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Garzke J, Steinwand BJ. CREATE'ing improvements in first-year students' science efficacy via an online introductory course experience. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2024; 25:e0007923. [PMID: 38661407 DOI: 10.1128/jmbe.00079-23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/26/2023] [Accepted: 12/11/2023] [Indexed: 04/26/2024]
Abstract
With a primary objective to engage students in the process of science online, we transformed a long-standing laboratory course for first-year science students into a more accessible, immersive experience of current biological research using a narrow and focused set of primary literature and the Consider, Read, Elucidate a hypothesis, Analyze and interpret data, Think of the next Experiment (CREATE) pedagogy. The efficacy of the CREATE approach has been demonstrated in a diversity of higher education settings and courses. It is, however, not yet known if CREATE can be successfully implemented online with a large, diverse team of faculty untrained in the CREATE pedagogy. Here, we present the transformation of a large-enrollment, multi-section, multi-instructor course for first-year students in which the instructors follow different biological research questions but work together to reach shared goals and outcomes. We assessed students' (i) science self-efficacy and (ii) epistemological beliefs about science throughout an academic year of instruction fully administered online as a result of ongoing threats posed by COVID-19. Our findings demonstrate that novice CREATE instructors with varying levels of teaching experience and ranks can achieve comparable outcomes and improvements in students' science efficacy in the virtual classroom as a teaching team. This study extends the use of the CREATE pedagogy to large, team-taught, multi-section courses and shows its utility in the online teaching and learning environment.
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Affiliation(s)
- Jessica Garzke
- Department of Zoology, University of British Columbia, Vancouver, Canada
| | - Blaire J Steinwand
- Department of Zoology, University of British Columbia, Vancouver, Canada
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2
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Kiselyov K, Schunn CD. Peer-reviewed presentation exchange in an undergraduate classroom. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2024; 25:e0006723. [PMID: 38661421 PMCID: PMC11044638 DOI: 10.1128/jmbe.00067-23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/24/2023] [Accepted: 12/06/2023] [Indexed: 04/26/2024]
Abstract
Reading, presenting, and discussing peer-reviewed scientific reports, case studies, and reviews are essential to modern biology education. These exercises model crucial aspects of students' future professional activities and introduce the students to the current scientific concepts and methodology, data analysis, and presentation. A common format for working with primary literature is a journal club: presenting and discussing research literature in front of peers, which has many merits. However, in large modern classrooms, this format is very time-consuming and stressful, especially since presenting is not a commonly taught skill. We argue that student groups for whom the current educational and professional paradigms present a challenge due to a historical lack of representation or wellness issues are deprived of a key educational opportunity. To solve this problem, we formulated an approach called Peer-Reviewed Presentation Exchange (PRPE), which focuses on collaborative analysis, presentation, and review of research literature that includes (i) voice-narrated research presentations by students, (ii) checklists generated by the instructor to establish expectations for an informative presentation or review, and (iii) presentation assignment and peer review process. We tested this approach in an undergraduate cell biology class over 3 years. Pre- and post-assessments show significant gains in self-efficacy and knowledge not only by students who presented but also by the students who reviewed the presentations; therefore, peer-reviewed presentations are an effective tool for learning. Exit surveys show that the approach is seen as beneficial by most students. Our approach allows every student to speak and ask questions in a low-stress creative environment. It is an excellent customizable, trackable, and scalable low-stakes assessment tool.
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Affiliation(s)
- Kirill Kiselyov
- Department of Biological Sciences, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
| | - Christian D. Schunn
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
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3
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Zimmermann AE, King EE, Bose DD. Effectiveness and Utility of Flowcharts on Learning in a Classroom Setting: A Mixed-Methods Study. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100591. [PMID: 37717694 DOI: 10.1016/j.ajpe.2023.100591] [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: 01/11/2023] [Revised: 09/08/2023] [Accepted: 09/11/2023] [Indexed: 09/19/2023]
Abstract
OBJECTIVE Graphical representation of information organizes and promotes meaningful learning. As an example of graphical organizers, flowcharts can simplify and summarize complex information. The evidence of classroom use of flowcharts as an instructional tool is unclear. We investigated the effectiveness of flowcharts on student learning as an in-class instructional tool in a cardiovascular therapeutic course. Student experiences with the use and application of flowcharts were explored. METHODS An explanatory sequential mixed-methods study was conducted with pharmacy students enrolled in an acute-care cardiovascular course from 2019-2021. The quantitative phase comprised a survey to determine flowchart effectiveness and a comparison of student performance in three content areas. The qualitative phase of the study used focused group interviews to understand student perceptions of flowchart use. RESULTS Survey results indicated that using flowcharts improved understanding (110/128, 86%), integration of material (114/128, 89%), and overall knowledge (111/128, 87%). Student performance in the 3 content areas, shock, arrhythmia, and acute coronary syndrome were statistically significant with flowcharts implementation. Emerging themes from student interviews were (1) used as a medium for retention and recall, (2) used as a study tool, and (3) used as a decision-making framework. CONCLUSION Flowcharts provide an alternative approach to teaching complex content, which allows students to organize and summarize information that promotes meaningful learning. The ease of implementation combined with the generalized nature of flowcharts makes it an effective graphical organizer that can be used across various disciplines.
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Affiliation(s)
- Anthony E Zimmermann
- Department of Pharmacy Practice, College of Pharmacy and Health Sciences, Western New England University, Springfield, MA, USA.
| | - Ethan E King
- Department of Pharmaceutical and Administrative Sciences, College of Pharmacy and Health Sciences, Western New England University, Springfield, MA, USA
| | - Diptiman D Bose
- Department of Pharmaceutical and Administrative Sciences, College of Pharmacy and Health Sciences, Western New England University, Springfield, MA, USA.
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Venugopal S. Teaching Scientific Literature Analysis: A Systematic Adoption of Skill-Building Methods to Enrich Research Training for Undergraduate Students. JOURNAL OF UNDERGRADUATE NEUROSCIENCE EDUCATION : JUNE : A PUBLICATION OF FUN, FACULTY FOR UNDERGRADUATE NEUROSCIENCE 2023; 22:A74-A81. [PMID: 38322405 PMCID: PMC10768817 DOI: 10.59390/awcf3324] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/05/2023] [Revised: 10/24/2023] [Accepted: 11/14/2023] [Indexed: 02/08/2024]
Abstract
Teaching scientific literature analysis skills is a critical step in research training. Here I describe a 6-week skill-building module on understanding scientific literature, incorporated into a 10-week undergraduate honors research practice course in Neuroscience. Key pedagogical components include: 1) student-centered active-learning, skill-building and community-building activities; 2) persistent adoption of a proven CREATE method and a novel curate scientific summary (CSS) method for teaching scientific literature analysis skills; 3) collaborative class organization consisting of persistent learning pods (PLPs) to facilitate student-driven participation and peer learning; and, 4) role play of a real research lab. Skill development was assessed using a self-assessment survey (SAS) and longitudinal evaluation of the CREATE and CSS methods application by the PLPs to analyze primary research articles (PRAs) over four weeks. Outcomes demonstrate alleviation of pre-existing student anxiety to read complex scientific literature and advancement of critical-thinking and collaborative skills. Specifically, the SAS responses indicate that student perception about reading scientific literature transformed from being a daunting task to an enjoyable activity; this enhanced their confidence in evaluating scientific literature. PLPs fostered student engagement, peer instruction, and community building, and contributed to skill development. Weekly assessment of CREATE and CSS application highlighted marked improvements in students' abilities to analyze and critique complicated scientific material. Role playing a research lab setting with a focused research theme facilitated integrative understanding of a frontier topic in Neuroscience. The outlined innovative approach can be adopted in Course-based Undergraduate Research Experience (CURE) and should help contribute to systematizing didactic practices to train neuroscientists.
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Affiliation(s)
- Sharmila Venugopal
- Department of Integrative Biology and Physiology, Division of Life Sciences
- Department of Neurology, David Geffen School of Medicine, University of California Los Angeles, Los Angeles, CA 90095
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5
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Jablonski GB, Grinath AS. Postsecondary biology students' ways of participating in the critique and discussion of primary scientific literature. CBE LIFE SCIENCES EDUCATION 2023; 22:ar47. [PMID: 37831683 PMCID: PMC10756047 DOI: 10.1187/cbe.22-11-0218] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/09/2022] [Revised: 09/08/2023] [Accepted: 09/12/2023] [Indexed: 10/15/2023]
Abstract
Science advances through the interplay of idea construction and idea critique. Our goal was to describe varied forms of productive disciplinary engagement that emerged during primary literature discussions. Such descriptions are necessary for biology educators and researchers to design for and recognize diverse repertoires of participation in the critique and discussion of primary scientific literature. We identified three cases (a lower-division ecology course, an upper-division organismal course, and a journal club embedded in a summer research program) that were each designed with weekly primary literature discussions. We analyzed 12 discussions (four from each case) to describe what postsecondary students attend to when they critique and what forms of participation emerged from students reading and discussing primary scientific literature. Students participated in critique in all three cases and patterns in the substance and framing of critiques reflected the level of the context (lower- or upper-division). Students also shaped how they participated in ways that were relevant to the science classroom communities in each case. Our findings suggest that structuring primary literature discussions in ways that both elevate and connect students' agency and personal relevance is important for fostering varied forms of productive disciplinary engagement within a science classroom community.
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Affiliation(s)
- G. B. Jablonski
- Department of Biological Sciences, Idaho State University, Pocatello, ID 83209
| | - A. S. Grinath
- Department of Biological Sciences, Idaho State University, Pocatello, ID 83209
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6
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Wang SY, Chappell L. Fostering Appraisal Skills in Evidence-Based Practice Through Modified CREATE. Nurse Educ 2023:00006223-990000000-00364. [PMID: 37939370 DOI: 10.1097/nne.0000000000001573] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2023]
Affiliation(s)
- Shu-Yi Wang
- By Shu-Yi Wang, PhD, RN, CNS, College of Nursing, University of Colorado, and Lisa Chappell, DNP, RN, CRRN, NC-BC, Loretto Heights School of Nursing, Rueckert-Hartman College for Health Professions, Regis University, Denver, Colorado,
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Goudsouzian LK, Hsu JL. Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom. CBE LIFE SCIENCES EDUCATION 2023; 22:es3. [PMID: 37279086 PMCID: PMC10424225 DOI: 10.1187/cbe.22-10-0211] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/31/2022] [Revised: 03/23/2023] [Accepted: 04/20/2023] [Indexed: 06/08/2023]
Abstract
Teaching undergraduate students to read primary scientific literature (PSL) is cited as an important goal for many science, technology, engineering, and math (STEM) classes, given a range of cognitive and affective benefits for students who read PSL. Consequently, there are a number of approaches and curricular interventions published in the STEM education literature on how to teach students to read PSL. These approaches vary widely in their instructional methods, target student demographic, required class time, and level of assessment demonstrating the method's efficacy. In this Essay, we conduct a systematic search to compile these approaches in an easily accessible manner for instructors, using a framework to sort the identified approaches by target level, time required, assessment population, and more. We also provide a brief review of the literature surrounding the reading of PSL in undergraduate STEM classrooms and conclude with some general recommendations for both instructors and education researchers on future areas of investigation.
