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McCarthy N, Neville K, Pope A, Barry L, Livingstone V. Effectiveness of a proficiency-based progression e-learning approach to training in communication in the context of clinically deteriorating patients: a multi-arm randomised controlled trial. BMJ Open 2023; 13:e072488. [PMID: 37536965 PMCID: PMC10401258 DOI: 10.1136/bmjopen-2023-072488] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/03/2023] [Accepted: 06/08/2023] [Indexed: 08/05/2023] Open
Abstract
OBJECTIVE To determine the effectiveness of proficiency-based progression (PBP) e-learning in training in communication concerning clinically deteriorating patients. DESIGN Single-centre multi-arm randomised double-blind controlled trial with three parallel arms. RANDOMISATION, SETTING AND PARTICIPANTS A computer-generated program randomised and allocated 120 final year medical students in an Irish University into three trial groups. INTERVENTION Each group completed the standard Identification, Situation, Background, Assessment, Recommendation communication e-learning; group 1 Heath Service Executive course group (HSE) performed this alone; group 2 (PBP) performed additional e-learning using PBP scenarios with expert-determined proficiency benchmarks composed of weighted marking schemes of steps, errors and critical errors cut-offs; group 3 (S) (self-directed, no PBP) performed additional e-learning with identical scenarios to (PBP) without PBP. MAIN OUTCOME MEASURES Primary analysis was based on 114 students, comparing ability to reach expert-determined predefined proficiency benchmark in standardised low-fidelity simulation assessment, before and after completion of each group's e-learning requirements. Performance was recorded and scored by two independent blinded assessors. RESULTS Post-intervention, proficiency in each group in the low-fidelity simulation environment improved with statistically significant difference in proficiency between groups (p<0.001). Proficiency was highest in (PBP) (81.1%, 30/37). Post hoc pairwise comparisons revealed statistically significant differences between (PBP) and self-directed (S) (p<0.001) and (HSE) (p<0.001). No statistically significant difference existed between (S) and (HSE) (p=0.479). Changes in proficiency from pre-intervention to post-intervention were significantly different between the three groups (p=0.001). Post-intervention, an extra 67.6% (25/37) in (PBP) achieved proficiency in the low-fidelity simulation. Post hoc pairwise comparisons revealed statistically significant differences between (PBP) and both (S) (p=0.020) and (HSE) (p<0.001). No statistically significant difference was found between (S) and (HSE) (p=0.156). CONCLUSIONS PBP e-learning is a more effective way to train in communication concerning clinically deteriorating patients than standard e-learning or e-learning without PBP. TRIAL REGISTRATION NUMBER NCT02937597.
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Affiliation(s)
- Nora McCarthy
- Medical Education Unit, School of Medicine, University College Cork, Cork, Ireland
| | - Karen Neville
- Department of Business Information Systems, Cork University Business School, University College Cork, Cork, Ireland
| | - Andrew Pope
- Department of Business Information Systems, Cork University Business School, University College Cork, Cork, Ireland
| | - Lee Barry
- ESA-BIC, Tyndall Institute, University College Cork National University of Ireland, Cork, Ireland
| | - Vicki Livingstone
- INFANT Centre, University College Cork National University of Ireland, Cork, Ireland
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2
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Freeman S, Mukerji J, Sievers M, Beltran IB, Dickinson K, Dy GEC, Gardiner A, Glenski EH, Hill MJ, Kerr B, Monet D, Reemts C, Theobald E, Tran ET, Velasco V, Wachtell L, Warfield L. A CURE on the Evolution of Antibiotic Resistance in Escherichia coli Improves Student Conceptual Understanding. CBE LIFE SCIENCES EDUCATION 2023; 22:ar7. [PMID: 36607289 PMCID: PMC10074268 DOI: 10.1187/cbe.21-12-0331] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/07/2021] [Revised: 11/08/2022] [Accepted: 12/02/2022] [Indexed: 06/17/2023]
Abstract
We developed labs on the evolution of antibiotic resistance to assess the costs and benefits of replacing traditional laboratory exercises in an introductory biology course for majors with a course-based undergraduate research experience (CURE). To assess whether participating in the CURE imposed a cost in terms of exam performance, we implemented a quasi-experiment in which four lab sections in the same term of the same course did the CURE labs, while all other students did traditional labs. To assess whether participating in the CURE impacted other aspects of student learning, we implemented a second quasi-experiment in which all students either did traditional labs over a two-quarter sequence or did CURE labs over a two-quarter sequence. Data from the first experiment showed minimal impact on CURE students' exam scores, while data from the second experiment showed that CURE students demonstrated a better understanding of the culture of scientific research and a more expert-like understanding of evolution by natural selection. We did not find disproportionate costs or benefits for CURE students from groups that are minoritized in science, technology, engineering, and mathematics.
