology). Twenty-five interviewees contributed expert content in terms of CURE features and classification of those items into an organized list. The resulting list's categories encompasses student experiences with the following: (i) the scientific process; (ii) technical aspects of science; (iii) the professional development associated with research; and (iv) building scientific identity. The most striking insight was that CUREs vary widely in terms of which features they contain, since different CUREs will by necessity have different approaches to science and student involvement. We also identified several features commonly thought to be crucial to CUREs yet have ambiguous definitions. This ambiguity can potentially confound efforts to make CUREs research-authentic and aligned with the central goals of science. We disambiguate these terms and represent their varied meanings throughout the classification. We also provide instructor-friendly supplementary worksheets along with considerations for instructors interested in expanding their CURE course design, instruction, and equity.
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Affiliation(s)
- Alita R. Burmeister
- Department of Biological Sciences, University of Wisconsin, Milwaukee, Milwaukee, Wisconsin, USA
| | - Melanie Bauer
- Division of Research and Economic Development, Nova Southeastern University, Fort Lauderdale, Florida, USA
| | - Mark J. Graham
- STEM Program Evaluation & Research Lab (STEM-PERL), Department of Ecology and Evolutionary Biology, Yale University, New Haven, Connecticut, USA
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Barrett CF, Corbett CW, Thixton-Nolan HL. A lack of population structure characterizes the invasive Lonicera japonica in West Virginia and across eastern North America. BIORXIV : THE PREPRINT SERVER FOR BIOLOGY 2023:2023.03.01.530604. [PMID: 36909462 PMCID: PMC10002767 DOI: 10.1101/2023.03.01.530604] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/07/2023]
Abstract
Invasive plant species cause massive ecosystem damage globally, yet represent powerful case studies in population genetics and rapid adaptation to new habitats. The availability of digitized herbarium collections data, and the ubiquity of invasive species across the landscape make them highly accessible for studies of invasion history and population dynamics associated with their introduction, establishment, spread, and ecological interactions. Here we focus on Lonicera japonica, one of the most damaging invasive vine species in North America. We leveraged digitized collections data and contemporary field collections to reconstruct the invasion history and characterize patterns of genomic variation in the eastern USA, using a straightforward method for generating nucleotide polymorphism data and a recently published, chromosome-level genome for the species. We found an overall lack of population structure among sites in northern West Virginia, USA, as well as across sites in the central and eastern USA. Heterozygosity and population differentiation were both low based on Fst, analysis of molecular variance, principal components analysis, and cluster-based analyses. We also found evidence of high inbreeding coefficients and significant linkage disequilibrium, in line with the ability of this otherwise outcrossing, perennial species to propagate vegetatively. Our findings corroborate earlier studies based on allozyme data, and suggest that intentional, human-assisted spread explains the lack of population structure, as this species was planted for erosion control and as an ornamental, escaping cultivation repeatedly across the USA. Finally, we discuss how plant invasion genomics can be incorporated into experiential undergraduate education as a way to integrate teaching and research.
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Affiliation(s)
- Craig F. Barrett
- Department of Biology, West Virginia University, 5209 Life Sciences Building, 53 Campus Drive, Morgantown, WV, USA 26506
| | - Cameron W. Corbett
- Department of Biology, West Virginia University, 5209 Life Sciences Building, 53 Campus Drive, Morgantown, WV, USA 26506
| | - Hana L. Thixton-Nolan
- Department of Biology, West Virginia University, 5209 Life Sciences Building, 53 Campus Drive, Morgantown, WV, USA 26506
| | - Biology 320 Class
- Department of Biology, West Virginia University, 5209 Life Sciences Building, 53 Campus Drive, Morgantown, WV, USA 26506
- Biology 320 Capstone Students, “Total Science Experience: Genomics” [Appendix 1]
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Croonquist P, Falkenberg V, Minkovsky N, Sawa A, Skerritt M, Sustacek MK, Diotti R, Aragon AD, Mans T, Sherr GL, Ward C, Hall-Woods M, Goodman AL, Reed LK, Lopatto D. The Genomics Education Partnership: First findings on genomics research in community colleges. SCHOLARSHIP AND PRACTICE OF UNDERGRADUATE RESEARCH 2023; 6:17-28. [PMID: 37731515 PMCID: PMC10508916 DOI: 10.18833/spur/6/3/1] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/22/2023]
Abstract
The Genomics Education Partnership (GEP), a consortium of diverse colleges/universities, provides support for integrating genomics research into undergraduate curricula. To increase research opportunities for underrepresented students, GEP is expanding to more community colleges (CC). Genomics research, requiring only a computer with internet access, may be particularly accessible for 2-year institutions with limited research capacity and significant budget constraints. To understand how GEP supports student research at CCs, we analyzed student knowledge and self-reported outcomes. We found that CC student gains are comparable to non-CC student gains, with improvements in attitudes toward science and thriving in science. Our early findings suggest that the GEP model of centralized support with flexible CURE implementation benefits CC students and may help mitigate barriers to implementing research at CCs.
