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Drumm BT, Bree R, Griffin CS, O'Leary N. Diversifying laboratory assessment modes broadens engagement with practical competencies in life science students. ADVANCES IN PHYSIOLOGY EDUCATION 2024; 48:527-546. [PMID: 38721652 DOI: 10.1152/advan.00257.2023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/01/2023] [Revised: 05/02/2024] [Accepted: 05/02/2024] [Indexed: 06/19/2024]
Abstract
Laboratory practicals in life science subjects are traditionally assessed by written reports that reflect disciplinary norms for documenting experimental activities. However, the exclusive application of this assessment has the potential to engage only a narrow range of competencies. In this study, we explored how multiple modes of laboratory assessment might affect student perceptions of learned skills in a life science module. We hypothesized that while a mixture of assessments may not impact student summative performance, it might positively influence student perceptions of different skills that varied assessments allowed them to practice. This was informed by universal design for learning and teaching for understanding frameworks. In our study, in a third-year Bioscience program, written reports were complemented with group presentations and online quizzes via Moodle. Anonymous surveys evaluated whether this expanded portfolio of assessments promoted awareness of, and engagement with, a broader range of practical competencies. Aspects that influenced student preferences in assessment mode included time limitations, time investment, ability to practice new skills, links with lecture material, and experience of assessment anxiety. In particular, presentations were highlighted as promoting collaboration and communication and the quiz as an effective means of diversifying assessment schedules. A key takeaway from students was that while reports were important, an overreliance on them was detrimental. This study suggests that undergraduate life science students can benefit significantly from a holistic assessment strategy that complements reports with performance-based approaches that incorporate broader competencies and allow for greater student engagement and expression in undergraduate modules.NEW & NOTEWORTHY This study suggests that undergraduate life science students can benefit significantly from a holistic assessment strategy that complements reports with performance-based approaches that incorporate broader competencies and allow for greater student engagement and expression in undergraduate modules.
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Affiliation(s)
- Bernard T Drumm
- Department of Life and Health Science, Dundalk Institute of Technology, Dundalk, Louth, Ireland
| | - Ronan Bree
- Department of Life and Health Science, Dundalk Institute of Technology, Dundalk, Louth, Ireland
| | - Caoimhin S Griffin
- Department of Life and Health Science, Dundalk Institute of Technology, Dundalk, Louth, Ireland
| | - Niall O'Leary
- School of Microbiology and Environmental Research Institute, University College Cork, Cork, Ireland
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2
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Leonetti CT, Lindberg H, Schwake DO, Cotter RL. A Call to Assess the Impacts of Course-Based Undergraduate Research Experiences for Career and Technical Education, Allied Health, and Underrepresented Students at Community Colleges. CBE LIFE SCIENCES EDUCATION 2023; 22:ar4. [PMID: 36607290 PMCID: PMC10074272 DOI: 10.1187/cbe.21-11-0318] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/09/2021] [Revised: 10/17/2022] [Accepted: 11/03/2022] [Indexed: 06/17/2023]
Abstract
Course-based undergraduate research experiences (CUREs) have the potential to impact student success and reduce barriers for students to participate in undergraduate research. Literature review has revealed that, while CUREs are being implemented at both community colleges (CCs) and bachelor's degree-granting institutions, there are limited published studies on the differential impacts CUREs may have on CC students in allied health programs, career and technical education, and nursing pathways (termed "workforce" in this essay). This essay summarizes proposed outcomes of CURE instruction and explores possible reasons for limited reporting on outcomes for CC and workforce students. It also provides recommendations to guide action and effect change regarding CURE implementation and assessment at CCs. This essay is a call to action to expand the science, technology, engineering, and mathematics career development pathway to include workforce students, implement CUREs designed for workforce students, and assess the differential impacts CUREs may have on workforce student populations at CCs.