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Affiliation(s)
- Scott Freeman
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Joya Mukerji
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Matt Sievers
- Department of Biology, University of Washington, Seattle, WA 98195
| | | | - Katie Dickinson
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Grace E. C. Dy
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Amanda Gardiner
- Department of Biology, University of Washington, Seattle, WA 98195
| | | | - Mariah J. Hill
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Ben Kerr
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Deja Monet
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Connor Reemts
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Elli Theobald
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Elisa T. Tran
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Vicente Velasco
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Lexi Wachtell
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Liz Warfield
- Department of Biology, University of Washington, Seattle, WA 98195
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3
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Jackson A, Henry S, Jackman KM, Jones L, Kamangar F, Koissi N, Mehravaran S, Oni A, Perrino C, Sheikhattari P, Whitney E, Hohmann CF. A Student-Centered, Entrepreneurship Development (ASCEND) Undergraduate Summer Research Program: Foundational Training for Health Research. CBE LIFE SCIENCES EDUCATION 2023; 22:ar13. [PMID: 36791147 PMCID: PMC10074269 DOI: 10.1187/cbe.21-11-0314] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/09/2021] [Revised: 10/31/2022] [Accepted: 12/16/2022] [Indexed: 06/18/2023]
Abstract
Increasing the participation of students of African descent and other minoritized populations in the scientific workforce is imperative in generating a more equitable biomedical research infrastructure and increasing national research creativity and productivity. Undergraduate research training programs have shown to be essential tools in retaining underrepresented minority (URM) students in the sciences and attracting them into STEM and biomedical careers. This paper describes an innovative approach to harness students' entrepreneurial desire for autonomy and creativity in a Summer Research Institute (SRI) that has served as an entry point into a multiyear, National Institutes of Health Building Infrastructure Leading to Diversity (NIH BUILD)-funded research training program. The SRI was designed as an 8-week, student-centered and course-based research model in which students select their own research topics. We test here the effects of SRI training on students' science self-efficacy and science identity, along with several other constructs often associated with academic outcomes in the sciences. The data shown here comprise analysis of four different training cohorts throughout four subsequent summers. We show significant gains in students' science self-efficacy and science identity at the conclusion of SRI training, as well as academic adjustment and sense of belonging. SRI participants also displayed substantially improved retention in their science majors and graduation rates.
