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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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McKenna DJ. Non-Laboratory Project-Based Learning for Final Year Bioscience Students: Lessons From COVID-19. Br J Biomed Sci 2023; 80:11561. [PMID: 37670798 PMCID: PMC10476339 DOI: 10.3389/bjbs.2023.11561] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2023] [Accepted: 07/21/2023] [Indexed: 09/07/2023]
Abstract
Background: Provision of "dry-lab" final year honours projects, based outside the laboratory, have been proposed as a viable alternative to traditional "wet-lab" projects in bioscience subjects, but their value has not been widely evaluated to date. In 2020-21, the COVID-19 pandemic meant all students in the School of Biomedical Sciences at Ulster University (UU) undertook dry-lab projects, due to campus lockdown. Therefore, this provided an ideal opportunity to evaluate the provision of dry-lab projects in a large student cohort. Methods: A pilot group of final year students (n = 4) studying Biomedical Science at UU were interviewed to evaluate their experience of conducting a dry-lab project. This evaluation and the themes that emerged were subsequently used to inform the co-creation of a survey to appraise student experience of dry-lab research project learning across the final year student cohort in School of Biomedical Sciences (n = 140). Quantitative and qualitative data was collected and analysed for trends and themes. Results: The results of this project identified four main themes related to dry-lab projects; expectations, skills & employability, quality of experience and choice. Student expectations about dry-lab projects were not dramatically changed, although initial negative opinions of some individuals were over-turned. Most students recognised that they had developed many useful employability skills through dry-lab projects, although lack of practical laboratory experience was still perceived as a drawback. Student experience was influenced by personal circumstances but students reporting poor project experience had significantly lower levels of communication with supervisor (p < 0.05). Most students agreed that choice of dry- and wet-lab projects would be valuable for future cohorts. Conclusion: This report concludes that dry-lab project provision can be a suitable and equitable alternative for wet-lab projects. Dry-lab projects can be valuable for learning new skills and may be an attractive option for some students and supervisors who prefer to work outside the laboratory setting. A choice of both dry-lab and wet-lab projects is highly recommended as it provides more choice for students to tailor their final year experience to their individual circumstances, strengths and future career aspirations.
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Affiliation(s)
- Declan J. McKenna
- School of Biomedical Sciences, Ulster University, Coleraine, United Kingdom
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Wierzchowski A, Wink DJ. Categorizing Student Learning about Research, Nature of Science, and Poster Presentation in a Workshop-Based Undergraduate Research Experience. JOURNAL OF CHEMICAL EDUCATION 2023; 100:2873-2886. [PMID: 37576851 PMCID: PMC10421618 DOI: 10.1021/acs.jchemed.3c00174] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/15/2023]
Abstract
This article examines student experiences in a workshop-based undergraduate research experience studying the activity and inhibition of salivary amylase that provides students with the chance to participate in authentic scientific research prior to the start of their undergraduate studies, following the structure of a course-based undergraduate research experience (CURE). Understanding student experiences at this point in their studies is important because research experiences at the beginning of university studies have been shown to increase retention in STEM. This study utilizes meaningful learning and situated cognition as theoretical frameworks and phenomenography as a methodological framework, applied to data from semi-structured interviews with six students. The student experiences were characterized as an outcome space detailing the degree of their meaningful learning with respect to their understanding of the research process, nature of science, and the poster creation and presentation process. The findings highlight that meaningful learning is achieved when research is connected to students' personal lives and/or future job interests. The research process and nature of science must also be made explicit to students by emphasizing the iterative nature of research and highlighting distinctions between science and non-science fields. All participating students displayed an understanding that anyone can partake in science anywhere. Implications for building on this work to develop an understanding of students' sense of belonging and self-identity are also discussed.
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Affiliation(s)
- Adrian Wierzchowski
- Department of Chemistry, University of Illinois at Chicago, Chicago, Illinois, 60607, United States
| | - Donald J. Wink
- Department of Chemistry, University of Illinois at Chicago, Chicago, Illinois, 60607, United States
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Deutch CE. Moving a Journal Article-Based Upper-Level Microbiology Dry Lab from In-Person to Online Instruction. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2021; 22:jmbe-22-32. [PMID: 33884074 PMCID: PMC8012045 DOI: 10.1128/jmbe.v22i1.2521] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/28/2020] [Accepted: 12/09/2020] [Indexed: 06/12/2023]
Abstract
During the spring semester of 2020, a journal article-based upper-level microbiology laboratory course was offered through Western New Mexico University at Glendale Community College in Glendale, AZ. Because most of the students had taken a lower-level microbiology class with a traditional wet laboratory, a dry lab format was used instead. In the first period of each 2-week cycle, a microbiology article selected by the instructor from the primary literature was discussed using a PowerPoint presentation and a detailed study sheet. Students then turned in answers to five specific questions about the article. In the second period of each 2-week cycle, students met to discuss possible research projects based on that article. They then turned in a two- to three-page research proposal describing their project. Before the COVID-19 pandemic became severe and the college moved to online instruction, there were active discussions between the instructor and the students in both class periods. After the campus was shut down, discussions of the journal articles and preparation of the research proposals were done online using Canvas as the learning platform. Students were provided with discussion sites, but no video instruction systems were used. In general, the answers to the journal article questions and the quality of the research proposals were better during in-person instruction. Instructors may be able to adapt this journal article-based lab approach to a fully online format, but it will require extensive training and the use of Zoom or other video instruction methods.