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Affiliation(s)
| | - Jeremy L. Hsu
- Schmid College of Science and Technology, Chapman University, Orange, CA 92866
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8
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Schaller MD, Gencheva M, Gunther MR, Weed SA. Training doctoral students in critical thinking and experimental design using problem-based learning. BMC MEDICAL EDUCATION 2023; 23:579. [PMID: 37587476 PMCID: PMC10428545 DOI: 10.1186/s12909-023-04569-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/04/2023] [Accepted: 08/05/2023] [Indexed: 08/18/2023]
Abstract
BACKGROUND Traditionally, doctoral student education in the biomedical sciences relies on didactic coursework to build a foundation of scientific knowledge and an apprenticeship model of training in the laboratory of an established investigator. Recent recommendations for revision of graduate training include the utilization of graduate student competencies to assess progress and the introduction of novel curricula focused on development of skills, rather than accumulation of facts. Evidence demonstrates that active learning approaches are effective. Several facets of active learning are components of problem-based learning (PBL), which is a teaching modality where student learning is self-directed toward solving problems in a relevant context. These concepts were combined and incorporated in creating a new introductory graduate course designed to develop scientific skills (student competencies) in matriculating doctoral students using a PBL format. METHODS Evaluation of course effectiveness was measured using the principals of the Kirkpatrick Four Level Model of Evaluation. At the end of each course offering, students completed evaluation surveys on the course and instructors to assess their perceptions of training effectiveness. Pre- and post-tests assessing students' proficiency in experimental design were used to measure student learning. RESULTS The analysis of the outcomes of the course suggests the training is effective in improving experimental design. The course was well received by the students as measured by student evaluations (Kirkpatrick Model Level 1). Improved scores on post-tests indicate that the students learned from the experience (Kirkpatrick Model Level 2). A template is provided for the implementation of similar courses at other institutions. CONCLUSIONS This problem-based learning course appears effective in training newly matriculated graduate students in the required skills for designing experiments to test specific hypotheses, enhancing student preparation prior to initiation of their dissertation research.
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Affiliation(s)
- Michael D Schaller
- Department of Biochemistry and Molecular Medicine, West Virginia University School of Medicine, Robert C. Byrd Health Sciences Center 64 Medical Center Drive, P.O. Box 9142, Morgantown, WV, 26506, USA.
| | - Marieta Gencheva
- Department of Biochemistry and Molecular Medicine, West Virginia University School of Medicine, Robert C. Byrd Health Sciences Center 64 Medical Center Drive, P.O. Box 9142, Morgantown, WV, 26506, USA
| | - Michael R Gunther
- Department of Biochemistry and Molecular Medicine, West Virginia University School of Medicine, Robert C. Byrd Health Sciences Center 64 Medical Center Drive, P.O. Box 9142, Morgantown, WV, 26506, USA
| | - Scott A Weed
- Department of Biochemistry and Molecular Medicine, West Virginia University School of Medicine, Robert C. Byrd Health Sciences Center 64 Medical Center Drive, P.O. Box 9142, Morgantown, WV, 26506, USA
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Goodwin EC, Shapiro C, Freise AC, Toven-Lindsey B, Moberg Parker J. Synthesizing Research Narratives to Reveal the Big Picture: a CREATE(S) Intervention Modified for Journal Club Improves Undergraduate Science Literacy. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:e00055-23. [PMID: 37614891 PMCID: PMC10443313 DOI: 10.1128/jmbe.00055-23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/28/2023] [Accepted: 04/27/2023] [Indexed: 08/25/2023]
Abstract
Communicating science effectively is an essential part of the development of science literacy. Research has shown that introducing primary scientific literature through journal clubs can improve student learning outcomes, including increased scientific knowledge. However, without scaffolding, students can miss more complex aspects of science literacy, including how to analyze and present scientific data. In this study, we apply a modified CREATE(S) process (Concept map the introduction, Read methods and results, Elucidate hypotheses, Analyze data, Think of the next Experiment, and Synthesis map) to improve students' science literacy skills, specifically their understanding of the process of science and their ability to use narrative synthesis to communicate science. We tested this hypothesis using a retrospective quasi-experimental study design in upper-division undergraduate courses. We compared learning outcomes for CREATES intervention students to those for students who took the same courses before CREATES was introduced. Rubric-guided, direct evidence assessments were used to measure student gains in learning outcomes. Analyses revealed that CREATES intervention students versus the comparison group demonstrated improved ability to interpret and communicate primary literature, especially in the methods, hypotheses, and narrative synthesis learning outcome categories. Through a mixed-methods analysis of a reflection assignment completed by the CREATES intervention group, students reported the synthesis map as the most frequently used step in the process and highly valuable to their learning. Taken together, the study demonstrates how this modified CREATES process can foster scientific literacy development and how it could be applied in science, technology, engineering, and math journal clubs.
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Affiliation(s)
- Emma C. Goodwin
- School of Life Sciences, Arizona State University, Tempe, Arizona, USA
| | - Casey Shapiro
- Center for Educational Assessment, Center for the Advancement of Teaching, Division of Undergraduate Education, University of California Los Angeles, Los Angeles, California, USA
| | - Amanda C. Freise
- Department of Microbiology, Immunology & Molecular Genetics, University of California Los Angeles, Los Angeles, California, USA
| | - Brit Toven-Lindsey
- Center for Educational Assessment, Center for the Advancement of Teaching, Division of Undergraduate Education, University of California Los Angeles, Los Angeles, California, USA
| | - Jordan Moberg Parker
- Department of Microbiology, Immunology & Molecular Genetics, University of California Los Angeles, Los Angeles, California, USA
- Department of Biomedical Science, Kaiser Permanente Bernard J. Tyson School of Medicine, Pasadena, California, USA
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10
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Wickham RJ, Adams W, Hawker MJ. The COVID-19 and Taste Lab: A Mini Course-Based Undergraduate Research Experience on Taste Differences and COVID-19 Susceptibility. JOURNAL OF UNDERGRADUATE NEUROSCIENCE EDUCATION : JUNE : A PUBLICATION OF FUN, FACULTY FOR UNDERGRADUATE NEUROSCIENCE 2023; 21:A97-A107. [PMID: 37588646 PMCID: PMC10426818 DOI: 10.59390/fdma5232] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/27/2022] [Revised: 02/14/2023] [Accepted: 02/14/2023] [Indexed: 08/18/2023]
Abstract
Traditional course-based undergraduate research experiences (CUREs) are common approaches to expose students to authentic laboratory practices. Traditional CUREs typically take up most of or an entire semester, require a laboratory section or may be a standalone lab course, and require significant financial and time commitments by the institution and instructors. As such, CUREs are harder to implement at institutions with fewer resources. Here, we developed a mini-CURE, which are typically shorter in duration, called the COVID-19 and Taste Lab (CT-LAB). The CT-LAB requires significantly fewer resources ($0.05/student) and time commitment (two class periods) than traditional CUREs. CT-LAB centers around the biological relationship between COVID-19 susceptibility and taste status (non-taster, taster, and supertaster) as well as potential implications for public policy behavior. Students participated in a class-wide study where they examined if taste status was related to COVID-19 susceptibility. They found that non-tasters had a higher likelihood of testing positive previously for COVID-19 compared to tasters and supertasters. To assess student outcomes of this CURE, students completed a pre- and post-test assessment including a content test, STEM identity survey, taste test, COVID-19 history test, and a modified CURE survey. Content test scores improved while STEM identity and attitudes about science were unchanged. A direct comparison to a repository of traditional CUREs shows that the CT-LAB produced comparable benefits to traditional CUREs primarily in skills that were particularly relevant for the CT-LAB. This work suggests that mini-CUREs, even as brief as two class periods, could be a way to improve student outcomes.
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Affiliation(s)
| | - Walter Adams
- Department of Biological Sciences, San José State University, San José, CA 95192
| | - Morgan J. Hawker
- Department of Chemistry and Biochemistry California State University - Fresno, Fresno, CA 93740
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11
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Washburn ME, Shanks RA, McCartney M, Robertson CL, Segura-Totten M. Discussion of Annotated Research Articles Results in Increases in Scientific Literacy within a Cell Biology Course. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:00154-22. [PMID: 37089223 PMCID: PMC10117138 DOI: 10.1128/jmbe.00154-22] [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: 09/21/2022] [Accepted: 12/15/2022] [Indexed: 05/03/2023]
Abstract
As the amount and complexity of scientific knowledge continues to grow, it is essential to educate scientifically literate citizens who can comprehend the process of science and the implications of technological advances. This is especially important when educating science, technology, engineering, and mathematics (STEM) college students, since they may play a central role in the future of scientific research and its communication. A central part of decoding and interpreting scientific information is the ability to analyze scientific research articles. For this reason, many different approaches for reading scientific research articles have been developed and published. Despite the availability of numerous ways of analyzing scientific research articles, biology students can face challenges that may prevent them from fully comprehending the text. We sought to address student challenges with science vocabulary and content knowledge by adding structural supports to in-classroom article discussions through the use of annotated articles from the Science in the Classroom initiative. We describe the pedagogical approach used for discussing scientific research articles within a required biology course. In this context, we found that students' scientific literacy skills increased at the end of the semester. We also found that, for each article discussed, the majority of students could interpret graphical representations of article results and that they could identify and comprehend components of the experimental design of the study.
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Affiliation(s)
- Mary E. Washburn
- Department of Plant Biology, University of Georgia, Athens, Georgia, USA
| | - Ryan A. Shanks
- Biology Department, University of North Georgia, Dahlonega, Georgia, USA
| | - Melissa McCartney
- Department of Biological Sciences and STEM Transformation Institute, Florida International University, Miami, Florida, USA
| | - Chuck L. Robertson
- Department of Psychological Science, University of North Georgia, Dahlonega, Georgia, USA
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Shoaf PT, French KS, Clifford NJ, McKenney EA, Ott LE. A gut microbiome tactile teaching tool and guided-inquiry activity promotes student learning. Front Microbiol 2022; 13:966289. [PMID: 36620056 PMCID: PMC9813521 DOI: 10.3389/fmicb.2022.966289] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2022] [Accepted: 12/02/2022] [Indexed: 12/24/2022] Open
Abstract
The gut microbiome and its physiological impacts on human and animal health is an area of research emphasis. Microbes themselves are invisible and may therefore be abstract and challenging to understand. It is therefore important to infuse this topic into undergraduate curricula, including Anatomy and Physiology courses, ideally through an active learning approach. To accomplish this, we developed a novel tactile teaching tool with guided-inquiry (TTT-GI) activity where students explored how the gut microbiome ferments carbohydrates to produce short chain fatty acids (SCFAs). This activity was implemented in two sections of a large-enrollment Human Anatomy and Physiology course at a research intensive (R1) university in the Spring of 2022 that was taught using a hyflex format. Students who attended class in person used commonly available building toys to assemble representative carbohydrates of varying structural complexity, whereas students who attended class virtually made these carbohydrate structures using a digital learning tool. Students then predicted how microbes within the gut would ferment different carbohydrates into SCFAs, as well as the physiological implications of the SCFAs. We assessed this activity to address three research questions, with 182 students comprising our sample. First, we evaluated if the activity learning objectives were achieved through implementation of a pre-and post-assessment schema. Our results revealed that all three learning objectives of this activity were attained. Next, we evaluated if the format in which this TTT-GI activity was implemented impacted student learning. While we found minimal and nonsignificant differences in student learning between those who attended in-person and those who attended remotely, we did find significant differences between the two course sections, which differed in length and spacing of the activity. Finally, we evaluated if this TTT-GI approach was impactful for diverse students. We observed modest and nonsignificant positive learning gains for some populations of students traditionally underrepresented in STEM (first-generation students and students with one or more disabilities). That said, we found that the greatest learning gains associated with this TTT-GI activity were observed in students who had taken previous upper-level biology coursework.