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Affiliation(s)
- Avis Jackson
- Center for Predictive Analytics, Psychology Department, College of Liberal Arts, Morgan State University, Baltimore, MD 21251
| | - Sherita Henry
- Department of Nursing, Hood College, Frederick, MD 21701
| | - Kevon M. Jackman
- Adolescent and Young Adult Medicine, Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, MD 21205
| | - Laundette Jones
- Department of Epidemiology and Public Health and Department of Pharmacology, University of Maryland School of Medicine, Baltimore, MD 21201
| | - Farin Kamangar
- Division of Research and Economic Development, Morgan State University, Baltimore, MD 21251
| | - Niangoran Koissi
- Department of Chemistry, School of Computer, Mathematical and Natural Science (SCMNS), Morgan State University, Baltimore, MD 21251
| | - Shiva Mehravaran
- ASCEND Center for Biomedical Research, Morgan State University, Baltimore, MD 21251
| | - Akinyele Oni
- Department of Biology, School of Computer, Mathematical and Natural Science (SCMNS), Morgan State University, Baltimore, MD 21251
| | - Carroll Perrino
- Department of Psychology, College of Liberal Arts, Morgan State University, Baltimore, MD 21251
| | - Payam Sheikhattari
- Department of Public Health, Morgan State University and ASCEND Center for Biomedical Research, Morgan State University, Baltimore, MD 21251
| | - Erika Whitney
- Department of Biology, School of Computer, Mathematical and Natural Science (SCMNS), Morgan State University, Baltimore, MD 21251
| | - Christine F. Hohmann
- ASCEND Center for Biomedical Research, Morgan State University, Baltimore, MD 21251
- Department of Biology, School of Computer, Mathematical and Natural Science (SCMNS), Morgan State University, Baltimore, MD 21251
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4
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Bliss SS, Abraha EA, Fuhrmeister ER, Pickering AJ, Bascom-Slack CA. Learning and STEM identity gains from an online module on sequencing-based surveillance of antimicrobial resistance in the environment: An analysis of the PARE-Seq curriculum. PLoS One 2023; 18:e0282412. [PMID: 36897842 PMCID: PMC10004520 DOI: 10.1371/journal.pone.0282412] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2022] [Accepted: 02/14/2023] [Indexed: 03/11/2023] Open
Abstract
COVID-19 necessitated the rapid transition to online learning, challenging the ability of Science, Technology, Engineering, and Math (STEM) professors to offer laboratory experiences to their students. As a result, many instructors sought online alternatives. In addition, recent literature supports the capacity of online curricula to empower students of historically underrepresented identities in STEM fields. Here, we present PARE-Seq, a virtual bioinformatics activity highlighting approaches to antimicrobial resistance (AMR) research. Following curricular development and assessment tool validation, pre- and post-assessments of 101 undergraduates from 4 institutions revealed that students experienced both significant learning gains and increases in STEM identity, but with small effect sizes. Learning gains were marginally modified by gender, race/ethnicity, and number of extracurricular work hours per week. Students with more extracurricular work hours had significantly lower increase in STEM identity score after course completion. Female-identifying students saw greater learning gains than male-identifying, and though not statistically significant, students identifying as an underrepresented minority reported larger increases in STEM identity score. These findings demonstrate that even short course-based interventions have potential to yield learning gains and improve STEM identity. Online curricula like PARE-Seq can equip STEM instructors to utilize research-driven resources that improve outcomes for all students, but support must be prioritized for students working outside of school.
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Affiliation(s)
- Scarlet S. Bliss
- Levy Center for Integrated Management of Antimicrobial Resistance, Tufts University, Medford, Massachusetts, United States of America
- Center for Science Education, Department of Medical Education, Tufts University School of Medicine, Boston, Massachusetts, United States of America
| | - Eve A. Abraha
- Levy Center for Integrated Management of Antimicrobial Resistance, Tufts University, Medford, Massachusetts, United States of America
| | - Erica R. Fuhrmeister
- Levy Center for Integrated Management of Antimicrobial Resistance, Tufts University, Medford, Massachusetts, United States of America
| | - Amy J. Pickering
- Levy Center for Integrated Management of Antimicrobial Resistance, Tufts University, Medford, Massachusetts, United States of America
| | - Carol A. Bascom-Slack
- Levy Center for Integrated Management of Antimicrobial Resistance, Tufts University, Medford, Massachusetts, United States of America
- Center for Science Education, Department of Medical Education, Tufts University School of Medicine, Boston, Massachusetts, United States of America
- * E-mail:
