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Kim C, Preston K, Braga A, Fankhauser SC. Increasing Student Confidence in Writing: Integrating Authentic Manuscript Writing into an Online 8-Week Research Program. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:00199-22. [PMID: 37089245 PMCID: PMC10117147 DOI: 10.1128/jmbe.00199-22] [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: 11/01/2022] [Accepted: 03/09/2023] [Indexed: 05/03/2023]
Abstract
In various formats, students at the secondary and postsecondary levels participate in multiweek authentic science research projects. There have been many papers explaining the operations of such programs, but few have provided explicit instruction on how to incorporate authentic communication practices into the student research process. In this paper, we describe how we integrated primary literature into an 8-week online research program for 8th to 11th graders. Each week, students were introduced to a specific section of a primary research article reflecting different stages of their research project, and they were guided on how to write that specific section for their own research paper. By the end of the program, students had an outline or first draft of a primary research paper based on their research. Following completion of the program, student participants reported greater self-efficacy and confidence in scientific writing. Here, we describe our approach and provide an adaptable framework for integrating primary literature into research projects.
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Affiliation(s)
- Choah Kim
- Harvard University, Cambridge, Massachusetts, USA
- Journal of Emerging Investigators, Chandler, Arizona, USA
| | - Kiam Preston
- Journal of Emerging Investigators, Chandler, Arizona, USA
- Morehouse School of Medicine, Atlanta, Georgia, USA
- National Eye Institute, Bethesda, Maryland, USA
| | - Alice Braga
- Journal of Emerging Investigators, Chandler, Arizona, USA
- Department of Neuroscience, Tufts University School of Medicine, Boston, Massachusetts, USA
| | - Sarah C. Fankhauser
- Journal of Emerging Investigators, Chandler, Arizona, USA
- Oxford College of Emory University, Oxford, Georgia, USA
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2
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Freeman S, Mukerji J, Sievers M, Beltran IB, Dickinson K, Dy GEC, Gardiner A, Glenski EH, Hill MJ, Kerr B, Monet D, Reemts C, Theobald E, Tran ET, Velasco V, Wachtell L, Warfield L. A CURE on the Evolution of Antibiotic Resistance in Escherichia coli Improves Student Conceptual Understanding. CBE LIFE SCIENCES EDUCATION 2023; 22:ar7. [PMID: 36607289 PMCID: PMC10074268 DOI: 10.1187/cbe.21-12-0331] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/07/2021] [Revised: 11/08/2022] [Accepted: 12/02/2022] [Indexed: 06/17/2023]
Abstract
We developed labs on the evolution of antibiotic resistance to assess the costs and benefits of replacing traditional laboratory exercises in an introductory biology course for majors with a course-based undergraduate research experience (CURE). To assess whether participating in the CURE imposed a cost in terms of exam performance, we implemented a quasi-experiment in which four lab sections in the same term of the same course did the CURE labs, while all other students did traditional labs. To assess whether participating in the CURE impacted other aspects of student learning, we implemented a second quasi-experiment in which all students either did traditional labs over a two-quarter sequence or did CURE labs over a two-quarter sequence. Data from the first experiment showed minimal impact on CURE students' exam scores, while data from the second experiment showed that CURE students demonstrated a better understanding of the culture of scientific research and a more expert-like understanding of evolution by natural selection. We did not find disproportionate costs or benefits for CURE students from groups that are minoritized in science, technology, engineering, and mathematics.