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Affiliation(s)
| | - Heather Lindberg
- Department of Biology, Virginia Western Community College, Roanoke, VA 24015
| | - David Otto Schwake
- Department of Natural Sciences, Middle Georgia State University, Macon, GA 31206
| | - Robin L. Cotter
- Department of Biosciences, Phoenix College, Phoenix, AZ 85013
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3
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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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4
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Fendos J, Cai L, Yang X, Ren G, Li L, Yan Z, Lu B, Pi Y, Ma J, Guo B, Wu X, Lu P, Zhang R, Yang J. A Course-Based Undergraduate Research Experience Improves Outcomes in Mentored Research. CBE LIFE SCIENCES EDUCATION 2022; 21:ar49. [PMID: 35833940 PMCID: PMC9582824 DOI: 10.1187/cbe.21-03-0065] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/30/2021] [Revised: 05/30/2022] [Accepted: 06/06/2022] [Indexed: 06/15/2023]
Abstract
Infusing undergraduate curricula with authentic research training is an important contemporary challenge. Such exposure typically occurs through mentored research (MR) or course-based undergraduate research experiences (CUREs). In Asian contexts, CURE implementation is rare, while MR is often a graduation requirement. In this study, mentor interviews and mentee focus groups were used to characterize the learning challenges associated with this requirement at a Chinese university. An intensive 6-week CURE was then implemented as an MR preparatory program to help mitigate the identified challenges. This program contained seven site-specific features not typically included in other CUREs, each designed to improve different aspects of student readiness for MR. Post-CURE surveys, focus groups, and interviews demonstrated CURE enrollment significantly improved subsequent MR outcomes. Almost 90% of all enrollees, for example, began their first MR experience in their second year, more than twice the rate of non-enrollees. Enrollees also reported greater confidence in their research skills and more frequent experiences working in multiple labs. This study reports both immediate CURE and downstream MR outcomes, using the former to help explain the latter. A comprehensive CURE implementation process is described, offering a potential model for the design of other programs with similar research enhancement goals.
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Affiliation(s)
- Justin Fendos
- School of Life Sciences, Fudan University, Shanghai 200438, China
| | - Liang Cai
- School of Life Sciences, Fudan University, Shanghai 200438, China
| | - Xianmei Yang
- School of Life Sciences, Fudan University, Shanghai 200438, China
| | - Guodong Ren
- School of Life Sciences, Fudan University, Shanghai 200438, China
| | - Lin Li
- School of Life Sciences, Fudan University, Shanghai 200438, China
| | - Zhiqiang Yan
- School of Life Sciences, Fudan University, Shanghai 200438, China
- Institute of Molecular Physiology, Shenzen Bay Laboratory, Shenzhen 510852, China
| | - Boxun Lu
- School of Life Sciences, Fudan University, Shanghai 200438, China
| | - Yan Pi
- School of Life Sciences, Fudan University, Shanghai 200438, China
| | - Jinbiao Ma
- School of Life Sciences, Fudan University, Shanghai 200438, China
| | - Bin Guo
- School of Life Sciences, Fudan University, Shanghai 200438, China
| | - Xiaohui Wu
- School of Life Sciences, Fudan University, Shanghai 200438, China
| | - Pingli Lu
- School of Life Sciences, Fudan University, Shanghai 200438, China
- School of Life Sciences, Henan University, Kaifeng 475001, China
| | - Ruilin Zhang
- School of Life Sciences, Fudan University, Shanghai 200438, China
- School of Basic Medical Sciences, Wuhan University, Wuhan 430072, China
| | - Ji Yang
- School of Life Sciences, Fudan University, Shanghai 200438, China
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Craig PA. Developing and applying computational resources for biochemistry education. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2020; 48:579-584. [PMID: 32203640 PMCID: PMC7508772 DOI: 10.1002/bmb.21347] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/28/2020] [Accepted: 03/09/2020] [Indexed: 06/10/2023]
Abstract
Biochemistry is about structure and function, but it is also about data and this is where computers come in. From my time as a graduate student and post doc, whenever I encountered data I thought, "I can work this up by hand, but I think a computer could do a better job." Since that time, I have been working at the interface of biochemistry and computers, by attracting talented students and collaborating with colleagues with complementary skills. This has resulted in several exciting projects: a simulation of 2D electrophoresis and tandem mass spectrometry, the human visualization project, and two different programs that enable biochemists to search protein structures for enzyme active sites: ProMOL (promol.org) and Moltimate (moltimate.appspot.com). The human side of software development for education involved finding the right students and colleagues, communicating effectively across disciplines, building and managing effective teams and the importance of serendipity throughout the process.
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Affiliation(s)
- Paul A Craig
- School of Chemistry and Materials Science, Rochester Institute of Technology, Rochester, New York, USA
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6
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Ballester M, Van Hoozen B, Sikora AK. Stay calm and focus on the learning outcomes: Tools for taking biophysical chemistry online. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2020; 48:504-505. [PMID: 32798314 DOI: 10.1002/bmb.21421] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/08/2020] [Revised: 07/02/2020] [Accepted: 07/07/2020] [Indexed: 06/11/2023]
Abstract
Course specific learning outcomes are an important tool to define the scope of a course and can be very helpful when designing experiments and assessments. With slight modification, these learning outcomes can serve as a guide when transitioning to the distance learning format especially in courses with a traditional lab. Here we present such an example for the biophysical chemistry course.