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Affiliation(s)
- Parker T. Shoaf
- Department of Biology, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States
| | - Katie S. French
- Department of Forestry and Environmental Resources, North Carolina State University, Raleigh, NC, United States
| | - Noah J. Clifford
- Department of Biology, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States
| | - Erin A. McKenney
- Department of Applied Ecology, North Carolina State University, Raleigh, NC, United States
| | - Laura E. Ott
- Department of Biology, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States,Carolina Biology Education Research Laboratory, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States,*Correspondence: Laura E. Ott, ✉
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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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Lee S, Zhong M, Foster C, Segura-Totten M, McCartney M. From Novice To Expert: An Assessment To Measure Strategies Students Implement While Learning To Read Primary Scientific Literature. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2022; 23:e00126-22. [PMID: 36532209 PMCID: PMC9753651 DOI: 10.1128/jmbe.00126-22] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/02/2022] [Accepted: 10/25/2022] [Indexed: 05/09/2023]
Abstract
Primary Scientific Literature (PSL) has been used in undergraduate classrooms as a way to engage students with the research process and to increase science literacy. Most curricula lack any formal training for undergraduates to critically read PSL even though most undergraduate science courses require students to engage with PSL at some level. In addition, there are limited studies exploring the process by which expertise in reading PSL develops in undergraduates. In this study, we adapted behaviors that expert and novice PSL readers exhibit into a quantitative assessment tool, the PSL Reading Strategies Assessment, to evaluate undergraduates' development of reading strategies when learning to read PSL. Factor analysis and reliability measures were implemented to determine the structure of our assessment tool. Our results show the PSL Reading Strategies Assessment is sensitive enough to measure differences among student populations, suggesting that it can be used as a diagnostic tool to guide instructors and researchers as they change curricula, implement new teaching strategies, and strive to develop students' science literacy. Moreover, our data show that developing expert-like reading strategies in students learning to read PSL is not easy. Simply reading a PDF does little to promote the development of reading strategies in students learning to read PSL.
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Affiliation(s)
- Sangah Lee
- Auburn University, Department of Educational Foundations, Leadership & Technology, Auburn, Alabama, USA
| | - Min Zhong
- Auburn University, Department of Biological Sciences, Auburn, Alabama, USA
| | - Cerrone Foster
- East Tennessee State University, Department of Biological Sciences, Johnson City, Tennessee, USA
| | | | - Melissa McCartney
- Florida International University, Department of Biological Sciences and STEM Transformation Institute, Miami, Florida, USA
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15
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Chatzikyriakidou K, Tacloban MJ, Concepcion K, McCartney M. The Five Core Concepts of Biology as a Framework for Promoting Expert-Like Behaviors in Undergraduates Learning How to Read Primary Scientific Literature. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2022; 23:00059-22. [PMID: 36532206 PMCID: PMC9753625 DOI: 10.1128/jmbe.00059-22] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/21/2022] [Accepted: 10/02/2022] [Indexed: 05/24/2023]
Abstract
A growing body of literature shows that primary scientific literature (PSL) is a valuable and useful tool for science, technology, engineering, and math education. We currently have a relatively limited understanding of how skills relating to reading PSL progress through academic careers, i.e., the process by which expertise in reading PSL develops. In this study, we built on previous work showing clear differences in strategies that experts use to read PSL that are not often available to or documented with novice PSL readers. Using the five core concepts (5CCs) of biology, outlined in Vision and Change in Undergraduate Biology, as a framework for student engagement with PSL, we investigated whether the 5CCs can be used to (i) increase student engagement with PSL, (ii) provide a context for PSL, and (iii) integrate student prior knowledge when reading PSL. Second, we investigated whether a 5CCs-based, semester-long intervention could shift student reading habits to be more expert-like. As no direct assessment for this exists, we instead measured student motivation for reading PSL, their Biology identity, and their perceived learning gains in science. We found that, through the use of the 5CCs as a framework for reading PSL, students were able to integrate previous knowledge and engaged with PSL constructively. Additionally, we saw positive shifts in student motivation for reading PSL, student Biology identity, and student self-reported learning gains in Biology. Taken together, the 5CCs, as a disciplinary framework, have great potential as a pedagogical tool for increasing student engagement with PSL in Biology classrooms.
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Affiliation(s)
| | | | - Kassandra Concepcion
- Department of Biological Sciences, Florida International University, Miami, Florida, USA
| | - Melissa McCartney
- STEM Transformation Institute, Florida International University, Miami, Florida, USA
- Department of Biological Sciences, Florida International University, Miami, Florida, USA
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16
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Farrugia AM. A picture with a caption: Using photovoice as cultural self-reflection in communication sciences and disorders. JOURNAL OF COMMUNICATION DISORDERS 2022; 100:106277. [PMID: 36343388 DOI: 10.1016/j.jcomdis.2022.106277] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/19/2021] [Revised: 08/30/2022] [Accepted: 10/31/2022] [Indexed: 06/16/2023]
Abstract
PURPOSE Self-reflection is an essential component of developing cultural competence. However, there is a paucity of research on how to best accomplish cultural self-reflection in CSD courses. Therefore, the purpose of this research study is to examine the teaching and learning practice of using Photovoice as a means of cultural self-reflection in a foundational, multicultural course in CSD. METHOD This qualitative investigation employed a phenomenological approach with emphasis on the scholarship of teaching and learning. Data gathering involved completion of a Photovoice assignment and a prompted reflection of the assignment. The Photovoice assignment entailed the students reflecting and examining their culture. Then, the students submitted two photographs, one that represents a strength of a culture they identify with and one that represents a challenge of a culture they identify with. The students presented their cultural strength and challenges in small and large group discussions. The prompted reflection required the students to address questions in a written or video-recorded response. When the course was completed, the researcher commenced line-by-line focused coding to cluster frequently used terms and common experiences into specific themes. RESULTS The student participants shared photos of cultural strengths and challenges, discussed these photos in small and large groups, and completed a prompted reflection of the Photovoice assignment. While each student's project and reflection were unique, common themes prevailed. The themes of safety, privilege, and mental health emerged from the Photovoice projects and the themes of learning and formating arose from the reflections on use of the project toward cultural competence. CONCLUSIONS The results of this study suggests that Photovoice is a valuable tool for cultural self-reflection and learning in all courses in CSD programs. In this way cultural self-reflection and the progression toward cultural competence is an on-going process where students are better prepared to provide client-centered, culturally competent care for all people.
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17
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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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18
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Montgomery TD, Buchbinder JR, Gawalt ES, Iuliucci RJ, Koch AS, Kotsikorou E, Lackey PE, Lim MS, Rohde JJ, Rupprecht AJ, Srnec MN, Vernier B, Evanseck JD. The Scientific Method as a Scaffold to Enhance Communication Skills in Chemistry. JOURNAL OF CHEMICAL EDUCATION 2022; 99:2338-2350. [PMID: 35722631 PMCID: PMC9202561 DOI: 10.1021/acs.jchemed.2c00113] [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] [Received: 02/10/2022] [Revised: 04/11/2022] [Indexed: 06/15/2023]
Abstract
Scientific success in the field of chemistry depends upon the mastery of a wide range of soft skills, most notably scientific writing and speaking. However, training for scientific communication is typically limited at the undergraduate level, where students struggle to express themselves in a clear and logical manner. The underlying issue is deeper than basic technical skills; rather, it is a problem of students' unawareness of a fundamental and strategic framework for writing and speaking with a purpose. The methodology has been implemented for individual mentorship and in our regional summer research program to deliver a blueprint of thought and reasoning that endows students with the confidence and skills to become more effective communicators. Our didactic process intertwines undergraduate research with the scientific method and is partitioned into six steps, referred to as "phases", to allow for focused and deep thinking on the essential components of the scientific method. The phases are designed to challenge the student in their zone of proximal development so they learn to extract and ultimately comprehend the elements of the scientific method through focused written and oral assignments. Students then compile their newly acquired knowledge to create a compelling and logical story, using their persuasive written and oral presentations to complete a research proposal, final report, and formal 20 min presentation. We find that such an approach delivers the necessary guidance to promote the logical framework that improves writing and speaking skills. Over the past decade, we have witnessed both qualitative and quantitative gains in the students' confidence in their abilities and skills (developed by this process), preparing them for future careers as young scientists.
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Affiliation(s)
- Thomas D. Montgomery
- Department
of Chemistry and Biochemistry, Duquesne
University, 600 Forbes Avenue, Pittsburgh, Pennsylvania 15282, United States
| | - Joanne Rae Buchbinder
- Department
of Educational Studies, St. Mary’s
College of Maryland, 47645 College Drive, St. Mary’s City, Maryland 20686, United States
| | - Ellen S. Gawalt
- Department
of Chemistry and Biochemistry, Duquesne
University, 600 Forbes Avenue, Pittsburgh, Pennsylvania 15282, United States
| | - Robbie J. Iuliucci
- Department
of Chemistry, Washington and Jefferson College, 60 South Lincoln Street, Washington, Pennsylvania 15301, United States
| | - Andrew S. Koch
- Department
of Chemistry and Biochemistry, St. Mary’s
College of Maryland, 18952 E. Fisher Drive, St. Mary’s City, Maryland 20686, United States
| | - Evangelia Kotsikorou
- Department
of Chemistry, University of Texas Rio Grande
Valley, 1201 W University Drive, Edinburg, Texas 78539, United
States
| | - Patrick E. Lackey
- Department
of Chemistry, Westminster College, 319 S Market Street, New Wilmington, Pennsylvania 16172, United States
| | - Min Soo Lim
- Department
of Chemistry, Slippery Rock University of
Pennsylvania, 1 Morrow Way, Slippery Rock, Pennsylvania 16057, United States
| | - Jeffrey Joseph Rohde
- Department
of Chemistry, Physics, and Engineering, Franciscan University of Steubenville, 1235 University Blvd., Steubenville, Ohio 43952, United States
| | - Alexander J. Rupprecht
- Department
of Physical and Environmental Sciences, Concord University, 1000 Vermillion Street, Athens, West Virginia 24712, United States
| | - Matthew N. Srnec
- Department
of Chemistry, Physics, and Engineering, Franciscan University of Steubenville, 1235 University Blvd., Steubenville, Ohio 43952, United States
| | - Brandon Vernier
- Department
of Natural Science, Bethune-Cookman University, 640 Dr. Mary McLeod Bethune Blvd., Daytona Beach, Florida 32114, United States
| | - Jeffrey D. Evanseck
- Department
of Chemistry and Biochemistry, Duquesne
University, 600 Forbes Avenue, Pittsburgh, Pennsylvania 15282, United States
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19
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Morrison ME. Virtual/Remote Labs for Fluorescent Immunocytochemistry or Western Blotting: The Next Best Thing to Being There. JOURNAL OF UNDERGRADUATE NEUROSCIENCE EDUCATION : JUNE : A PUBLICATION OF FUN, FACULTY FOR UNDERGRADUATE NEUROSCIENCE 2022; 20:A219-A225. [PMID: 38323057 PMCID: PMC10653236 DOI: 10.59390/xcgj3727] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 04/28/2021] [Revised: 08/09/2021] [Accepted: 08/11/2021] [Indexed: 02/08/2024]
Abstract
The SARS CoV-2 pandemic forced many college courses to convert to remote instruction almost overnight in the middle of the spring 2020 teaching semester. This article presents two molecular biology labs formerly performed in person by students but converted into virtual labs. The virtual immunocytochemistry experiment teaches the specificity of antibody staining, principles of fluorescent microscopy, diversity of brain cell types and morphologies, and journal article Figure construction skills. The virtual Western blotting experiment teaches sodium dodecyl sulfate polyacrylamide gel electrophoresis (SDS-PAGE), the specificity of antibody binding, and graph creation and interpretation skills. Both virtual experiments use professionally-produced web-based videos of scientists conducting the lab procedures. Students must answer questions about the techniques and analyze real experimental data generated by past students to take a quiz and write a journal article-style lab report. At the whole-class level, student quiz and lab report scores from these virtual labs were not statistically different from those from the in-person versions of the same labs from a previous semester, using t tests with the Bonferroni correction. On the virtual Western blot quiz, students who did the virtual version actually scored higher than students who did the in-person version. These results were significant when the 2020 data were analyzed by within-student paired t tests for in-person labs done before COVID-19 versus those done virtually after dismissal for all-remote instruction. The students learned the laboratory concepts and data analysis skills just as well virtually as their predecessors had in person. However, the students trained virtually reported that they could not enter the lab and actually do Western blotting or fluorescent immunocytochemistry with their own hands without extensive additional training. These virtual experiments can be done with data included in the supplemental materials or can easily be adapted for any micrographs or Western blotting images available from previous lab experiments, or in the published literature. When COVID-19 or other public health emergencies necessitate remote instruction and we can't use the best practice of hands-on lab work, virtual labs can be the next best thing to being there.