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Affiliation(s)
- Scott Freeman
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Joya Mukerji
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Matt Sievers
- Department of Biology, University of Washington, Seattle, WA 98195
| | | | - Katie Dickinson
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Grace E. C. Dy
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Amanda Gardiner
- Department of Biology, University of Washington, Seattle, WA 98195
| | | | - Mariah J. Hill
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Ben Kerr
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Deja Monet
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Connor Reemts
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Elli Theobald
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Elisa T. Tran
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Vicente Velasco
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Lexi Wachtell
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Liz Warfield
- Department of Biology, University of Washington, Seattle, WA 98195
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3
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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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4
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Buchanan AJ, Fisher GR. Current Status and Implementation of Science Practices in Course-Based Undergraduate Research Experiences (CUREs): A Systematic Literature Review. CBE LIFE SCIENCES EDUCATION 2022; 21:ar83. [PMID: 36318310 PMCID: PMC9727597 DOI: 10.1187/cbe.22-04-0069] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/18/2022] [Revised: 09/29/2022] [Accepted: 10/03/2022] [Indexed: 06/16/2023]
Abstract
A systematic review of the literature was conducted to identify course-based undergraduate research experiences (CUREs) in science, technology, engineering, and math (STEM) courses within the years 2000 through 2020. The goals of this review were to 1) create a resource of STEM CUREs identified by their discipline, subdiscipline, and level; 2) determine the activities included in each CURE, particularly the primary components listed in the CURE definition as well as specific science practices we identified as key to scientific reasoning; and 3) identify the next steps needed in CURE creation and implementation. Our review found 242 CURE curricula described in 220 total articles, with most described in biology, although STEM disciplines, including chemistry and biochemistry, have begun to publish CURE curricula as well. We also found that most CUREs include the primary components. However, when we look at the specific science practices essential to scientific reasoning, we found that these are less common in many CUREs and are implemented differently. We encourage CURE authors to consider including these science practices and potentially measuring their impact on student outcomes. The present work provides a summary of the current published CUREs, their disciplines, course levels, primary components, and specific science practices.
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Connors PK, Lanier HC, Erb LP, Varner J, Dizney L, Flaherty EA, Duggan JM, Yahnke CJ, Hanson JD. Connected while distant: Networking CUREs across classrooms to create community and empower students. Integr Comp Biol 2021; 61:934-943. [PMID: 34190987 DOI: 10.1093/icb/icab146] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2021] [Revised: 06/01/2021] [Accepted: 06/22/2021] [Indexed: 11/13/2022] Open
Abstract
Connections, collaborations, and community are key to the success of individual scientists as well as transformative scientific advances. Intentionally building these components into STEM education can better prepare future generations of researchers. Course-based undergraduate research experiences (CUREs) are a new and fast-growing teaching practice in STEM that can expand opportunities for undergraduate students to gain research skills. Because they engage all students in a course in an authentic research experience focused on a relevant scientific problem, CUREs provide an opportunity to foster community among students while promoting critical thinking skills and positively influencing their identities as scientists. Here, we review CUREs in the biological sciences that were developed as multi-institutional networks, and highlight the benefits gained by both students and instructors through participation in a CURE network. Throughout, we introduce Squirrel-Net, a network of ecology-focused and field-based CUREs that intentionally create connections among students and instructors. Squirrel-Net CUREs can also be scaffolded into the curriculum to form connections between courses, and are easily transitioned to distance-based delivery. Future assessments of networked CUREs like Squirrel-Net will help elucidate how CURE networks create community and how a cultivated research community impacts students' performance, perceptions of science, and sense of belonging. We hypothesize networked CUREs have the potential to create a broader sense of belonging among students and instructors alike, which could result in better science and more confident scientists.