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Affiliation(s)
- Maria Ballester
- Department of Chemistry and Physics, Nova Southeastern University, Fort Lauderdale, Florida, USA
| | - Brian Van Hoozen
- Department of Chemistry and Physics, Nova Southeastern University, Fort Lauderdale, Florida, USA
| | - Arthur K Sikora
- Department of Chemistry and Physics, Nova Southeastern University, Fort Lauderdale, Florida, USA
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7
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Hills M, Harcombe K, Bernstein N. Using anticipated learning outcomes for backward design of a molecular cell biology Course-based Undergraduate Research Experience. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2020; 48:311-319. [PMID: 32282994 DOI: 10.1002/bmb.21350] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/18/2019] [Revised: 02/07/2020] [Accepted: 03/29/2020] [Indexed: 06/11/2023]
Abstract
Anticipated learning outcomes (LOs) were defined and used for the backward design of a Course-based Undergraduate Research Experience (CURE). These LOs reflect the inquiry-based nature of CUREs and capture key knowledge and skills inherent to scientific practice and essential in research. The LOs were used to plan a formative and summative assessment strategy to support and evaluate student achievement. A research question was identified that aligned with the learning goals of the course, provided an opportunity for discovery and iteration, and introduced a variety of molecular, cellular, and biochemical techniques. The course is offered to students in the final year of their degree and delivered over a 12-week period with two 3-hr labs each week. These LOs, and the rigorous assessment strategy used to support them, could be adapted to different projects. Likewise, the laboratory exercises are presented as a series of modules highlighting opportunities for adaptation to a variety of schedules.
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Affiliation(s)
- Melissa Hills
- Department of Biological Sciences, Faculty of Arts and Science, MacEwan University, Edmonton, Alberta, Canada
| | - Kimberley Harcombe
- Department of Biological Sciences, Faculty of Arts and Science, MacEwan University, Edmonton, Alberta, Canada
| | - Nina Bernstein
- Department of Biological Sciences, Faculty of Arts and Science, MacEwan University, Edmonton, Alberta, Canada
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8
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Govindan B, Pickett S, Riggs B. Fear of the CURE: A Beginner's Guide to Overcoming Barriers in Creating a Course-Based Undergraduate Research Experience. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2020; 21:jmbe-21-48. [PMID: 32528607 PMCID: PMC7243983 DOI: 10.1128/jmbe.v21i2.2109] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/18/2020] [Accepted: 04/10/2020] [Indexed: 05/21/2023]
Abstract
Over the past decade, growing evidence has shown that there are many benefits to undergraduate students engaging in scientific research, including increased persistence in pursuing STEM careers and successful outcomes in graduate study. With these benefits in mind, there has been a significant push toward providing research opportunities for students in STEM majors. To address this need, an increasing number of undergraduate courses have been developed to provide students with research experiences in a class setting, also known as course-based undergraduate research experiences, or CUREs. Despite the growing success of these courses, a number of barriers remain that deter faculty from developing and implementing CUREs. Here, we will review the perceived challenges of developing a CURE and provide practical strategies to overcome these challenges.
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Affiliation(s)
- Brinda Govindan
- Department of Biology, San Francisco State University, San Francisco, CA 94132
| | - Sarah Pickett
- Department of Biology, San Francisco State University, San Francisco, CA 94132
- Center for Teaching and Learning, University of California, Berkeley, Berkeley, CA 94720
| | - Blake Riggs
- Department of Biology, San Francisco State University, San Francisco, CA 94132
- Corresponding author. Mailing address: Department of Biology, 1600 Holloway Ave., San Francisco State University, San Francisco, CA 94132. Phone: 415-338-1499. E-mail:
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9
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Roberts R, Hall B, Daubner C, Goodman A, Pikaart M, Sikora A, Craig P. Flexible Implementation of the BASIL CURE. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2019; 47:498-505. [PMID: 31381264 DOI: 10.1002/bmb.21287] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/29/2019] [Revised: 06/28/2019] [Accepted: 07/18/2019] [Indexed: 05/25/2023]
Abstract
Course-based Undergraduate Research Experiences (CUREs) can be a very effective means to introduce a large number of students to research. CUREs are often an extension of the instructor's research, which may make them difficult to replicate in other settings because of differences in expertise or facilities. The BASIL (Biochemistry Authentic Scientific Inquiry Lab) CURE has evolved over the past 4 years as faculty members with different backgrounds, facilities, and campus cultures have all contributed to a robust curriculum focusing on enzyme function prediction that is suitable for implementation in a wide variety of academic settings. © 2019 International Union of Biochemistry and Molecular Biology, 47(5):498-505, 2019.