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Affiliation(s)
- Mary E Morrison
- Biology Department and Neuroscience Program, Lycoming College, Williamsport, PA 17701
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20
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Wickham RJ, Genné-Bacon EA, Jacob MH. The Spine Lab: A Short-Duration, Fully-Remote Course-Based Undergraduate Research Experience. JOURNAL OF UNDERGRADUATE NEUROSCIENCE EDUCATION : JUNE : A PUBLICATION OF FUN, FACULTY FOR UNDERGRADUATE NEUROSCIENCE 2021; 20:A28-A39. [PMID: 35540947 PMCID: PMC9053429] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Subscribe] [Scholar Register] [Received: 05/04/2020] [Revised: 08/17/2021] [Accepted: 08/23/2021] [Indexed: 06/14/2023]
Abstract
Course-based undergraduate research experiences (CUREs) are increasingly common approaches to provide students with authentic laboratory experiences. Typically, CUREs are semester-long, in-person experiences that can be financially and time prohibitive for some institutions, faculty, and students. Here, we developed a short-duration, fully-online CURE, the Spine Lab, to provide an opportunity for students to conduct original research. In this CURE, we focused on synaptic spines in the mammalian brain; synapses are the unit structure that functions in rapid information processing. The students worked together in pairs and as a class to analyze cortical neuron spine density and structural morphology changes between a mouse line with learning impairments (forebrain-specific β-catenin knockouts [β-cat cKOs]) and control (Ctl) littermates. The students showed their results in an online poster presentation. Their findings show that spine density is significantly reduced, while spine structural maturation is unaltered in the β-cat cKO. Defining pathophysiological changes caused by CTNNB1/β-catenin loss-of-function provides important insights relevant to human disorders caused by disruptive mutations in this gene. To assess the benefits of this CURE, students completed a pre- and post-test assessment including a content quiz, STEM identity survey, and a standardized CURE survey. Participation in the Spine Lab correlated with improved content and STEM identity scores, and decreased negative attitudes about science. Moreover, direct comparison to the CURE database reveals that the Spine Lab produces comparable benefits to traditional CUREs. This work as a whole suggests that short-duration, fully-online CUREs can provide benefit to students and could be an inclusive tool to improve student outcomes.
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Affiliation(s)
- Robert J. Wickham
- Psychology Department, Elizabethtown College, Elizabethtown, PA 17022
| | - Elizabeth A. Genné-Bacon
- Center for Science Education, Department of Medical Education, Tufts University School of Medicine, Boston, MA 02111
| | - Michele H. Jacob
- Department of Neuroscience, Sackler Biomedical Graduate School, Tufts University School of Medicine, Boston, MA 02111
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21
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Scheifele LZ, Tsotakos N, Wolyniak MJ. Preprint articles as a tool for teaching data analysis and scientific communication. PLoS One 2021; 16:e0261622. [PMID: 34932610 PMCID: PMC8691640 DOI: 10.1371/journal.pone.0261622] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2021] [Accepted: 12/06/2021] [Indexed: 11/21/2022] Open
Abstract
The skill of analyzing and interpreting research data is central to the scientific process, yet it is one of the hardest skills for students to master. While instructors can coach students through the analysis of data that they have either generated themselves or obtained from published articles, the burgeoning availability of preprint articles provides a new potential pedagogical tool. We developed a new method in which students use a cognitive apprenticeship model to uncover how experts analyzed a paper and compare the professional’s cognitive approach to their own. Specifically, students first critique research data themselves and then identify changes between the preprint and final versions of the paper that were likely the results of peer review. From this activity, students reported diverse insights into the processes of data presentation, peer review, and scientific publishing. Analysis of preprint articles is therefore a valuable new tool to strengthen students’ information literacy and understanding of the process of science.
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Affiliation(s)
- Lisa Z. Scheifele
- Department of Biology, Loyola University Maryland, Baltimore, Maryland, United States of America
- * E-mail:
| | - Nikolaos Tsotakos
- School of Science, Engineering, and Technology, Penn State Harrisburg, Middletown, Pennsylvania, United States of America
| | - Michael J. Wolyniak
- Department of Biology, Hampden-Sydney College, Hampden-Sydney, Virginia, United States of America
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22
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Lee D, Wright M, Faber C, Kennedy C, Dittrich-Reed D. Participation in Biology Education Research Influences Students' Epistemic Development. CBE LIFE SCIENCES EDUCATION 2021; 20:ar58. [PMID: 34581606 PMCID: PMC8715780 DOI: 10.1187/cbe.20-11-0255] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/09/2020] [Revised: 08/17/2021] [Accepted: 08/20/2021] [Indexed: 06/13/2023]
Abstract
Knowledge construction is an essential scientific practice, and undergraduate research experiences (UREs) provide opportunities for students to engage with this scientific practice in an authentic context. While participating in UREs, students develop conceptualizations about how science gathers, evaluates, and constructs knowledge (science epistemology) that align with scientific practice. However, there have been few studies focusing on how students' science epistemologies develop during these experiences. Through the analysis of written reflections and three research papers and by leveraging methods informed by collaborative autoethnography, we construct a case study of one student, describing the development of her science epistemology and scientific agency during her time participating in a biology education URE. Through her reflections and self-analysis, the student describes her context-dependent science epistemology, and how she discovered a new role as a critic of scientific papers. These results have implications for the use of written reflections to facilitate epistemic development during UREs and the role of classroom culture in the development of scientific agency.
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Affiliation(s)
- Dennis Lee
- BSCS Science Learning, Colorado Springs, CO 80918
| | - Mallory Wright
- Department of Biological Sciences, Clemson University, Clemson, SC 29631
| | - Courtney Faber
- Cook Grand Challenge Honors Program, Tickle College of Engineering, University of Tennessee, Knoxville, TN 37996
| | - Cazembe Kennedy
- Office of Teaching Effectiveness and Innovation, Clemson University, Clemson, SC 29634
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Cleveland A, Sezen-Barrie A, Marbach-Ad G. The Conceptualization of Quantitative Reasoning among Introductory Biology Faculty. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2021; 22:jmbe00203-21. [PMID: 34970383 PMCID: PMC8672876 DOI: 10.1128/jmbe.00203-21] [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: 07/19/2021] [Accepted: 11/10/2021] [Indexed: 06/14/2023]
Abstract
Quantitative reasoning (QR) skills have become a critical competency for undergraduate biology students, and recommendations for curricular reform urge QR training throughout undergraduate biology programs. Much research has been directed at course design, pedagogy, and student challenges in QR, but less research has been directed toward understanding how biology faculty conceptualize the QR skills they are called upon to teach. We conducted in-depth, semistructured interviews with 15 participants teaching introductory biology courses to learn how faculty conceptualize QR at the introductory level. Using phenomenology, responses were coded to establish inductive codes. We found that two themes emerged from the coded conceptualizations: sophisticated, cognitively complex QR skills and basic QR skills. Participants placed emphasis on the more complex QR skills as being important in the undergraduate curriculum, beginning at the introductory level. Participants' conceptualizations of QR aligned with skills called for in curriculum reform, but the perceived notion of "basic" for some skills may not align with the literature. This suggests that more is needed in aligning faculty conceptualization of QR with curriculum, pedagogy, and assessment.
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Affiliation(s)
- Ann Cleveland
- Corning School of Ocean Studies, Maine Maritime Academy, Castine, Maine, USA
| | - Asli Sezen-Barrie
- School of Learning and Teaching, Research in STEM Education (RISE) Center, University of Maine, Orono, Maine, USA
| | - Gili Marbach-Ad
- College of Computer, Mathematical and Natural Sciences, University of Maryland, College Park, Maryland, USA
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24
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Ramsey J, McIntosh B, Renfro D, Aleksander SA, LaBonte S, Ross C, Zweifel AE, Liles N, Farrar S, Gill JJ, Erill I, Ades S, Berardini TZ, Bennett JA, Brady S, Britton R, Carbon S, Caruso SM, Clements D, Dalia R, Defelice M, Doyle EL, Friedberg I, Gurney SMR, Hughes L, Johnson A, Kowalski JM, Li D, Lovering RC, Mans TL, McCarthy F, Moore SD, Murphy R, Paustian TD, Perdue S, Peterson CN, Prüß BM, Saha MS, Sheehy RR, Tansey JT, Temple L, Thorman AW, Trevino S, Vollmer AC, Walbot V, Willey J, Siegele DA, Hu JC. Crowdsourcing biocuration: The Community Assessment of Community Annotation with Ontologies (CACAO). PLoS Comput Biol 2021; 17:e1009463. [PMID: 34710081 PMCID: PMC8553046 DOI: 10.1371/journal.pcbi.1009463] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022] Open
Abstract
Experimental data about gene functions curated from the primary literature have enormous value for research scientists in understanding biology. Using the Gene Ontology (GO), manual curation by experts has provided an important resource for studying gene function, especially within model organisms. Unprecedented expansion of the scientific literature and validation of the predicted proteins have increased both data value and the challenges of keeping pace. Capturing literature-based functional annotations is limited by the ability of biocurators to handle the massive and rapidly growing scientific literature. Within the community-oriented wiki framework for GO annotation called the Gene Ontology Normal Usage Tracking System (GONUTS), we describe an approach to expand biocuration through crowdsourcing with undergraduates. This multiplies the number of high-quality annotations in international databases, enriches our coverage of the literature on normal gene function, and pushes the field in new directions. From an intercollegiate competition judged by experienced biocurators, Community Assessment of Community Annotation with Ontologies (CACAO), we have contributed nearly 5,000 literature-based annotations. Many of those annotations are to organisms not currently well-represented within GO. Over a 10-year history, our community contributors have spurred changes to the ontology not traditionally covered by professional biocurators. The CACAO principle of relying on community members to participate in and shape the future of biocuration in GO is a powerful and scalable model used to promote the scientific enterprise. It also provides undergraduate students with a unique and enriching introduction to critical reading of primary literature and acquisition of marketable skills.