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Affiliation(s)
- Patrice K Connors
- Department of Biological Sciences, Colorado Mesa University, Grand Junction, CO 81501 USA
| | - Hayley C Lanier
- Sam Noble Oklahoma Museum of Natural History and Department of Biology, University of Oklahoma, Norman, OK 73072 USA
| | - Liesl P Erb
- Departments of Biology and Environmental Studies, Warren Wilson College, Asheville, NC 28815
| | - Johanna Varner
- Department of Biological Sciences, Colorado Mesa University, Grand Junction, CO 81501 USA
| | - Laurie Dizney
- Department of Biology, University of Portland, Portland, OR 97203 USA
| | - Elizabeth A Flaherty
- Department of Forestry and Natural Resources, Purdue University, West Lafayette, IN 47906
| | - Jennifer M Duggan
- Department of Applied Environmental Science, California State University, Monterey Bay, 100 Campus Center, Seaside, CA 93955 USA
| | - Christopher J Yahnke
- Department of Wildlife Ecology, University of Wisconsin - Stevens Point, Stevens Point, WI 54481 USA
| | - John D Hanson
- Institute for Biodiversity Research & Education, Charleston, IN 47111 USA
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6
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Wiggins BL, Sefi-Cyr H, Lily LS, Dahlberg CL. Repetition Is Important to Students and Their Understanding during Laboratory Courses That Include Research. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2021; 22:e00158-21. [PMID: 34594448 PMCID: PMC8442015 DOI: 10.1128/jmbe.00158-21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/24/2020] [Accepted: 03/29/2021] [Indexed: 06/13/2023]
Abstract
Course-based undergraduate research experiences (CUREs) provide students with opportunities for the same gains that apprenticed research with faculty members offers. As their popularity increases, it is important that critical elements of CUREs be supported by thoughtful design. Student experiences in CUREs can provide important insights into why CUREs are so effective. We present evidence from students who participated in CUREs at the introductory, intermediate, and advanced levels, as well as from graduate teaching assistants for an introductory lab course that included a CURE. Students and teaching assistants describe repetition as a valuable element in CUREs and other laboratory experiences. We used student work and open-ended interviews to identify which of five previously described elements of CUREs students found important. Because repetition was particularly salient, we characterized how students described repetition as they experienced it in courses that contained full-length CUREs or "micro-CUREs." In prompted interviews, students described how repetition in CUREs provided cognitive (learning concepts) and practical (learning technical skills) value. Recent graduates who had participated in CUREs at each level of their biology education were particularly aware that they placed value on repetition and acknowledged it as motivational in their own learning. Many students described repetition in metacognitive terms, which also suggests that as students advance through laboratory and CURE curricula, their understanding of how repetition supports their learning becomes more sophisticated. Finally, we integrated student descriptions to suggest ways in which repetition can be designed into CUREs or other laboratory courses to support scientific learning and enhance students' sense of scientific identity.
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Affiliation(s)
| | - Haley Sefi-Cyr
- Western Washington University, Bellingham, Washington, USA
| | - Leah S. Lily
- University of Washington, Seattle, Washington, USA
- Western Washington University, Bellingham, Washington, USA
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7
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Dahlberg CL, Grove CA, Hulsey-Vincent H, Ismail S. Student Annotations of Published Data as a Collaboration between an Online Laboratory Course and the C. elegans Database, WormBase. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2021; 22:jmbe-22-21. [PMID: 33884078 PMCID: PMC8012049 DOI: 10.1128/jmbe.v22i1.2331] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/30/2020] [Accepted: 11/08/2020] [Indexed: 06/12/2023]
Abstract
Course-based undergraduate research experiences (CUREs) provide the same benefits as individual, mentored faculty research while expanding the availability of research opportunities. One important aspect of CUREs is students' engagement in collaboration. The shift to online learning during the COVID-19 pandemic created an immediate need for meaningful, collaborative experiences in CUREs. We developed a partnership with the Caenorhabditis elegans (C. elegans) database, WormBase, in which students submitted annotations of published manuscripts to the website. Due to the stress on students during this time of crisis, qualitative data were collected in lieu of quantitative pre- and postanalyses. Most students reported on cognitive processes that represent mid-level Bloom's categories. By partnering with WormBase, students gained insight into the scientific community and contributed as community members. We describe possible modifications for future courses, potential expansion of the WormBase collaboration, and future directions for quantitative analysis.