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5
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Egan MS, Hogan K, Maupin-Furlow J, Pohlschroder M. The Best of Both Worlds: Discovery-Driven Learning through a Lab-Seminar Approach. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2022; 23:e00031-22. [PMID: 36532226 PMCID: PMC9753615 DOI: 10.1128/jmbe.00031-22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/23/2022] [Accepted: 09/02/2022] [Indexed: 06/17/2023]
Abstract
Microbiology courses are often designed as either a lecture class with a laboratory component or a seminar-style class. Each type of course provides students with unique learning opportunities. Lab courses allow students to perform simple experiments that relate to fundamental concepts taught in the corresponding lectures, while seminar courses challenge students to read and discuss primary literature. Microbiology courses offering a combination of seminar-style discussions and laboratory procedures are rare. Our goal in the "Microbial Diversity and Pathogenesis" undergraduate course is to integrate experiences of a seminar class with those of a discovery-driven lab course, thereby strengthening students' learning experiences through diversified didactic approaches. In the first half of the course, students read and discuss published peer-reviewed articles that cover major topics in both basic and applied microbiology, including antibiotic resistance, pathogenesis, and biotechnology applications. Complementing this primary literature, students perform microbiology experiments related to the topics covered in the readings. The assigned readings, discussions, and experiments provide a foundation in the second half of the course for inquiry-based exploratory research using student-designed transposon screens and selections. The course culminates in each student drafting a hypothesis-driven research proposal based on their literature review, their learned experimental techniques, and the preliminary data generated as a class. Through such first-hand experimental experience, students gain fundamental lab skills that are applicable beyond the realm of microbiology, such as sterile technique and learning how to support conclusions with scientific evidence. We observed a tremendous synergy between the seminar and lab aspects of our course. This unique didactic experience allows students to understand and connect primary literature to their experiments, while the discovery-driven aspect of this approach fosters active engagement of students with scientific research.
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Affiliation(s)
- Marisa S. Egan
- University of Pennsylvania, Perelman School of Medicine, Department of Microbiology, Philadelphia, Pennsylvania, USA
| | - Karen Hogan
- University of Pennsylvania, Department of Biology, Philadelphia, Pennsylvania, USA
| | - Julie Maupin-Furlow
- University of Florida, Institute of Food and Agricultural Sciences, Department of Microbiology and Cell Science, Gainesville, Florida, USA
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6
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Ananthaswamy D, Croft JC, Woozencroft N, Lee TW. C. elegans Gonad Dissection and Freeze Crack for Immunofluorescence and DAPI Staining. J Vis Exp 2022:10.3791/64204. [PMID: 36190281 PMCID: PMC10018647 DOI: 10.3791/64204] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022] Open
Abstract
The C. elegans germline makes an excellent model for studying meiosis, in part due to the ease of conducting cytological analyses on dissected animals. Whole mount preparations preserve the structure of meiotic nuclei, and importantly, each gonad arm contains all stages of meiosis, organized in a temporal-spatial progression that makes it easy to identify nuclei at different stages. Adult hermaphrodites have two gonad arms, each organized as a closed tube with proliferating germline stem cells at the distal closed end and cellularized oocytes at the proximal open end, which join in the center at the uterus. Dissection releases one or both gonad arms from the body cavity, allowing the entirety of meiosis to be visualized. Here, a common protocol for immunofluorescence against a protein of interest is presented, followed by DAPI staining to mark all chromosomes. Young adults are immobilized in levamisole and quickly dissected using two syringe needles. After germline extrusion, the sample is fixed before undergoing a freeze crack in liquid nitrogen, which helps permeabilize the cuticle and other tissues. The sample can then be dehydrated in ethanol, rehydrated, and incubated with primary and secondary antibodies. DAPI is added to the sample in the mounting medium, which allows reliable visualization of DNA and makes it easy to find animals to image under a fluorescent microscope. This technique is readily adopted by those familiar with handling C. elegans after a few hours spent practicing the dissection method itself. This protocol has been taught to high-schoolers and undergraduates working in a research lab and incorporated into a course-based undergraduate research experience at a liberal arts college.