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Affiliation(s)
- Jolene Ramsey
- Department of Biochemistry & Biophysics, Texas A&M University, College Station, Texas, United States of America
- Center for Phage Technology, Texas A&M University, College Station, Texas, United States of America
| | - Brenley McIntosh
- Department of Biochemistry & Biophysics, Texas A&M University, College Station, Texas, United States of America
| | - Daniel Renfro
- Department of Biochemistry & Biophysics, Texas A&M University, College Station, Texas, United States of America
| | - Suzanne A. Aleksander
- Department of Biochemistry & Biophysics, Texas A&M University, College Station, Texas, United States of America
| | - Sandra LaBonte
- Department of Biochemistry & Biophysics, Texas A&M University, College Station, Texas, United States of America
| | - Curtis Ross
- Department of Biochemistry & Biophysics, Texas A&M University, College Station, Texas, United States of America
- Center for Phage Technology, Texas A&M University, College Station, Texas, United States of America
| | - Adrienne E. Zweifel
- Department of Biochemistry & Biophysics, Texas A&M University, College Station, Texas, United States of America
| | - Nathan Liles
- Department of Biochemistry & Biophysics, Texas A&M University, College Station, Texas, United States of America
| | - Shabnam Farrar
- Department of Biochemistry & Biophysics, Texas A&M University, College Station, Texas, United States of America
| | - Jason J. Gill
- Center for Phage Technology, Texas A&M University, College Station, Texas, United States of America
- Department of Animal Science, Texas A&M University, College Station, Texas, United States of America
| | - Ivan Erill
- Department of Biological Sciences, University of Maryland Baltimore County, Baltimore, Maryland, United States of America
- Department of Computer Science and Electrical Engineering, University of Maryland Baltimore County, Baltimore, Maryland, United States of America
| | - Sarah Ades
- Department of Biochemistry & Molecular Biology, The Pennsylvania State University, University Park, Pennsylvania, United States of America
| | - Tanya Z. Berardini
- The Arabidopsis Information Resource, Phoenix Bioinformatics, Newark, California, United States of America
| | - Jennifer A. Bennett
- Department of Biology and Earth Science, Otterbein University, Westerville, Ohio, United States of America
| | - Siobhan Brady
- Department of Plant Biology and Genome Center, University of California Davis, Davis, California, United States of America
| | - Robert Britton
- Department of Microbiology and Molecular Genetics, Michigan State University, East Lansing, Michigan, United States of America
| | - Seth Carbon
- Division of Environmental Genomics and Systems Biology, Lawrence Berkeley National Laboratory, Berkeley, California, United States of America
| | - Steven M. Caruso
- Department of Biological Sciences, University of Maryland Baltimore County, Baltimore, Maryland, United States of America
| | - Dave Clements
- Department of Biology, John Hopkins University, Baltimore, Maryland, United States of America
| | - Ritu Dalia
- Department of Biology, Drexel University, Philadelphia, Pennsylvania, United States of America
| | - Meredith Defelice
- Department of Biochemistry & Molecular Biology, The Pennsylvania State University, University Park, Pennsylvania, United States of America
| | - Erin L. Doyle
- Biology Department, Doane University, Crete, Nebraska, United States of America
| | - Iddo Friedberg
- Department of Microbiology, Miami University, Oxford, Ohio, United States of America
| | - Susan M. R. Gurney
- Department of Biology, Drexel University, Philadelphia, Pennsylvania, United States of America
| | - Lee Hughes
- Department of Biological Sciences, University of North Texas, Denton, Texas, United States of America
| | - Allison Johnson
- Center for the Study of Biological Complexity, Virginia Commonwealth University, Richmond, Virginia, United States of America
| | - Jason M. Kowalski
- Biological Sciences Department, University of Wisconsin-Parkside, Kenosha, Wisconsin, United States of America
| | - Donghui Li
- The Arabidopsis Information Resource, Phoenix Bioinformatics, Newark, California, United States of America
| | - Ruth C. Lovering
- Institute of Cardiovascular Science, University College London, London, United Kingdom
| | - Tamara L. Mans
- Department of Biochemistry and Biotechnology, Minnesota State University Moorhead, Brooklyn Park, Minnesota, United States of America
| | - Fiona McCarthy
- Department of Basic Science, College of Veterinary Medicine, Mississippi State University, Starkville, Mississippi, United States of America
| | - Sean D. Moore
- Burnett School of Biomedical Sciences, University of Central Florida, Orlando, Florida, United States of America
| | - Rebecca Murphy
- Department of Biology, Centenary College of Louisiana, Shreveport, Louisiana, United States of America
| | - Timothy D. Paustian
- Department of Bacteriology, University of Wisconsin, Madison, Wisconsin, United States of America
| | - Sarah Perdue
- Biological Sciences Department, University of Wisconsin-Parkside, Kenosha, Wisconsin, United States of America
| | - Celeste N. Peterson
- Biology Department, Suffolk University, Boston, Massachusetts, United States of America
| | - Birgit M. Prüß
- Microbiological Sciences Department, North Dakota State University, Fargo, North Dakota, United States of America
| | - Margaret S. Saha
- Department of Biology, College of William & Mary, Williamsburg, Virginia, United States of America
| | - Robert R. Sheehy
- Biology Department, Radford University, Radford, Virginia, United States of America
| | - John T. Tansey
- Department of Biochemistry and Molecular Biology, Otterbein University, Westerville, Ohio, United States of America
| | - Louise Temple
- School of Integrated Sciences, James Madison University, Harrisonburg, Virginia, United States of America
| | - Alexander William Thorman
- Department of Environmental and Public Health Sciences, University of Cincinnati, Cincinnati, Ohio, United States of America
| | - Saul Trevino
- Department of Chemistry, Math, and Physics, Houston Baptist University, Houston, Texas, United States of America
| | - Amy Cheng Vollmer
- Department of Biology, Swarthmore College, Swarthmore, Pennsylvania, United States of America
| | - Virginia Walbot
- Department of Biology, Stanford University, Stanford, California, United States of America
| | - Joanne Willey
- Department of Science Education, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, New York, United States of America
| | - Deborah A. Siegele
- Department of Biology, Texas A&M University, College Station, Texas, United States of America
| | - James C. Hu
- Department of Biochemistry & Biophysics, Texas A&M University, College Station, Texas, United States of America
- Center for Phage Technology, Texas A&M University, College Station, Texas, United States of America
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25
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Dahlberg C(LL, King-Smith C, Riggs B. Building a laboratory at a Primarily Undergraduate Institution (PUI). BMC Proc 2021; 15:2. [PMID: 34158023 PMCID: PMC8218372 DOI: 10.1186/s12919-021-00208-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Abstract
Scientists who are interested in building research programs at primarily-undergraduate institutions (PUIs) have unique considerations compared to colleagues at research-intensive (R1) institutions. Maintaining a research program at a PUI holds unique challenges that should be considered before prospective faculty go on the job market, as they negotiate a job offer, and after they begin a new position. In this article we describe some of the considerations that aspiring and newly hired faculty should keep in mind as they plan out how they will set up a laboratory as a new Principle Investigator (PI) at a PUI.Anyone hoping to start a research program at a PUI should understand both the timeframe of interviews, job offers, and negotiations and the challenges and rewards of working with undergraduate researchers. Once a job is offered, candidates should be aware of the range of negotiable terms that can be part of a start-up package. Space and equipment considerations are also important, and making the most of shared spaces, existing infrastructure, and deals can extend the purchasing power of start-up funds as a new PIs builds their lab. PUIs' focus on undergraduate education and mentorship leads to important opportunities for collaboration, funding, and bringing research projects directly into undergraduate teaching laboratories.A major focus of any new laboratory leader must be on building a productive, equitable, and supportive laboratory community. Equitable onboarding, mentorship plans, and formalized expectations, can all help build a productive and sustainable laboratory research program. However, important considerations about safety, inclusion, student schedules, and a PI's own professional commitments are also extremely important concerns when working with undergraduates in research. A successful research program at a PUI will bring students into meaningful scientific inquiry and requires insights and skills that are often not the focus of scientific training. This article aims to describe the scope of setting up a new laboratory as a way to alleviate some of the burden that new and prospective faculty often feel.
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Affiliation(s)
| | | | - Blake Riggs
- San Francisco State University, San Francisco, CA USA
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Johnson ZA, Sciolino NR, Plummer NW, Harrison PR, Jensen P, Robertson SD. Assessment of Mapping the Brain, a Novel Research and Neurotechnology Based Approach for the Modern Neuroscience Classroom. JOURNAL OF UNDERGRADUATE NEUROSCIENCE EDUCATION : JUNE : A PUBLICATION OF FUN, FACULTY FOR UNDERGRADUATE NEUROSCIENCE 2021; 19:A226-A259. [PMID: 34552440 PMCID: PMC8437363] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Subscribe] [Scholar Register] [Received: 12/17/2020] [Accepted: 02/16/2021] [Indexed: 06/13/2023]
Abstract
Neuroscience research is changing at an incredible pace due to technological innovation and recent national and global initiatives such as the BRAIN initiative. Given the wealth of data supporting the value of course-based undergraduate research experiences (CUREs) for students, we developed and assessed a neurotechnology CURE, Mapping the Brain. The goal of the course is to immerse undergraduate and graduate students in research and to explore technological advances in neuroscience. In the laboratory portion of the course, students pursued a hypothesis-driven, collaborative National Institutes of Health (NIH) research project. Using chemogenetic technology (Designer Receptors Exclusively Activated by Designer Drugs-DREADDs) and a recombinase-based intersectional genetic strategy, students mapped norepinephrine neurons, and their projections and explored the effects of activating these neurons in vivo. In lecture, students compared traditional and cutting-edge neuroscience methodologies, analyzed primary literature, designed hypothesis-based experiments, and discussed technological limitations of studying the brain. Over two consecutive years in the Program at North Carolina State University, we assessed student learning and perceptions of learning based on Society for Neuroscience's (SfN) core concepts and essential principles of neuroscience. Using analysis of student assignments and pre/post content and perception-based course surveys, we also assessed whether the course improved student research article analysis and neurotechnology assessment. Our analyses reveal new insights and pedagogical approaches for engaging students in research and improving their critical analysis of research articles and neurotechnologies. Our data also show that our multifaceted approach increased student confidence and promoted a data focused mentality when tackling research literature. Through the integration of authentic research and a neurotechnology focus, Mapping the Brain provides a unique model as a modern neuroscience laboratory course.