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Affiliation(s)
| | - Virginia Falkenberg
- Life and Earth Sciences, Perimeter College, Clarkston campus at Georgia State University, Clarkston, GA 30338
| | | | - Alexa Sawa
- Science, College of the Desert, Palm Desert, CA, 92260
| | | | - Maire Kate Sustacek
- Biology, Minneapolis Community and Technical College, Minneapolis, MN, 55455
| | | | - Anthony D. Aragon
- Math and Science, Dodge City Community College, Dodge City, KS, 67801)
| | - Tamara Mans
- Biology, North Hennepin Community College, Brooklyn Park, MN, 55445)
| | - Goldie L. Sherr
- Biological Sciences, Bronx Community College, Bronx, NY, 10453
| | - Catherine Ward
- Science Department, Durham Technical Community College, Durham, NC, 27703
| | | | - Anya L. Goodman
- Chemistry and Biochemistry, California Polytechnic State University, San Luis Obispo, CA, 9340
| | - Laura K. Reed
- Biological Sciences, University of Alabama, Tuscaloosa, AL, 35487)
| | - David Lopatto
- Psychology Department, Grinnell College, Grinnell, IA, 50112)
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11
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Lopatto D, Rosenwald AG, Burgess RC, Silver Key C, Van Stry M, Wawersik M, DiAngelo JR, Hark AT, Skerritt M, Allen AK, Alvarez C, Anderson S, Arrigo C, Arsham A, Barnard D, Bedard JEJ, Bose I, Braverman JM, Burg MG, Croonquist P, Du C, Dubowsky S, Eisler H, Escobar MA, Foulk M, Giarla T, Glaser RL, Goodman AL, Gosser Y, Haberman A, Hauser C, Hays S, Howell CE, Jemc J, Jones CJ, Kadlec L, Kagey JD, Keller KL, Kennell J, Kleinschmit AJ, Kleinschmit M, Kokan NP, Kopp OR, Laakso MM, Leatherman J, Long LJ, Manier M, Martinez-Cruzado JC, Matos LF, McClellan AJ, McNeil G, Merkhofer E, Mingo V, Mistry H, Mitchell E, Mortimer NT, Myka JL, Nagengast A, Overvoorde P, Paetkau D, Paliulis L, Parrish S, Toering Peters S, Preuss ML, Price JV, Pullen NA, Reinke C, Revie D, Robic S, Roecklein-Canfield JA, Rubin MR, Sadikot T, Sanford JS, Santisteban M, Saville K, Schroeder S, Shaffer CD, Sharif KA, Sklensky DE, Small C, Smith S, Spokony R, Sreenivasan A, Stamm J, Sterne-Marr R, Teeter KC, Thackeray J, Thompson JS, Velazquez-Ulloa N, Wolfe C, Youngblom J, Yowler B, Zhou L, Brennan J, Buhler J, Leung W, Elgin SCR, Reed LK. Student Attitudes Contribute to the Effectiveness of a Genomics CURE. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2022; 23:e00208-21. [PMID: 36061313 PMCID: PMC9429879 DOI: 10.1128/jmbe.00208-21] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/26/2021] [Accepted: 03/28/2022] [Indexed: 06/15/2023]
Abstract
The Genomics Education Partnership (GEP) engages students in a course-based undergraduate research experience (CURE). To better understand the student attributes that support success in this CURE, we asked students about their attitudes using previously published scales that measure epistemic beliefs about work and science, interest in science, and grit. We found, in general, that the attitudes students bring with them into the classroom contribute to two outcome measures, namely, learning as assessed by a pre- and postquiz and perceived self-reported benefits. While the GEP CURE produces positive outcomes overall, the students with more positive attitudes toward science, particularly with respect to epistemic beliefs, showed greater gains. The findings indicate the importance of a student's epistemic beliefs to achieving positive learning outcomes.