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Affiliation(s)
| | - Christian A. Grove
- Division of Biology and Biological Engineering, California Institute of Technology, Pasadena, CA 91125
| | | | - Samiya Ismail
- Biology Department, Western Washington University, Bellingham, WA 98225
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8
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Fuhrmeister ER, Larson JR, Kleinschmit AJ, Kirby JE, Pickering AJ, Bascom-Slack CA. Combating Antimicrobial Resistance Through Student-Driven Research and Environmental Surveillance. Front Microbiol 2021; 12:577821. [PMID: 33679626 PMCID: PMC7931799 DOI: 10.3389/fmicb.2021.577821] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2020] [Accepted: 01/14/2021] [Indexed: 11/13/2022] Open
Abstract
Emerging resistance to all classes of antimicrobials is one of the defining crises of the 21st century. Many advances in modern medicine, such as routine surgeries, are predicated on sustaining patients with antimicrobials during a period when their immune systems alone cannot clear infection. The development of new antimicrobials has not kept pace with the antimicrobial resistance (AR) threat. AR bacteria have been documented in various environments, such as drinking and surface water, food, sewage, and soil, yet surveillance and sampling has largely been from infected patients. The prevalence and diversity of AR bacteria in the environment, and the risks they pose to humans are not well understood. There is consensus that environmental surveillance is an important first step in forecasting and targeting efforts to prevent spread and transmission of AR microbes. However, efforts to date have been limited. The Prevalence of Antibiotic Resistance in the Environment (PARE) is a classroom-based project that engages students around the globe in systematic environmental AR surveillance with the goal of identifying areas where prevalence is high. The format of PARE, designed as short classroom research modules, lowers common barriers for institutional participation in course-based research. PARE brings real-world microbiology into the classroom by educating students about the pressing public health issue of AR, while empowering them to be partners in the solution. In turn, the PARE project provides impactful data to inform our understanding of the spread of AR in the environment through global real-time surveillance.
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Affiliation(s)
- Erica R. Fuhrmeister
- Department of Civil and Environmental Engineering, Tufts University School of Engineering, Medford, MA, United States
| | - Jennifer R. Larson
- Department of Biological and Environmental Sciences, Capital University, Columbus, OH, United States
| | - Adam J. Kleinschmit
- Department of Natural and Applied Sciences, University of Dubuque, Dubuque, IA, United States
| | - James E. Kirby
- Department of Pathology, Beth Israel Deaconess Medical Center, Boston, MA, United States
| | - Amy J. Pickering
- Department of Civil and Environmental Engineering, Tufts University School of Engineering, Medford, MA, United States
| | - Carol A. Bascom-Slack
- Department of Medical Education, Tufts University School of Medicine, Boston, MA, United States
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9
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Hastie E, Sellers R, Valan B, Sherwood DR. A Scalable CURE Using a CRISPR/Cas9 Fluorescent Protein Knock-In Strategy in Caenorhabditis elegans. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2019; 20:jmbe-20-60. [PMID: 31890079 PMCID: PMC6914349 DOI: 10.1128/jmbe.v20i3.1847] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/03/2019] [Accepted: 09/16/2019] [Indexed: 06/07/2023]
Abstract
Genome editing with CRISPR/Cas9 technology has advanced from the lab bench to clinical application with multiple trials underway. This article introduces a course-based undergraduate experience (CURE) combining CRISPR/Cas9 genome editing (using a modified two-plasmid system) and the animal model Caenorhabditis elegans. This CURE is designed to be a scalable, semester-long laboratory that will introduce the students to literature searches, molecular biology, experiment planning, microscopy, CRISPR bioethics discussion, and scientific writing. Here, students challenged themselves to endogenously tag the C. elegans gene zmp-4, a matrix metalloproteinase enzyme, with a fluorescent protein marker and successfully generated a new worm strain. The knock-in was confirmed with genotyping and imaging and will be available for use by the entire worm community.