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Affiliation(s)
- Zachary A. Johnson
- Virginia Tech, Department of Biological Sciences, Blacksburg, VA 24060, USA
| | - Natale R. Sciolino
- Neurobiology Laboratory, National Institute of Environmental Health Sciences, National Institutes of Health, Department of Health and Human Services, Research Triangle Park, NC, 27709, USA
| | - Nicholas W. Plummer
- Neurobiology Laboratory, National Institute of Environmental Health Sciences, National Institutes of Health, Department of Health and Human Services, Research Triangle Park, NC, 27709, USA
| | - Patrick R. Harrison
- University of North Carolina at Chapel Hill, Department of Psychology and Neuroscience, Chapel Hill, NC 27599, USA
| | - Patricia Jensen
- Neurobiology Laboratory, National Institute of Environmental Health Sciences, National Institutes of Health, Department of Health and Human Services, Research Triangle Park, NC, 27709, USA
| | - Sabrina D. Robertson
- University of North Carolina at Chapel Hill, Department of Psychology and Neuroscience, Chapel Hill, NC 27599, USA
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27
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Howard KN, Stapleton EK, Nelms AA, Ryan KC, Segura-Totten M. Insights on biology student motivations and challenges when reading and analyzing primary literature. PLoS One 2021; 16:e0251275. [PMID: 33970957 PMCID: PMC8109785 DOI: 10.1371/journal.pone.0251275] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2020] [Accepted: 04/23/2021] [Indexed: 11/23/2022] Open
Abstract
Reading primary literature is a popular classroom practice that exposes students to the process of science. However, the analysis of primary literature can be taxing and time-consuming for students. For this reason, it is important to determine the source of student challenges and what motivates them to read primary literature. To better understand students' challenges, preferences, and motivations towards analyzing primary literature, we held focus groups with biology undergraduates where we asked them about their thoughts and perceptions on this practice. Students felt they struggle with understanding the big picture of an article, certain aspects of scientific literacy like data interpretation and experimental setup, and lack of knowledge of terms and techniques. Further analysis of the data using the achievement goal and expectancy-value theories of motivation revealed that students: 1) demonstrate mastery and performance approach goal orientations, which are typically associated with positive learning outcomes, 2) value the usefulness of reading primary literature, and 3) feel most engaged in the process of reading an article when the topic interests them. We provide pedagogical recommendations based on our findings.
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Affiliation(s)
- Kristen N. Howard
- Department of Water Resources, City of Gainesville, Gainesville, Georgia, United States of America
| | | | - April A. Nelms
- College of Education, University of North Georgia, Dahlonega, Georgia, United States of America
| | - Kelsee C. Ryan
- Department of Biological Sciences, Clemson University, Clemson, South Carolina, United States of America
| | - Miriam Segura-Totten
- Department of Biology, University of North Georgia, Dahlonega, Georgia, United States of America
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28
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Debbink K. An Approach to Asynchronous Virtual Scientific Paper Discussions. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2021; 22:jmbe-22-35. [PMID: 33884050 PMCID: PMC8011869 DOI: 10.1128/jmbe.v22i1.2333] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/28/2020] [Accepted: 01/10/2021] [Indexed: 06/12/2023]
Abstract
Effectively reading and interpreting scientific literature are fundamental skills for students pursuing degrees in STEM fields. In-person classes allow for real-time discussion and dissection of scientific literature; however, with increasing focus on virtual learning environments, alternative approaches are needed to promote student development of these skills. This manuscript presents suggestions for conducting paper discussions in asynchronous environments via learning management system (LMS) message boards. Modifications of this paper discussion activity for different class sizes, educational levels, and assignment goals are included.
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Affiliation(s)
- Kari Debbink
- Department of Natural Sciences, Bowie State University, Bowie, MD 20715
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29
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Fischer KM. Using Critical Analysis of Scientific Literature to Maintain an Interactive Learning Environment for In-Person and Online Course Modalities. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2021; 22:jmbe-22-59. [PMID: 33884090 PMCID: PMC8046658 DOI: 10.1128/jmbe.v22i1.2523] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/30/2020] [Accepted: 01/24/2021] [Indexed: 06/12/2023]
Abstract
Every instructor has concerns about effectively balancing the amount of course content with experiences to enhance a student's skills for professional success. The COVID-19 pandemic made this process even more challenging by requiring many instructors to shift rapidly from in-person to online instruction while maintaining academic integrity. The objective of this course on tissue engineering, a multidisciplinary field that aims to repair and/or replace body damage, was to increase undergraduate students' ability to read primary scientific literature and use critical analysis to creatively solve problems. Every week, a lecture covered the necessary background information to identify the current research questions and prepare students for reading the assigned research article. Students completed an analysis worksheet prior to the subsequent class, and a summary presentation followed by a student-led critical analysis discussion occurred in class. Small student groups completed an in-class thought exercise that designed several experiments that built on the article's data. The modular course design enabled a quick and successful transition to an online asynchronous modality in less than two weeks due to the COVID-19 pandemic. A recorded weekly lecture was posted online by the instructor, and students completed the analysis worksheet, watched a student-recorded summary presentation, and posted to a discussion board. The experimental design worksheet became an individual assignment to provide more flexibility. Pretransition and posttransition assessment showed no significant differences and provided positive proof of concept evidence. This process can be adapted to a number of topic-themed scientific courses that use in-person, online, or hybrid modalities.
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Affiliation(s)
- Kristin M Fischer
- Biology Department, Hampden-Sydney College, Hampden Sydney, VA 23943
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30
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Goller CC, Vandegrift M, Cross W, Smyth DS. Sharing Notes Is Encouraged: Annotating and Cocreating with Hypothes.is and Google Docs. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2021; 22:jmbe-22-2. [PMID: 33584941 PMCID: PMC7861205 DOI: 10.1128/jmbe.v22i1.2135] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/12/2020] [Accepted: 11/28/2020] [Indexed: 06/12/2023]
Abstract
Effectively analyzing literature can be challenging for those unfamiliar with studies from rapidly evolving research fields. Previous studies have shown that incorporating primary literature promotes scientific literacy and critical thinking skills.
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Affiliation(s)
- Carlos C. Goller
- Department of Biological Sciences, Biotechnology Program (BIT), North Carolina State University, Raleigh, NC 27695
| | | | - Will Cross
- NC State University Libraries, Raleigh, NC 27695
| | - Davida S. Smyth
- Eugene Lang College of Liberal Arts at The New School, New York City, NY 10011
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31
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Kelp NC, Hubbard B. Scaffolded Curriculum for Developing Science Communication Skills in Life Science Undergraduates. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2021; 22:jmbe-22-7. [PMID: 33584945 PMCID: PMC7861209 DOI: 10.1128/jmbe.v22i1.2255] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/18/2020] [Accepted: 12/19/2020] [Indexed: 05/09/2023]
Abstract
Strong communication skills are essential for future science professionals, but practical training has not been featured strongly in undergraduate curricula. To better train diverse life science majors in communication theory and skills, we created a foundational 200-level course and an advanced 400-level science communication course. Here, we outline the strategy, including lesson plans, assignments, and grading rubrics, for these courses. The science communication assignments presented are diverse in terms of audience, including communication to fellow scientists, to clinicians, and to the public, as well as in terms of format, including written, oral, and visual modes. We also provide suggestions for placing assignments designed to build upon each other into preexisting courses in a scaffolded manner to promote mastery of science communication skills.
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Affiliation(s)
- Nicole C. Kelp
- Corresponding author. Present address: Department of Microbiology, Immunology, & Pathology, Colorado State University, 1619 Campus Delivery, Fort Collins, CO 80523-1619. Phone: 970-491-2433. E-mail:
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32
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Garg K, Sachdev R, Shwetam S, Singh P, Srivastava A, Srivastava A. Critical appraisal study skills among dental students in Kanpur rural region: A randomized control study. THE SAINT'S INTERNATIONAL DENTAL JOURNAL 2021. [DOI: 10.4103/sidj.sidj_13_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
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33
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Ramos RL, Lodato Z, Elnashar A, Sweiss R, Kanchana V, Nicholas A. Primary Literature In Clinical Neuroscience for In-Person Or Remote Instruction. JOURNAL OF UNDERGRADUATE NEUROSCIENCE EDUCATION : JUNE : A PUBLICATION OF FUN, FACULTY FOR UNDERGRADUATE NEUROSCIENCE 2020; 19:R7-R10. [PMID: 33880105 PMCID: PMC8040837] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 10/10/2020] [Revised: 10/19/2020] [Accepted: 10/19/2020] [Indexed: 06/12/2023]
Abstract
Structure and function relationships in the nervous system are a major component of neuroscience education. Readings and/or discussion of lesion studies in animal models are often used to demonstrate how brain injury/damage affects specific behaviors or cognitive processes. In contrast, primary literature in clinical neuroscience is less often used to teach brain structure and function relationships and this literature often describes remarkable stories of preserved brain function despite major brain injury/lesion. Here we describe a series of published articles in clinical neuroscience that we used in an undergraduate neuroscience course that challenge the simplistic views of brain localization of function and demonstrate the dynamic and plastic properties of the brain. Discussion of these primary articles can take place in-person or remote via video conferencing platforms.
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Affiliation(s)
- Raddy L. Ramos
- Department of Biomedical Sciences, College of Osteopathic Medicine, New York Institute of Technology, Old Westbury, NY 11568
| | - Zachary Lodato
- Department of Biomedical Sciences, College of Osteopathic Medicine, New York Institute of Technology, Old Westbury, NY 11568
| | - Adel Elnashar
- Department of Biomedical Sciences, College of Osteopathic Medicine, New York Institute of Technology, Old Westbury, NY 11568
| | - Rachon Sweiss
- Department of Neuroscience and Behavior, University of California Irvine, Irvine, CA 92697
| | - Vichayada Kanchana
- Department of Neuroscience and Behavior, University of California Irvine, Irvine, CA 92697
| | - Andrea Nicholas
- Department of Neuroscience and Behavior, University of California Irvine, Irvine, CA 92697
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Abstract
Microbiome research projects are often interdisciplinary, involving fields such as microbiology, genetics, ecology, evolution, bioinformatics, and statistics. These research projects can be an excellent fit for undergraduate courses ranging from introductory biology labs to upper-level capstone courses. Microbiome research projects can attract the interest of students majoring in health and medical sciences, environmental sciences, and agriculture, and there are meaningful ties to real-world issues relating to human health, climate change, and environmental sustainability and resilience in pristine, fragile ecosystems to bustling urban centers. In this review, we will discuss the potential of microbiome research integrated into classes using a number of different modalities. Our experience scaling-up and implementing microbiome projects at a range of institutions across the US has provided us with insight and strategies for what works well and how to diminish common hurdles that are encountered when implementing undergraduate microbiome research projects. We will discuss how course-based microbiome research can be leveraged to help faculty make advances in their own research and professional development and the resources that are available to support faculty interested in integrating microbiome research into their courses.
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Affiliation(s)
- Theodore R Muth
- Department of Biology, Brooklyn College of The City University of New York, Brooklyn, NY, United States.,Molecular, Cellular, and Developmental Biology Department at The Graduate Center of The City University of New York, New York, NY, United States
| | - Avrom J Caplan
- Department of Biology, Dyson College of Arts and Sciences, Pace University, New York, NY, United States
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35
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Hsu JL. Using primary literature on SARS-CoV-2 to promote student learning about evolution. Ecol Evol 2020; 10:12418-12422. [PMID: 32837714 PMCID: PMC7361815 DOI: 10.1002/ece3.6501] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2020] [Revised: 05/24/2020] [Accepted: 05/31/2020] [Indexed: 11/24/2022] Open
Abstract
The ongoing COVID-19 pandemic caused by SARS-CoV-2 has caused widespread deaths, illnesses, and societal disruption. I describe here how I pivoted a discussion-based senior biology capstone course to include a multiweek module surrounding one primary literature paper on the evolution of SARS-CoV-2 and the subsequent scientific discourse about the paper. Using a gradual reveal of the paper following the CREATE method (consider, read, elucidate, and think of the next experiment), I challenged students to learn new evolutionary principles and critically analyze the data surrounding the evolution and transmission of SARS-CoV-2 presented in the paper. I also provide general advice for implementing this module in future courses.