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Affiliation(s)
- David Lopatto
- Center for Teaching, Learning and Assessment, Grinnell College, Grinnell, Iowa, USA
| | | | - Rebecca C. Burgess
- Department of Biological Sciences, Stevenson University, Owings Mills, Maryland, USA
| | - Catherine Silver Key
- Department of Biological and Biomedical Sciences, North Carolina Central University, Durham, North Carolina, USA
| | | | - Matthew Wawersik
- Department of Biology, College of William and Mary, Williamsburg, Virginia, USA
| | | | - Amy T. Hark
- Department of Biology, Muhlenberg College, Allentown, Pennsylvania, USA
| | - Matthew Skerritt
- Department of Science, SUNY Corning Community College, Corning, New York, USA
| | - Anna K. Allen
- Department of Biology, Howard University, Washington, DC, USA
| | - Consuelo Alvarez
- Department of Biology, Longwood University, Farmville, Virginia, USA
| | - Sara Anderson
- Department of Biosciences, Minnesota State University Moorhead, Moorhead, Minnesota, USA
| | - Cindy Arrigo
- Department of Biology, New Jersey City University, Jersey City, New Jersey, USA
| | - Andrew Arsham
- Department of Biology, Bemidji State University, Bemidji, Minnesota, USA
| | - Daron Barnard
- Department of Biology, Worcester State University, Worcester, Massachusetts, USA
| | - James E. J. Bedard
- Department of Biology, University of the Fraser Valley, Abbotsford, British Columbia, Canada
| | - Indrani Bose
- Department of Biology, Western Carolina University, Cullowhee, North Carolina, USA
| | - John M. Braverman
- Department of Biology, Saint Joseph’s University, Philadelphia, Pennsylvania, USA
| | - Martin G. Burg
- Department of Biomedical Sciences, Grand Valley State University, Allendale, Michigan, USA
- Department of Cell & Molecular Biology, Grand Valley State University, Allendale, Michigan, USA
| | - Paula Croonquist
- Department of Biology, Anoka-Ramsey Community College, Coon Rapids, Minnesota, USA
| | - Chunguang Du
- Department of Biology, Montclair State University, Montclair, New Jersey, USA
| | - Sondra Dubowsky
- Department of Biology, McLennan Community College, Waco, Texas, USA
| | - Heather Eisler
- Department of Biology, University of the Cumberlands, Williamsburg, Kentucky, USA
| | - Matthew A. Escobar
- Department of Biological Sciences, California State University San Marcos, San Marcos, California, USA
| | - Michael Foulk
- Department of Biology, Mercyhurst University, Erie, Pennsylvania, USA
| | - Thomas Giarla
- Department of Biology, Siena College, Loudonville, New York, USA
| | - Rivka L. Glaser
- Department of Biological Sciences, Stevenson University, Owings Mills, Maryland, USA
| | - Anya L. Goodman
- Department of Chemistry and Biochemistry, California Polytechnic State University, San Luis Obispo, California, USA
| | - Yuying Gosser
- Student Research and Scholarship, City College CUNY, New York, New York, USA
| | - Adam Haberman
- Department of Biology, University of San Diego, San Diego, California, USA
| | - Charles Hauser
- Department of Biology, St. Edward’s University, Austin, Texas, USA
| | - Shan Hays
- Department of Biology, Western Colorado University, Gunnison, Colorado, USA
| | - Carina E. Howell
- Department of Biological Sciences, Lock Haven University, Lock Haven, Pennsylvania, USA
| | - Jennifer Jemc
- Department of Biology, Loyola University Chicago, Chicago, Illinois, USA
| | - Christopher J. Jones
- Department of Biological Sciences, Moravian University, Bethlehem, Pennsylvania, USA
| | - Lisa Kadlec
- Department of Biology, Wilkes University, Wilkes-Barre, Pennsylvania, USA
| | - Jacob D. Kagey
- Department of Biology, University of Detroit Mercy, Detroit, Michigan, USA
| | | | - Jennifer Kennell
- Department of Biology, Vassar College, Poughkeepsie, New York, USA
| | | | - Melissa Kleinschmit
- Department of Liberal Arts, Science, and Business, Northeast Iowa Community College, Peosta, Iowa, USA
| | - Nighat P. Kokan
- Department of Natural Sciences, Cardinal Stritch University, Milwaukee, Wisconsin, USA
| | - Olga Ruiz Kopp
- Department of Biology, Utah Valley University, Orem, Utah, USA
| | - Meg M. Laakso
- Department of Biology, Eastern University, St. Davids, Pennsylvania, USA
| | - Judith Leatherman
- Department of Biological Sciences, University of Northern Colorado, Greeley, Colorado, USA
| | - Lindsey J. Long
- Department of Biology, Oklahoma Christian University, Oklahoma City, Oklahoma, USA
| | - Mollie Manier
- Department of Biological Sciences, George Washington University, Washington, DC, USA
| | | | - Luis F. Matos
- Department of Biology, Eastern Washington University, Cheney, Washington, USA