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Affiliation(s)
| | - Jaime C Croft
- Department of Biological Sciences, University of Massachusetts Lowell
| | | | - Teresa W Lee
- Department of Biological Sciences, University of Massachusetts Lowell;
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7
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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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8
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Corwin LA, Ramsey ME, Vance EA, Woolner E, Maiden S, Gustafson N, Harsh JA. Students' Emotions, Perceived Coping, and Outcomes in Response to Research-Based Challenges and Failures in Two Sequential CUREs. CBE LIFE SCIENCES EDUCATION 2022; 21:ar23. [PMID: 35580005 PMCID: PMC9508904 DOI: 10.1187/cbe.21-05-0131] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/24/2021] [Revised: 02/02/2022] [Accepted: 02/08/2022] [Indexed: 06/15/2023]
Abstract
The ability to navigate scientific obstacles is widely recognized as a hallmark of a scientific disposition and is one predictor of science, technology, engineering, and mathematics persistence for early-career scientists. However, the development of this competency in undergraduate research has been largely underexplored. This study addresses this gap by examining introductory students' emotional and behavioral responses to research-related challenges and failures that occur in two sequential research-based courses. We describe commonly reported emotions, coping responses, and perceived outcomes and examine relationships between these themes, student demographics, and course enrollment. Students commonly experience frustration, confusion, and disappointment when coping with challenges and failures. Yet the predominance of students report coping responses likely to be adaptive in academic contexts despite experiencing negative emotions. Being enrolled in the second course of a research-based course sequence was related to several shifts in response to challenges during data collection, including less reporting of confusion and fewer reports of learning to be cautious from students. Overall, students in both the first and second courses reported many positive outcomes indicating improvements in their ability to cope with challenge and failure. We assert that educators can improve research-based educational courses by scaffolding students' research trials, failures, and iterations to support students' perseverance.
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Affiliation(s)
- Lisa A. Corwin
- Department of Ecology and Evolutionary Biology, University of Colorado, Boulder, Boulder, CO 80309
| | - Michael E. Ramsey
- Laboratory for Interdisciplinary Statistical Analysis, Department of Applied Mathematics, University of Colorado, Boulder, Boulder, CO 80309
| | - Eric A. Vance
- Laboratory for Interdisciplinary Statistical Analysis, Department of Applied Mathematics, University of Colorado, Boulder, Boulder, CO 80309
| | | | - Stevie Maiden
- Department of Ecology and Evolutionary Biology, University of Colorado, Boulder, Boulder, CO 80309
| | | | - Joseph A. Harsh
- Department of Biology, James Madison University, Harrisonburg VA 22807
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9
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Kay AD, Chapman EJ, Cheruiyot JD, Lowery S, Singer SR, Small G, Stone AM, Warthen R, Westbroek W. Potential for urban agriculture to support accessible and impactful undergraduate biology education. Ecol Evol 2022; 12:e8721. [PMID: 35342576 PMCID: PMC8928874 DOI: 10.1002/ece3.8721] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2021] [Revised: 02/11/2022] [Accepted: 02/22/2022] [Indexed: 11/10/2022] Open
Abstract
Active learning in STEM education is essential for engaging the diverse pool of scholars needed to address pressing environmental and social challenges. However, active learning formats are difficult to scale and their incorporation into STEM teaching at U.S. universities varies widely. Here, we argue that urban agriculture as a theme can significantly increase active learning in undergraduate biology education by facilitating outdoor fieldwork and community-engaged education. We begin by reviewing benefits of field courses and community engagement activities for undergraduate biology and discuss constraints to their broader implementation. We then describe how urban agriculture can connect biology concepts to pressing global changes, provide field research opportunities, and connect students to communities. Next, we assess the extent to which urban agriculture and related themes have already been incorporated into biology-related programs in the United States using a review of major programs, reports on how campus gardens are used, and case studies from five higher education institutions (HEIs) engaging with this issue. We found that while field experiences are fairly common in major biology programs, community engagement opportunities are rare, and urban agriculture is almost nonexistent in course descriptions. We also found that many U.S. HEIs have campus gardens, but evidence suggests that they are rarely used in biology courses. Finally, case studies of five HEIs highlight innovative programming but also significant opportunities for further implementation. Together, our results suggest that urban agriculture is rarely incorporated into undergraduate biology in the United States, but there are significant prospects for doing so. We end with recommendations for integrating urban agriculture into undergraduate biology, including the development of campus gardens, research programs, community engagement partnerships, and collaborative networks. If done with care, this integration could help students make community contributions within required coursework, and help instructors feel a greater sense of accomplishment in an era of uncertainty.