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Affiliation(s)
- Jeremy L. Hsu
- Schmid College of Science and TechnologyChapman UniversityOrangeCaliforniaUSA
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36
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Davis MC, Libertucci J, Acebo Guerrero Y, Dietz H, Noel TC, Rubin JE, Sukdeo N. Finding the silver lining during a global pandemic: opportunities for curriculum innovation in microbiology education. Can J Microbiol 2020; 66:600-602. [PMID: 32730714 DOI: 10.1139/cjm-2020-0374] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Affiliation(s)
- Maria C Davis
- Department of Biology, University of Regina, Laboratory Building, 3737 Wascana Parkway, Regina, SK S4S 0A2, Canada
| | - Josie Libertucci
- Farncombe Family Digestive Health Research Institute, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L8, Canada
| | - Yanelis Acebo Guerrero
- Integrated DNA Technologies Canada, Inc., 7075 Financial Drive, Mississauga, ON L5N 6V8, Canada
| | - Heather Dietz
- Department of Biology, University of Regina, Laboratory Building, 3737 Wascana Parkway, Regina, SK S4S 0A2, Canada
| | - Tanya C Noel
- Department of Integrative Biology, University of Windsor 401 Sunset Avenue, Windsor, ON N9B 3P4, Canada
| | - Joseph E Rubin
- Department of Veterinary Microbiology, University of Saskatchewan 52 Campus Drive, Saskatoon, SK S7N 5B4, Canada
| | - Nicole Sukdeo
- Department of Biology, School of University Studies & Career Access, College of New Caledonia, 3330-22nd Avenue, Prince George, BC V2N 1P8, Canada
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Vidal GS. Cocktail Napkin Presentations: Design of an Activity to Enhance Undergraduate Communication and Critical Evaluation of Neuroscience Primary Literature. JOURNAL OF UNDERGRADUATE NEUROSCIENCE EDUCATION : JUNE : A PUBLICATION OF FUN, FACULTY FOR UNDERGRADUATE NEUROSCIENCE 2020; 18:A112-A120. [PMID: 32848519 PMCID: PMC7438167] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 11/26/2019] [Revised: 01/24/2020] [Accepted: 02/20/2020] [Indexed: 06/11/2023]
Abstract
Distilling complex neuroscientific ideas in a succinct and elegant way is an art. The distilled product must have smoothly flowing logic, communicate a substantial body of knowledge, and be easily digestible by the audience. At the same time, the essence of scientific accuracy and experimental design cannot be lost in the distillation process. When undergraduates encounter primary literature for the first time, they are often stifled by its overpowering complexity and astringent technicality, but can quickly learn how exciting and interesting some of their subtle findings can be. Here, the design of a novel learning activity is presented that utilizes a cocktail napkin to synthesize the knowledge and skills required for fluidity in neuroscience primary literature. The activity was implemented within the context of an upper-level developmental neurobiology course for biology majors. The activity was designed specifically to increase neuroscience literacy and oral communication. The activity appeared to address a needed shift in students' attitudes to reading primary literature, and students additionally remarked how deeply engaged they were with the literature. When paired with mentored instruction, students' values toward neuroscience appeared to change as they learned to produce distillations that were rich in content and delightful to the scientific mind.
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Affiliation(s)
- George S Vidal
- Department of Biology, James Madison University, Harrisonburg, VA, 22807
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Meeting the Needs of A Changing Landscape: Advances and Challenges in Undergraduate Biology Education. Bull Math Biol 2020; 82:60. [PMID: 32399760 DOI: 10.1007/s11538-020-00739-6] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2020] [Accepted: 04/15/2020] [Indexed: 01/05/2023]
Abstract
Over the last 25 years, reforms in undergraduate biology education have transformed the way biology is taught at many institutions of higher education. This has been fueled in part by a burgeoning discipline-based education research community, which has advocated for evidence-based instructional practices based on findings from research. This perspective will review some of the changes to undergraduate biology education that have gained or are currently gaining momentum, becoming increasingly common in undergraduate biology classrooms. However, there are still areas in need of improvement. Although more underrepresented minority students are enrolling in and graduating from biology programs than in the past, there is a need to understand the experiences and broaden participation of other underserved groups in biology and ensure biology classroom learning environments are inclusive. Additionally, although understanding biology relies on understanding concepts from the physical sciences and mathematics, students still rarely connect the concepts they learn from other STEM disciplines to biology. Integrating concepts and practices across the STEM disciplines will be critical for biology graduates as they tackle the biological problems of the twenty-first century.
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Raimondi SL, Marsh TL, Guenther MF. Does Repetition Matter? Analysis of Biology Majors' Ability to Comprehend Journal Articles Across a Major. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2020; 21:jmbe-21-41. [PMID: 32431777 PMCID: PMC7198228 DOI: 10.1128/jmbe.v21i1.2007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/16/2019] [Accepted: 03/05/2020] [Indexed: 06/11/2023]
Abstract
The ability to read and critically analyze the primary literature is a core skill necessary for future success in scientific fields. While many studies have described methodologies to teach journal reading, no studies examine how much practice and repetition is required before students learn how to comprehend a journal article. Here we assessed student journal reading and comprehension throughout an undergraduate biology major, analyzing students in six upper-level elective courses, some of which had no journal reading requirements while others had extensive requirements built into the course. We hypothesized that there would be a strong correlation between number of articles read in a semester and student ability to comprehend the articles, as well as their comfort and confidence with journal reading. Surprisingly, we found that the number of articles required for a class did not affect overall student reading comprehension and critical thinking even though students self-assessed that they gained comfort and confidence with articles as the number increased. Instead, we found that sophomore students in their first upper-level biology course showed significant gains in learning when the course activities include journal article readings. After this initial gain, there were no significant learning gains in future years, no matter the number of journals required in the course. Together, the results shown here indicate that it is not necessary to revise an entire curriculum to improve students' journal reading and critical thinking skills. Instead, early intervention and exposure to critical journal article reading is most important for this skill development.
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Affiliation(s)
- Stacey L. Raimondi
- Corresponding author. Mailing address: Elmhurst College, 190 Prospect Ave., Box 133, Elmhurst, IL 60126. Phone: 630-617-3323. Fax: 630-617-6474. E-mail:
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40
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Krufka A, Kenyon K, Hoskins S. A Single, Narrowly Focused CREATE Primary Literature Module Evokes Gains in Genetics Students' Self-Efficacy and Understanding of the Research Process. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2020; 21:jmbe-21-39. [PMID: 32431774 PMCID: PMC7198225 DOI: 10.1128/jmbe.v21i1.1905] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/20/2019] [Accepted: 01/17/2020] [Indexed: 06/08/2023]
Abstract
Exposure to primary literature using CREATE tools has been shown to have a positive impact on students' self-efficacy and beliefs when incorporated into semester-long courses taught by extensively trained faculty. However, it is unknown whether similar benefits can occur with a brief exposure to CREATE in an otherwise traditionally taught course. We hypothesized that students who experienced a short-term CREATE module taught by faculty with minimal training in this pedagogy would make gains in scientific literacy and self-efficacy while also experiencing epistemological maturation. To test this hypothesis, we compared sections of students who experienced the CREATE module with sections of the same course taught without CREATE. Our hypothesis was partially supported by the data in that students in CREATE sections made significant gains in self-efficacy but did not gain transferable data analysis skills. Students in those sections also self-reported significantly enhanced understanding of the research process. Thus, this study suggests that analysis of primary literature using CREATE, even in short modules, can significantly and positively affect students' self-efficacy and their views of science.
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Affiliation(s)
- Alison Krufka
- Department of Biological Sciences, Rowan University, Glassboro, NJ 08028
| | - Kristy Kenyon
- Department of Biology, Hobart and William Smith Colleges, Geneva, NY 14456
| | - Sally Hoskins
- Department of Biology, The City College of New York, New York, NY 10031
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Delventhal R, Steinhauer J. A course-based undergraduate research experience examining neurodegeneration in Drosophila melanogaster teaches students to think, communicate, and perform like scientists. PLoS One 2020; 15:e0230912. [PMID: 32282825 PMCID: PMC7153876 DOI: 10.1371/journal.pone.0230912] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2019] [Accepted: 03/11/2020] [Indexed: 01/24/2023] Open
Abstract
As educators strive to incorporate more active learning and inquiry-driven exercises into STEM curricula, Course-based Undergraduate Research Experiences (CUREs) are becoming more common in undergraduate laboratory courses. Here we detail a CURE developed in an upper-level undergraduate genetics course at Yeshiva University, centered on the Drosophila melanogaster ortholog of the human neurodegeneration locus PLA2G6/PARK14. Drosophila PLA2G6 mutants exhibit symptoms of neurodegeneration, such as attenuated lifespan and decreased climbing ability with age, which can be replicated by neuron-specific knockdown of PLA2G6. To ask whether the neurodegeneration phenotype could be caused by loss of PLA2G6 in specific neuronal subtypes, students used GAL4-UAS to perform RNAi knockdown of PLA2G6 in subsets of neurons in the Drosophila central nervous system and measured age-dependent climbing ability. We organized our learning objectives for the CURE into three broad goals of having students think, communicate, and perform like scientists. To assess how well students achieved these goals, we developed a detailed rubric to analyze written lab reports, administered pre- and post-course surveys, and solicited written feedback. We observed striking gains related to all three learning goals, and students reported a high degree of satisfaction. We also observed significantly improved understanding of the scientific method by students in the CURE as compared to the prior year's non-CURE genetics lab students. Thus, this CURE can serve as a template to successfully engage students in novel research, improve understanding of the scientific process, and expose students to the use of Drosophila as a model for human neurodegenerative disease.
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Affiliation(s)
- Rebecca Delventhal
- Department of Genetics and Development, Columbia University Medical Center, New York, New York, United States of America
| | - Josefa Steinhauer
- Department of Biology, Yeshiva College, Yeshiva University, New York, New York, United States of America
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Tueller JA, Whitley KV, Weber KS. A full semester flow cytometry course improves graduate and undergraduate student confidence. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2020; 48:99-107. [PMID: 31713995 DOI: 10.1002/bmb.21318] [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: 05/13/2019] [Revised: 09/11/2019] [Accepted: 10/28/2019] [Indexed: 06/10/2023]
Abstract
Flow cytometry is a versatile and high throughput technique for rapid and efficient biological testing. It requires a high level of conceptual, technical, and analytical skills to properly design experiments, effectively operate flow cytometry machines, and analyze the data. A lack of training and development of any of these three skills can result in underutilization and improper use of flow cytometric machines that can impede research progress. Often students develop these conceptual, technical, and analysis skills from trial and error, but many students either do not use this powerful flow cytometry technology, use it improperly or ineffectively, or give up using it without proper training and support. Here we report on a course which teaches flow cytometry skills to undergraduate and graduate students. The design of this course is unique in that it teaches conceptual, technical, and analytical skills related to flow cytometry in a full semester format. Undergraduate and graduate students reported significant increases in their confidence levels over the course of the semester. Here we provide our findings and resources for others who may want to implement a similar course.