| | - Amie Jo McClellan
- Science and Mathematics, Bennington College, Bennington, Vermont, USA
| | - Gerard McNeil
- Department of Biology, York College/CUNY, Jamaica, New York, USA
| | - Evan Merkhofer
- Department of Natural Sciences, Mount Saint Mary College, Newburgh, New York, USA
| | - Vida Mingo
- Department of Biology, Columbia College, Columbia, South Carolina, USA
| | - Hemlata Mistry
- Department of Biology, Widener University, Chester, Pennsylvania, USA
- Department of Biochemistry, Widener University, Chester, Pennsylvania, USA
| | | | - Nathan T. Mortimer
- Department of Biological Sciences, Illinois State University, Normal, Illinois, USA
| | - Jennifer Leigh Myka
- Department of Biology, Gateway Community and Technical College, Covington, Kentucky, USA
| | - Alexis Nagengast
- Department of Biochemistry, Widener University, Chester, Pennsylvania, USA
- Department of Chemistry, Widener University, Chester, Pennsylvania, USA
| | - Paul Overvoorde
- Department of Biology, Macalester College, St. Paul, Minnesota, USA
| | - Don Paetkau
- Department of Biology, Saint Mary’s College, Notre Dame, Indiana, USA
| | - Leocadia Paliulis
- Department of Biology, Bucknell University, Lewisburg, Pennsylvania, USA
| | - Susan Parrish
- Department of Biology, McDaniel College, Westminster, Maryland, USA
| | | | - Mary Lai Preuss
- Department of Biological Sciences, Webster University, St. Louis, Missouri, USA
| | - James V. Price
- Department of Biology, Utah Valley University, Orem, Utah, USA
| | - Nicholas A. Pullen
- Department of Biological Sciences, University of Northern Colorado, Greeley, Colorado, USA
| | - Catherine Reinke
- Department of Biology, Linfield University, McMinnville, Oregon, USA
| | - Dennis Revie
- Department of Biology, California Lutheran University, Thousand Oaks, California, USA
| | - Srebrenka Robic
- Department of Biology, Agnes Scott College, Decatur, Georgia, USA
| | | | - Michael R. Rubin
- Department of Biology, University of Puerto Rico at Cayey, Cayey, Puerto Rico, USA
| | - Takrima Sadikot
- Department of Biology, Washburn University, Topeka, Kansas, USA
| | | | - Maria Santisteban
- Department of Biology, University of North Carolina at Pembroke, Pembroke, North Carolina, USA
| | - Kenneth Saville
- Department of Biology, Albion College, Albion, Michigan, USA
| | - Stephanie Schroeder
- Department of Biological Sciences, Webster University, St. Louis, Missouri, USA
| | | | - Karim A. Sharif
- Department of Biology, Massasoit Community College, Brockton, Massachusetts, USA
| | | | - Chiyedza Small
- Department of Biology, Medgar Evers College, CUNY, Brooklyn, New York, USA
| | - Sheryl Smith
- Department of Biology, Arcadia University, Glenside, Pennsylvania, USA
| | - Rebecca Spokony
- Department of Natural Sciences, Baruch College, CUNY, New York, New York, USA
| | - Aparna Sreenivasan
- Department of Biology, School of Natural Sciences, California State University, Monterey Bay, Seaside, California, USA
| | - Joyce Stamm
- Department of Biology, University of Evansville, Evansville, Indiana, USA
| | | | - Katherine C. Teeter
- Department of Biology, Northern Michigan University, Marquette, Michigan, USA
| | - Justin Thackeray
- Department of Biology, Clark University, Worcester, Massachusetts, USA
| | | | | | - Cindy Wolfe
- Department of Biology, Kentucky Wesleyan College, Owensboro, Kentucky, USA
| | - James Youngblom
- Department of Biological Sciences, California State University Stanislaus, Turlock, California, USA
| | - Brian Yowler
- Department of Biology, Geneva College, Beaver Falls, Pennsylvania, USA
| | - Leming Zhou
- Health Information Management, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
| | - Janie Brennan
- Department of Energy, Environmental and Chemical Engineering, Washington University in St. Louis, St. Louis, Missouri, USA
| | - Jeremy Buhler
- Department of Computer Science and Engineering, Washington University in St. Louis, St. Louis, Missouri, USA
| | - Wilson Leung
- Department of Biology, Washington University in St. Louis, St. Louis, Missouri, USA
| | - Sarah C. R. Elgin
- Department of Biology, Washington University in St. Louis, St. Louis, Missouri, USA
| | - Laura K. Reed
- Department of Biological Sciences, University of Alabama, Tuscaloosa, Alabama, USA
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12
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Corwin LA, Ramsey ME, Vance EA, Woolner E, Maiden S, Gustafson N, Harsh JA. Students' Emotions, Perceived Coping, and Outcomes in Response to Research-Based Challenges and Failures in Two Sequential CUREs. CBE LIFE SCIENCES EDUCATION 2022; 21:ar23. [PMID: 35580005 PMCID: PMC9508904 DOI: 10.1187/cbe.21-05-0131] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/24/2021] [Revised: 02/02/2022] [Accepted: 02/08/2022] [Indexed: 06/15/2023]