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Affiliation(s)
- Adam D. Kay
- Biology DepartmentUniversity of St. ThomasSt. PaulMinnesotaUSA
| | - Eric J. Chapman
- Biology DepartmentUniversity of St. ThomasSt. PaulMinnesotaUSA
| | - Jelagat D. Cheruiyot
- Ecology and Evolutionary Biology DepartmentTulane UniversityNew OrleansLouisianaUSA
| | - Sue Lowery
- Biology DepartmentUniversity of San DiegoSan DiegoCaliforniaUSA
| | | | - Gaston Small
- Biology DepartmentUniversity of St. ThomasSt. PaulMinnesotaUSA
| | - Anne M. Stone
- Social Impact HubRollins CollegeWinter ParkFloridaUSA
| | | | - Wendy Westbroek
- Salish Kootenai CollegePabloMontanaUSA
- Flathead Valley Community CollegeKalispellMontanaUSA
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10
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Fuller KS, Torres Rivera C. A Culturally Responsive Curricular Revision to Improve Engagement and Learning in an Undergraduate Microbiology Lab Course. Front Microbiol 2021; 11:577852. [PMID: 33519726 PMCID: PMC7838382 DOI: 10.3389/fmicb.2020.577852] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2020] [Accepted: 12/16/2020] [Indexed: 11/13/2022] Open
Abstract
We seek to increase student engagement and success to subsequently lead to increased retention and degree attainment for students at our Hispanic-serving institution. We hypothesized that using a culturally responsive approach in an undergraduate microbiology lab would increase engagement and learning gains. Using a culturally responsive approach allowed students to start their learning from their own place of understanding-centering students' lived experiences. Students interviewed family members to learn about "home remedies," and then devised experiments to test whether those home remedies affected growth of bacteria commonly implicated in gastrointestinal distress (Staphylococcus aureus, Bacillus cereus, and Escherichia coli) or sore throat (Neisseria gonorrhoeae, Streptococcus pyogenes, and Mycoplasma pneumoniae). As a final assessment, students generated project posters which they presented at a class symposium. Implementation of a culturally responsive research experience focused on the gut microbiome resulted in increased learning gains as evidenced by movement up Bloom's Revised Taxonomy Scale. Student feedback indicated increased engagement, increased confidence in communicating science and a deeper understanding and appreciation for microbiology. Taken together, the results indicate that students appreciate a more culturally responsive and student-centered approach to learning in microbiology and encourages expansion of this approach to other modules in the course. This paper includes responsive data to support this claim, as well as a sample course calendar and supplementary learning material to support the human microbiome approach to microbiology.
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Affiliation(s)
- Karla S Fuller
- Science Department, Stella and Charles Guttman Community College, City University of New York, New York, NY, United States
| | - Camila Torres Rivera
- Mathematics Department, Stella and Charles Guttman Community College, City University of New York, New York, NY, United States
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11
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Fuhrmeister ER, Larson JR, Kleinschmit AJ, Kirby JE, Pickering AJ, Bascom-Slack CA. Combating Antimicrobial Resistance Through Student-Driven Research and Environmental Surveillance. Front Microbiol 2021; 12:577821. [PMID: 33679626 PMCID: PMC7931799 DOI: 10.3389/fmicb.2021.577821] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2020] [Accepted: 01/14/2021] [Indexed: 11/13/2022] Open
Abstract
Emerging resistance to all classes of antimicrobials is one of the defining crises of the 21st century. Many advances in modern medicine, such as routine surgeries, are predicated on sustaining patients with antimicrobials during a period when their immune systems alone cannot clear infection. The development of new antimicrobials has not kept pace with the antimicrobial resistance (AR) threat. AR bacteria have been documented in various environments, such as drinking and surface water, food, sewage, and soil, yet surveillance and sampling has largely been from infected patients. The prevalence and diversity of AR bacteria in the environment, and the risks they pose to humans are not well understood. There is consensus that environmental surveillance is an important first step in forecasting and targeting efforts to prevent spread and transmission of AR microbes. However, efforts to date have been limited. The Prevalence of Antibiotic Resistance in the Environment (PARE) is a classroom-based project that engages students around the globe in systematic environmental AR surveillance with the goal of identifying areas where prevalence is high. The format of PARE, designed as short classroom research modules, lowers common barriers for institutional participation in course-based research. PARE brings real-world microbiology into the classroom by educating students about the pressing public health issue of AR, while empowering them to be partners in the solution. In turn, the PARE project provides impactful data to inform our understanding of the spread of AR in the environment through global real-time surveillance.