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Goodwin EC, Anokhin V, Gray MJ, Zajic DE, Podrabsky JE, Shortlidge EE. Is This Science? Students' Experiences of Failure Make a Research-Based Course Feel Authentic. CBE LIFE SCIENCES EDUCATION 2021; 20:ar10. [PMID: 33600220 PMCID: PMC8108493 DOI: 10.1187/cbe.20-07-0149] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/05/2023]
Abstract
Course-based undergraduate research experiences (CUREs) and inquiry-based curricula both expose students to the scientific process. CUREs additionally engage students in novel and scientifically relevant research, with the intention of providing an "authentic" research experience. However, we have little understanding of which course design elements impact students' beliefs that they are experiencing "authentic" research. We designed a study to explore introductory biology students' perceptions of research authenticity in CURE and inquiry classes. Using the Laboratory Course Assessment Survey, we found that students in CURE sections perceived higher levels of authentic research elements than students in inquiry-based sections. To identify specific factors that impact perceptions of research authenticity, we administered weekly reflection questions to CURE students. Coding of reflection responses revealed that experiences of failure, iteration, using scientific practices, and the relevant discoveries in their projects enhanced students' perceived authenticity of their research experiences. Although failure and iteration can occur in both CUREs and inquiry-based curricula, our findings indicate these experiences-in conjunction with the Relevant Discovery element of a CURE-may be particularly powerful in enhancing student perceptions of research authenticity in a CURE.
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Affiliation(s)
- Emma C. Goodwin
- Biology Department, Portland State University, Portland, OR 97201
| | - Vladimir Anokhin
- Biology Department, Portland State University, Portland, OR 97201
| | | | - Daniel E. Zajic
- Biology Department, Portland State University, Portland, OR 97201
| | | | - Erin E. Shortlidge
- Biology Department, Portland State University, Portland, OR 97201
- *Address correspondence to: Erin E. Shortlidge ()
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Blondel DV, Sansone A, Rosenberg J, Godin EA, Yang BW, Jaglom-Kurtz LT, Linnenbrink-Garcia L, Schwartz-Bloom RD. Development of an Online Experiment Platform for High School Biology. JOURNAL OF FORMATIVE DESIGN IN LEARNING 2019; 3:62-81. [PMID: 31475244 PMCID: PMC6716597 DOI: 10.1007/s41686-019-00030-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
We developed a novel online platform, Rex (Real experiments) that immerses students in a scientific investigative process. Rex is a virtual web-based biological science experiment platform, hosted by real scientists, and uses actual lab experiments that generate real data for students to collect, analyze, and interpret. Seven neuroscience experiments use zebrafish and rats as model systems to study the effects of drugs such as tetrahydrocannabinol (THC), caffeine, alcohol, and cigarette smoke, which are of interest to high school students. We carried out a small field-test of Rex in a variety of high school biology classrooms (e.g., standard, honors, AP, anatomy/physiology) to obtain student and teacher feedback about the implementation and usability of the program. We also assessed student situational interest (SI) to determine whether the Rex experiment captured students' attention, and whether it was an enjoyable and meaningful experience. Overall, students reported a moderate level of SI after participating in the Rex experiments. Situational interest did not differ across teachers, class section, class level, or the type of experiment. In addition, we present details of the technical issues encountered in the classroom, and we provide guidance to readers who may want to use the resource in their classrooms.
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Affiliation(s)
- Dimitri V. Blondel
- Department of Pharmacology and Cancer Biology, Duke University Medical Center, Durham, NC 27710
- Current address: Department of Biological Sciences, North Carolina State University, Raleigh, NC 27695
| | - Anna Sansone
- Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, MI 48824
| | - Joshua Rosenberg
- Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, MI 48824
- Current address: Department of Theory and Practice in Education, The University of Tennessee, Knoxville, Knoxville, TN 37996
| | - Elizabeth A Godin
- Department of Pharmacology and Cancer Biology, Duke University Medical Center, Durham, NC 27710
| | - Brenda W. Yang
- Brenda W. Yang, Department of Psychology and Neuroscience, Duke University, Durham, NC 27708
| | - Lawson T. Jaglom-Kurtz
- Department of Pharmacology and Cancer Biology, Duke University Medical Center, Durham, NC 27710
| | - Lisa Linnenbrink-Garcia
- Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, MI 48824
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