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Affiliation(s)
- Rebecca Roberts
- Department of Biology, Ursinus College, Collegeville, Pennsylvania
| | - Bonnie Hall
- Department of Chemistry, Grand View University, Des Moines, Iowa
| | - Colette Daubner
- Department of Biological Sciences, St. Mary's University, San Antonio, Texas
| | - Anya Goodman
- Department of Chemistry and Biochemistry, Cal Poly San Luis Obispo, San Luis Obispo, California
| | - Michael Pikaart
- Department of Chemistry and Biochemistry, Hope College, Holland, Michigan
| | - Arthur Sikora
- Department of Chemistry and Physics, Nova Southeastern University, Fort Lauderdale, Florida
| | - Paul Craig
- Head School of Chemistry & Materials Science, Rochester Institute of Technology, Rochester, New York
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10
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Provost JJ, Bell JK, Bell JE. Development and Use of CUREs in Biochemistry. ACS SYMPOSIUM SERIES 2019. [DOI: 10.1021/bk-2019-1337.ch007] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Affiliation(s)
- Joseph J. Provost
- Department Chemistry and Biochemistry, University of San Diego, San Diego, California 91977, United States
| | - Jessica K. Bell
- Department Chemistry and Biochemistry, University of San Diego, San Diego, California 91977, United States
| | - John E. Bell
- Department Chemistry and Biochemistry, University of San Diego, San Diego, California 91977, United States
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11
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Kopecki-Fjetland MA. Vignette #1: Introducing Active Learning to Improve Student Performance on Threshold Concepts in Biochemistry. ACS SYMPOSIUM SERIES 2019. [DOI: 10.1021/bk-2019-1337.ch012] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Affiliation(s)
- Mary A. Kopecki-Fjetland
- Department of Chemistry, St. Edward’s University, 3001 South Congress Avenue, Austin, Texas 78704, United States
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12
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Loertscher J, Minderhout V. Implementing Guided Inquiry in Biochemistry: Challenges and Opportunities. ACS SYMPOSIUM SERIES 2019. [DOI: 10.1021/bk-2019-1337.ch005] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/14/2023]
Affiliation(s)
- Jennifer Loertscher
- Department of Chemistry, Seattle University, 901 12th Avenue, Seattle, Washington 98122, United States
| | - Vicky Minderhout
- Department of Chemistry, Seattle University, 901 12th Avenue, Seattle, Washington 98122, United States
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Irby SM, Pelaez NJ, Anderson TR. Anticipated learning outcomes for a biochemistry course-based undergraduate research experience aimed at predicting protein function from structure: Implications for assessment design. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2018; 46:478-492. [PMID: 30369040 DOI: 10.1002/bmb.21173] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2018] [Accepted: 09/03/2018] [Indexed: 06/08/2023]
Abstract
Several course-based undergraduate research experiences (CUREs) have been published in the literature. However, only limited attempts have been made to rigorously identify the discovery-type research abilities that students actually develop during such experiences. Instead, there has been a greater focus on technical or procedural-type knowledge or general CURE skills that are too comprehensive to effectively assess. Before the extent of discovery-type learning outcomes can be established in students (termed verified learning outcomes or VLOs), it is important to rigorously identify the anticipated learning outcomes (ALOs) and to then develop student assessments that target each ALO to reveal the nature of such student learning. In this article we present a matrix of 43 ALOs, or course-based undergraduate research abilities (CURAs), that instructors anticipate students will develop during a recently-developed biochemistry CURE focusing on the prediction of protein function from structure. The CURAs were identified using the process for identifying course-based undergraduate research abilities (PICURA) and classified into seven distinct themes that enabled the characterization of the CURE and a comparison to other published inventories of research competencies and CURE aspects. These themes and the CURE protocols aligning to the CURAs were used to form the ALO matrix that was, in turn, used to inform the design of an assessment that revealed evidence that a student had developed some of the targeted CURAs. Future research will focus on further assessment development that targets other identified CURAs. This approach has potential applications to other CUREs both in biochemistry and other science disciplines. © 2018 International Union of Biochemistry and Molecular Biology, 46(5):478-492, 2018.
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Affiliation(s)
- Stefan M Irby
- Department of Chemistry, Purdue University, West Lafayette
| | - Nancy J Pelaez
- Department of Biological Sciences, Purdue University, West Lafayette
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