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Affiliation(s)
- Eric Hastie
- Department of Biology, Duke University, Durham, NC 27708
| | - Ryan Sellers
- Department of Biology, Duke University, Durham, NC 27708
| | - Bruno Valan
- Department of Biology, Duke University, Durham, NC 27708
| | - David R. Sherwood
- Department of Biology, Duke University, Durham, NC 27708
- Regeneration Next, Duke University, Durham, NC 27708
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10
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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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11
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Corwin LA, Runyon CR, Ghanem E, Sandy M, Clark G, Palmer GC, Reichler S, Rodenbusch SE, Dolan EL. Effects of Discovery, Iteration, and Collaboration in Laboratory Courses on Undergraduates' Research Career Intentions Fully Mediated by Student Ownership. CBE LIFE SCIENCES EDUCATION 2018; 17:ar20. [PMID: 29749845 PMCID: PMC5998318 DOI: 10.1187/cbe.17-07-0141] [Citation(s) in RCA: 72] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/26/2017] [Revised: 12/11/2017] [Accepted: 02/08/2018] [Indexed: 05/06/2023]
Abstract
Course-based undergraduate research experiences (CUREs) provide a promising avenue to attract a larger and more diverse group of students into research careers. CUREs are thought to be distinctive in offering students opportunities to make discoveries, collaborate, engage in iterative work, and develop a sense of ownership of their lab course work. Yet how these elements affect students' intentions to pursue research-related careers remain unexplored. To address this knowledge gap, we collected data on three design features thought to be distinctive of CUREs (discovery, iteration, collaboration) and on students' levels of ownership and career intentions from ∼800 undergraduates who had completed CURE or inquiry courses, including courses from the Freshman Research Initiative (FRI), which has a demonstrated positive effect on student retention in college and in science, technology, engineering, and mathematics. We used structural equation modeling to test relationships among the design features and student ownership and career intentions. We found that discovery, iteration, and collaboration had small but significant effects on students' intentions; these effects were fully mediated by student ownership. Students in FRI courses reported significantly higher levels of discovery, iteration, and ownership than students in other CUREs. FRI research courses alone had a significant effect on students' career intentions.
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Affiliation(s)
- Lisa A. Corwin
- Department of Ecology and Evolutionary Biology, University of Colorado, Boulder, CO 80309
| | | | | | - Moriah Sandy
- Texas Institute for Discovery Education in Science, College of Natural Sciences, University of Texas, Austin, TX 78712
| | - Greg Clark
- Texas Institute for Discovery Education in Science, College of Natural Sciences, University of Texas, Austin, TX 78712
| | - Gregory C. Palmer
- Texas Institute for Discovery Education in Science, College of Natural Sciences, University of Texas, Austin, TX 78712
| | - Stuart Reichler
- Texas Institute for Discovery Education in Science, College of Natural Sciences, University of Texas, Austin, TX 78712
| | - Stacia E. Rodenbusch
- Texas Institute for Discovery Education in Science, College of Natural Sciences, University of Texas, Austin, TX 78712
| | - Erin L. Dolan
- Department of Biochemistry & Molecular Biology, University of Georgia, Athens, GA 30602
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12
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Corwin LA, Dolan EL, Graham MJ, Hanauer DI, Pelaez N. The Need to Be Sure About CUREs: Discovery and Relevance as Critical Elements of CUREs for Nonmajors. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2018; 19:jmbe-19-102. [PMID: 30377476 PMCID: PMC6203632 DOI: 10.1128/jmbe.v19i3.1683] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/15/2018] [Accepted: 09/14/2018] [Indexed: 05/06/2023]
Affiliation(s)
- Lisa A Corwin
- Ecology & Evolutionary Biology, University of Colorado Boulder, Boulder, CO,
| | - Erin L Dolan
- Biochemistry & Molecular Biology, University of Georgia, Athens, GA,
| | - Mark J Graham
- STEM Program Evaluation and Research Lab (STEM-PERL), Ecology & Evolutionary Biology, Yale University, New Haven, CT,
| | - David I Hanauer
- Professor of Applied Linguistics/English, Indiana University of Pennsylvania, Indiana, PA,
| | - Nancy Pelaez
- Department of Biological Sciences, Purdue University, West Lafayette, IN,
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13
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Dolan EL. Undergraduate research as curriculum. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2017; 45:293-298. [PMID: 28696054 DOI: 10.1002/bmb.21070] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/26/2017] [Indexed: 06/07/2023]
Abstract
To date, national interests, policies, and calls for transformation of undergraduate education have been the main drivers of research integration into the undergraduate curriculum, briefly described here. The New Horizons in Biochemistry and Molecular Biology Education conference at the Weizmann Institute of Science (Israel) this fall presents an exciting opportunity to discuss integration of undergraduate research into the curriculum and other cutting-edge topics in biochemistry and molecular biology education from a cross-national perspective. I look forward to exploring prospects for international collaboration on research and development of course-based undergraduate research experiences and on STEM education in general. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(4):293-298, 2017.