Abstract
The ability to navigate scientific obstacles is widely recognized as a hallmark of a scientific disposition and is one predictor of science, technology, engineering, and mathematics persistence for early-career scientists. However, the development of this competency in undergraduate research has been largely underexplored. This study addresses this gap by examining introductory students' emotional and behavioral responses to research-related challenges and failures that occur in two sequential research-based courses. We describe commonly reported emotions, coping responses, and perceived outcomes and examine relationships between these themes, student demographics, and course enrollment. Students commonly experience frustration, confusion, and disappointment when coping with challenges and failures. Yet the predominance of students report coping responses likely to be adaptive in academic contexts despite experiencing negative emotions. Being enrolled in the second course of a research-based course sequence was related to several shifts in response to challenges during data collection, including less reporting of confusion and fewer reports of learning to be cautious from students. Overall, students in both the first and second courses reported many positive outcomes indicating improvements in their ability to cope with challenge and failure. We assert that educators can improve research-based educational courses by scaffolding students' research trials, failures, and iterations to support students' perseverance.
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Affiliation(s)
- Lisa A. Corwin
- Department of Ecology and Evolutionary Biology, University of Colorado, Boulder, Boulder, CO 80309
| | - Michael E. Ramsey
- Laboratory for Interdisciplinary Statistical Analysis, Department of Applied Mathematics, University of Colorado, Boulder, Boulder, CO 80309
| | - Eric A. Vance
- Laboratory for Interdisciplinary Statistical Analysis, Department of Applied Mathematics, University of Colorado, Boulder, Boulder, CO 80309
| | | | - Stevie Maiden
- Department of Ecology and Evolutionary Biology, University of Colorado, Boulder, Boulder, CO 80309
| | | | - Joseph A. Harsh
- Department of Biology, James Madison University, Harrisonburg VA 22807
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13
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Pavlova IV, Remington DL, Horton M, Tomlin E, Hens MD, Chen D, Willse J, Schug MD. An introductory biology research-rich laboratory course shows improvements in students' research skills, confidence, and attitudes. PLoS One 2021; 16:e0261278. [PMID: 34914796 PMCID: PMC8675740 DOI: 10.1371/journal.pone.0261278] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2021] [Accepted: 11/26/2021] [Indexed: 11/19/2022] Open
Abstract
As part of a wider reform to scaffold quantitative and research skills throughout the biology major, we introduced course-based undergraduate research experiences (CURE) in sections of a large-enrollment introductory biology laboratory course in a mid-level, public, minority-serving institution. This initiative was undertaken as part of the in the National Science Foundation / Council for Undergraduate Research Transformations Project. Student teams performed two or three experiments, depending on semester. They designed, implemented, analyzed, revised and iterated, wrote scientific paper-style reports, and gave oral presentations. We tested the impact of CURE on student proficiency in experimental design and statistical reasoning, and student research confidence and attitudes over two semesters. We found that students in the CURE sections met the reformed learning objectives for experimental design and statistical reasoning. CURE students also showed higher levels of experimental design proficiency, research self-efficacy, and more expert-like scientific mindsets compared to students in a matched cohort with the traditional design. While students in both groups described labs as a positive experience in end-of-semester reflections, the CURE group showed a high level of engagement with the research process. Students in CURE sections identified components of the research process that were difficult, while also reporting enjoying and valuing research. This study demonstrates improved learning, confidence, and attitudes toward research in a challenging CURE laboratory course where students had significant autonomy combined with appropriate support at a diverse public university.