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Affiliation(s)
- Josie A Tueller
- Department of Microbiology and Molecular Biology, Brigham Young University, Provo, Utah
| | - Kiara V Whitley
- Department of Microbiology and Molecular Biology, Brigham Young University, Provo, Utah
| | - K Scott Weber
- Department of Microbiology and Molecular Biology, Brigham Young University, Provo, Utah
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Price SA, Larouche O, Friedman ST, Corn KA, Wainwright PC, Martinez CM. A CURE for a Major Challenge in Phenomics: A Practical Guide to Implementing a Quantitative Specimen-Based Undergraduate Research Experience. Integr Org Biol 2020; 2:obaa004. [PMID: 33791548 PMCID: PMC7671122 DOI: 10.1093/iob/obaa004] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023] Open
Abstract
The measurement and analysis of phenotypes is often a rate-limiting step for many integrative organismal studies but engaging undergraduate researchers can help overcome this challenge. We present a practical guide to implementing a quantitative specimen-based Course-based Undergraduate Research Experience (CURE), which trains students to collect phenotypic data and mentors them through the entire scientific process using the data they help to collect. Direct access to specimens is not necessary to implement this undergraduate research experience, as recent efforts to digitize museum collections along with online image archives allow data extraction to take place in any classroom. We focus in particular on hypothesis development and quantitative skills, as they are essential for modern biological discovery but are rarely emphasized in traditional lecture-based classes. We have implemented this experience, focusing on collecting and analyzing body shape data across fishes, at two institutions with a total of 39 students. It has so far resulted in 14 talks and 4 posters presented by students at local symposia and 2 scientific papers in preparation with undergraduate co-authors. Moreover, the students had a positive experience that, according to their own assessment, improved their critical thinking and analytical skills as well as their knowledge of science and the scientific process.
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Affiliation(s)
- S A Price
- Department of Biological Sciences, Clemson University, Clemson, SC 29634, USA
| | - O Larouche
- Department of Biological Sciences, Clemson University, Clemson, SC 29634, USA
| | - S T Friedman
- Department of Evolution and Ecology, University of California—Davis, Davis, CA 95616, USA
| | - K A Corn
- Department of Evolution and Ecology, University of California—Davis, Davis, CA 95616, USA
| | - P C Wainwright
- Department of Evolution and Ecology, University of California—Davis, Davis, CA 95616, USA
| | - C M Martinez
- Department of Evolution and Ecology, University of California—Davis, Davis, CA 95616, USA
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Lo SM, Luu TB, Tran J. A Modified CREATE Intervention Improves Student Cognitive and Affective Outcomes in an Upper-Division Genetics Course. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2020; 21:jmbe-21-36. [PMID: 32431773 PMCID: PMC7198224 DOI: 10.1128/jmbe.v21i1.1881] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/17/2019] [Accepted: 01/24/2020] [Indexed: 05/09/2023]
Abstract
Many national reports have called for undergraduate biology education to incorporate research and analytical thinking into the curriculum. In response, interventions have been developed and tested. CREATE (Consider, Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment) is an instructional strategy designed to engage students in learning core concepts and competencies through careful reading of primary literature in a scaffolded fashion. CREATE has been successfully implemented by many instructors across diverse institutional contexts and has been shown to help students develop in the affective, cognitive, and epistemological domains, consistent with broader meta-analyses demonstrating the effectiveness of active learning. Nonetheless, some studies on CREATE have reported discrepant results, raising important questions on effectiveness in relation to the fidelity and integrity of implementation. Here, we describe an upper-division genetics course that incorporates a modified version of CREATE. Similar to the original CREATE instructional strategy, our intervention's design was based on existing learning principles. Using existing concept inventories and validated survey instruments, we found that our modified CREATE intervention promotes higher affective and cognitive gains in students in contrast to three comparison groups. We also found that students tended to underpredict their learning and performance in the modified CREATE intervention, while students in some comparison groups had the opposite trend. Together, our results contribute to the expanding literature on how and why different implementations of the same active-learning strategy contribute to student outcomes.
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Affiliation(s)
- Stanley M. Lo
- Division of Biological Sciences, University of California San Diego, La Jolla, CA 92093
- Section of Cell and Developmental Biology, University of California San Diego, La Jolla, CA 92093
- Program in Mathematics and Science Education, University of California San Diego, La Jolla, CA 92093
- Corresponding author. Mailing address: University of California, San Diego, 9500 Gilman Drive #0355, La Jolla, CA 92093. Phone: 858-246-1087. E-mail:
| | - Tiffany B. Luu
- Division of Biological Sciences, University of California San Diego, La Jolla, CA 92093
| | - Justin Tran
- Division of Biological Sciences, University of California San Diego, La Jolla, CA 92093
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Nelms AA, Segura-Totten M. Expert-Novice Comparison Reveals Pedagogical Implications for Students' Analysis of Primary Literature. CBE LIFE SCIENCES EDUCATION 2019; 18:ar56. [PMID: 31675277 PMCID: PMC6829068 DOI: 10.1187/cbe.18-05-0077] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
Student engagement in the analysis of primary scientific literature increases critical thinking, scientific literacy, data evaluation, and science process skills. However, little is known about the process by which expertise in reading scientific articles develops. For this reason, we decided to compare how faculty experts and student novices engage with a research article. We performed think-aloud interviews of biology faculty and undergraduates as they read through a scientific article. We analyzed these interviews using qualitative methods. We grounded data interpretation in cognitive load theory and the ICAP (interactive, constructive, active, and passive) framework. Our results revealed that faculty have more complex schemas than students and that they reduce cognitive load through two main mechanisms: summarizing and note-taking. Faculty also engage with articles at a higher cognitive level, described as constructive by the ICAP framework, when compared with students. More complex schemas, effectively lowering cognitive load, and deeper engagement with the text may help explain why faculty encounter fewer comprehension difficulties than students in our study. Finally, faculty analyze and evaluate data more often than students when reading the text. Findings include a discussion of successful pedagogical approaches for instructors wishing to enhance undergraduates' comprehension and analysis of research articles.
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Affiliation(s)
- April A. Nelms
- Department of Teacher Education, University of North Georgia, Dahlonega, GA 30597
| | - Miriam Segura-Totten
- Department of Biology, University of North Georgia, Dahlonega, GA 30597
- *Address correspondence to: Miriam Segura-Totten ()
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46
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Rawlings JS. Primary Literature in the Undergraduate Immunology Curriculum: Strategies, Challenges, and Opportunities. Front Immunol 2019; 10:1857. [PMID: 31440246 PMCID: PMC6693355 DOI: 10.3389/fimmu.2019.01857] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2019] [Accepted: 07/23/2019] [Indexed: 11/29/2022] Open
Abstract
Immunology is a rapidly advancing and expanding field that is regularly highlighted in the lay media, whether it be checkpoint blockade immunotherapy winning the Nobel Prize, CAR-T cells in the treatment of cancer, or the latest anti-inflammatory/immunomodulatory medication advertised directly to consumers. Advances such as these not only transform the way we think about immunology, they also illuminate how knowledge of the immune system can be harnessed to impact public health. Immunology is also a vast subject, with thousands of articles published each year that contribute to our understanding of complex processes such as inflammation, pathogen recognition, and self-tolerance, Taken together, these observations pose significant challenges to teaching immunology in the undergraduate classroom. To meet this challenge, instructors can use primary literature as a means to introduce cutting-edge discoveries that have not yet found their way into textbooks, link what students are learning to what they are exposed to in lay media, and ultimately provide added depth to the students' understanding of the immune system all while illustrating how clinical advances are fundamentally dependent on basic research studies. Furthermore, the addition of primary literature to the curriculum can enhance student enthusiasm for learning immunology and can provide an excellent platform for students to gain critical thinking and analytical skills. Presented here are strategies, challenges, and opportunities in the use of primary literature to effectively augment the immunology curriculum in the undergraduate classroom. Topics include selecting papers to read, teaching students how to read scientific literature, and assessing student learning.
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Affiliation(s)
- Jason S Rawlings
- Biology Department, Furman University, Greenville, SC, United States
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47
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Alexander S, Hannink M. Exploring the molecular genetic foundations of cancer biology and how biomedical advances are made in an advanced undergraduate course. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2019; 47:408-416. [PMID: 30985963 DOI: 10.1002/bmb.21247] [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: 12/24/2018] [Revised: 03/12/2019] [Accepted: 03/27/2019] [Indexed: 06/09/2023]
Abstract
We describe an advanced, inquiry driven undergraduate course in Cancer Biology that combines faculty lectures typical of undergraduate courses with literature-driven discussions typical of graduate courses. As a capstone course, one goal of this course is to integrate knowledge from previous coursework in physiology, cell and molecular biology, genetics, and chemistry, so that students acquire a state-of-the-art understanding of cancer and cancer treatment. A related goal is for students to learn, from the primary literature, how science is performed and how new scientific knowledge is used to improve cancer treatment. We report on the development of this course and the methods used to accomplish the course goals. We present the results of a 5-year survey that provides a detailed picture of the demographics of the class and demonstrates that the course results in improved understanding of both cancer biology and how science is performed. Student responses to our survey strongly support the use of original literature as a teaching tool. We suggest that incorporation of primary literature into advanced undergraduate science courses is an effective approach for improving scientific literacy. © 2019 International Union of Biochemistry and Molecular Biology, 47(4):408-416, 2019.
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Affiliation(s)
- Stephen Alexander
- Division of Biological Sciences, University of Missouri, Columbia, Missouri, 65211
| | - Mark Hannink
- Department of Biochemistry, University of Missouri, Columbia, Missouri, 65211
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48
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Dolan EL. CBE-Life Sciences Education: the story of a "great journal scientists might be caught reading". Mol Biol Cell 2019; 29:2611-2613. [PMID: 30376432 PMCID: PMC6249828 DOI: 10.1091/mbc.e18-06-0410] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022] Open
Abstract
How did a moderately sized scientific society create what many consider to be the leading journal in biology education? As Editor-in-Chief of the education journal of the American Society for Cell Biology (ASCB), CBE—Life Sciences Education (LSE) and recipient of the 2018 Bruce Alberts Award for Excellence in Science Education, I tell the story of the establishment, growth, and impact of ASCB’s “other journal.”
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Affiliation(s)
- Erin L Dolan
- Department of Biochemistry and Molecular Biology, University of Georgia, Athens, GA 30602
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49
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Shelby SJ. A course-based undergraduate research experience in biochemistry that is suitable for students with various levels of preparedness. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2019; 47:220-227. [PMID: 30794348 DOI: 10.1002/bmb.21227] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/08/2019] [Accepted: 02/01/2019] [Indexed: 06/09/2023]
Abstract
Due to resource limitations at predominantly undergraduate institutions, research opportunities for non-senior students can be limited. To provide opportunities for a variety of students to gain exposure to research, a course-based undergraduate research experience (CURE) was designed and conducted. Coupled inquiry was used to allow underclassmen and upperclassmen to participate. Students first utilized a bioinformatics approach to develop hypotheses concerning protein interactions with the receptor Mer tyrosine kinase (MERTK). Students designed experiments to identify specific sites of interactions with SH2-domain proteins utilizing an assortment of basic biochemical techniques. The semester culminated in students testing their hypotheses and producing manuscripts. Underclassmen that participated in the course also benefitted from mentor-mentee relationships developed with upperclassmen due to the collaborative nature of the course. The structure of the course also allows for further studies to be conducted based on novel findings and is highly adaptable to receptor tyrosine kinases found in other tissue types. © 2019 International Union of Biochemistry and Molecular Biology, 47(3):220-227, 2019.
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Affiliation(s)
- Shameka J Shelby
- Department of Chemistry, Biochemistry, and Physics, Florida Southern College, Lakeland, Florida 33801
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50
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Marvar SK, Doperalski A. Using Primary Research Literature as a Teaching Tool in an Undergraduate Human Anatomy and Physiology Course. FASEB J 2019. [DOI: 10.1096/fasebj.2019.33.1_supplement.766.6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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