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14
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Tetrahymena as a Unicellular Model Eukaryote: Genetic and Genomic Tools. Genetics 2017; 203:649-65. [PMID: 27270699 DOI: 10.1534/genetics.114.169748] [Citation(s) in RCA: 71] [Impact Index Per Article: 10.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2016] [Accepted: 04/08/2016] [Indexed: 12/12/2022] Open
Abstract
Tetrahymena thermophila is a ciliate model organism whose study has led to important discoveries and insights into both conserved and divergent biological processes. In this review, we describe the tools for the use of Tetrahymena as a model eukaryote, including an overview of its life cycle, orientation to its evolutionary roots, and methodological approaches to forward and reverse genetics. Recent genomic tools have expanded Tetrahymena's utility as a genetic model system. With the unique advantages that Tetrahymena provide, we argue that it will continue to be a model organism of choice.
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Couch BA, Brown TL, Schelpat TJ, Graham MJ, Knight JK. Scientific teaching: defining a taxonomy of observable practices. CBE LIFE SCIENCES EDUCATION 2015; 14:ar9. [PMID: 25713097 PMCID: PMC4353084 DOI: 10.1187/cbe.14-01-0002] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/02/2014] [Revised: 10/04/2014] [Accepted: 10/05/2014] [Indexed: 05/02/2023]
Abstract
Over the past several decades, numerous reports have been published advocating for changes to undergraduate science education. These national calls inspired the formation of the National Academies Summer Institutes on Undergraduate Education in Biology (SI), a group of regional workshops to help faculty members learn and implement interactive teaching methods. The SI curriculum promotes a pedagogical framework called Scientific Teaching (ST), which aims to bring the vitality of modern research into the classroom by engaging students in the scientific discovery process and using student data to inform the ongoing development of teaching methods. With the spread of ST, the need emerges to systematically define its components in order to establish a common description for education researchers and practitioners. We describe the development of a taxonomy detailing ST's core elements and provide data from classroom observations and faculty surveys in support of its applicability within undergraduate science courses. The final taxonomy consists of 15 pedagogical goals and 37 supporting practices, specifying observable behaviors, artifacts, and features associated with ST. This taxonomy will support future educational efforts by providing a framework for researchers studying the processes and outcomes of ST-based course transformations as well as a concise guide for faculty members developing classes.
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Affiliation(s)
- Brian A Couch
- *Department of Molecular, Cellular, and Developmental Biology, University of Colorado, Boulder, CO 80309
| | - Tanya L Brown
- *Department of Molecular, Cellular, and Developmental Biology, University of Colorado, Boulder, CO 80309
| | - Tyler J Schelpat
- *Department of Molecular, Cellular, and Developmental Biology, University of Colorado, Boulder, CO 80309
| | - Mark J Graham
- ‡Center for Scientific Teaching, Department of Molecular, Cellular, and Developmental Biology and Department of Psychiatry, School of Medicine, Yale University, New Haven, CT 06511
| | - Jennifer K Knight
- *Department of Molecular, Cellular, and Developmental Biology, University of Colorado, Boulder, CO 80309
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