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Affiliation(s)
- Iglika V. Pavlova
- Department of Biology, University of North Carolina Greensboro, Greensboro, North Carolina, United States of America
- * E-mail:
| | - David L. Remington
- Department of Biology, University of North Carolina Greensboro, Greensboro, North Carolina, United States of America
| | - Meg Horton
- Department of Biology, University of North Carolina Greensboro, Greensboro, North Carolina, United States of America
| | - Elizabeth Tomlin
- Department of Biology, University of North Carolina Greensboro, Greensboro, North Carolina, United States of America
| | - Mark D. Hens
- Department of Biology, University of North Carolina Greensboro, Greensboro, North Carolina, United States of America
| | - David Chen
- Department of Educational Research Methodology, University of North Carolina Greensboro, Greensboro, North Carolina, United States of America
| | - John Willse
- Department of Educational Research Methodology, University of North Carolina Greensboro, Greensboro, North Carolina, United States of America
| | - Malcolm D. Schug
- Department of Biology, University of North Carolina Greensboro, Greensboro, North Carolina, United States of America
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14
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Nardi CL. Antiracist Opportunities in the Journal of Microbiology and Biology Education: Considerations for Diversity, Equity, and Inclusion. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2021; 22:jmbe00151-21. [PMID: 34745409 PMCID: PMC8441998 DOI: 10.1128/jmbe.00151-21] [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: 04/09/2021] [Accepted: 06/14/2021] [Indexed: 06/13/2023]
Abstract
Authors in the Journal of Microbiology and Biology Education (JMBE) have demonstrated a clear commitment to diversity, equity, and inclusion (DEI) through commentaries, instructional approaches, and research. However, analysis of JMBE literature using Kendi's antiracist framework (How To Be an Antiracist, 2019) offers additional opportunities for growth. These opportunities are discussed and framed under five emergent conceptual categories (ECCs). First, capitalistic goals (e.g., productivity) are often drivers for DEI initiatives but disproportionately benefit those with power. Humanity-centered reasons, like honoring community values, are also important motivations. Second, faculty are often targeted as primary agents of change for DEI, but more powerful stakeholders such as department and institutional leadership can also implement equitable policies and practices to widen the impact of DEI initiatives. Third, study scopes are sometimes focused on the outcomes of inequity (e.g., lower retention rates for students of color) rather than the systemic causes (e.g., exclusivity of science). While outcomes are important to research, studies should create clear connections and distinctions between the systems and symptoms of inequity. Fourth, active learning and authentic research experiences are not automatically inclusive and do not necessarily validate students' identities. Such approaches may be more impactful when tailored for context and student background. Finally, language and communication can have broad impacts on DEI efforts. As a community, we may need to be more critical of our shared language and communication. This review discusses the five ECCs in depth and offers next steps for supporting DEI across the biology and microbiology education community.
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Affiliation(s)
- C. L. Nardi
- University of Colorado—Denver, Denver, Colorado, USA
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15
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Abstract
The world faces two seemingly unrelated challenges-a shortfall in the STEM workforce and increasing antibiotic resistance among bacterial pathogens. We address these two challenges with Tiny Earth, an undergraduate research course that excites students about science and creates a pipeline for antibiotic discovery.
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