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Affiliation(s)
- Erica R. Fuhrmeister
- Department of Civil and Environmental Engineering, Tufts University School of Engineering, Medford, MA, United States
| | - Jennifer R. Larson
- Department of Biological and Environmental Sciences, Capital University, Columbus, OH, United States
| | - Adam J. Kleinschmit
- Department of Natural and Applied Sciences, University of Dubuque, Dubuque, IA, United States
| | - James E. Kirby
- Department of Pathology, Beth Israel Deaconess Medical Center, Boston, MA, United States
| | - Amy J. Pickering
- Department of Civil and Environmental Engineering, Tufts University School of Engineering, Medford, MA, United States
| | - Carol A. Bascom-Slack
- Department of Medical Education, Tufts University School of Medicine, Boston, MA, United States
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12
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Roberts R, Hall B, Daubner C, Goodman A, Pikaart M, Sikora A, Craig P. Flexible Implementation of the BASIL CURE. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2019; 47:498-505. [PMID: 31381264 DOI: 10.1002/bmb.21287] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/29/2019] [Revised: 06/28/2019] [Accepted: 07/18/2019] [Indexed: 05/25/2023]
Abstract
Course-based Undergraduate Research Experiences (CUREs) can be a very effective means to introduce a large number of students to research. CUREs are often an extension of the instructor's research, which may make them difficult to replicate in other settings because of differences in expertise or facilities. The BASIL (Biochemistry Authentic Scientific Inquiry Lab) CURE has evolved over the past 4 years as faculty members with different backgrounds, facilities, and campus cultures have all contributed to a robust curriculum focusing on enzyme function prediction that is suitable for implementation in a wide variety of academic settings. © 2019 International Union of Biochemistry and Molecular Biology, 47(5):498-505, 2019.
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Affiliation(s)
- Rebecca Roberts
- Department of Biology, Ursinus College, Collegeville, Pennsylvania
| | - Bonnie Hall
- Department of Chemistry, Grand View University, Des Moines, Iowa
| | - Colette Daubner
- Department of Biological Sciences, St. Mary's University, San Antonio, Texas
| | - Anya Goodman
- Department of Chemistry and Biochemistry, Cal Poly San Luis Obispo, San Luis Obispo, California
| | - Michael Pikaart
- Department of Chemistry and Biochemistry, Hope College, Holland, Michigan
| | - Arthur Sikora
- Department of Chemistry and Physics, Nova Southeastern University, Fort Lauderdale, Florida
| | - Paul Craig
- Head School of Chemistry & Materials Science, Rochester Institute of Technology, Rochester, New York
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13
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Peteroy-Kelly M, Brancaccio-Taras L, Awong-Taylor J, Balser T, Jack T, Lindsay S, Marley K, Romano S, Uzman JA, Pape-Lindstrom P. A qualitative analysis to identify the elements that support department level change in the life sciences: The PULSE Vision & Change Recognition Program. PLoS One 2019; 14:e0217088. [PMID: 31145735 PMCID: PMC6542552 DOI: 10.1371/journal.pone.0217088] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2018] [Accepted: 05/03/2019] [Indexed: 11/19/2022] Open
Abstract
The 2011 report, Vision and Change in Undergraduate Biology Education: A Call to Action, provided the impetus to mobilize the undergraduate life sciences education community to affect change in order to enhance the educational experiences of life sciences majors. The work of the appointed Partnership for Undergraduate Life Sciences Education (PULSE) Vision and Change (V&C) Leadership Fellows has focused on the development of programs and resources to support departmental change. In this report, we present a qualitative assessment of several documents generated from the PULSE V&C Leadership Fellow Recognition Team. The Recognition Team developed two initiatives to provide departments with feedback on their change process. The first initiative, the validated PULSE V&C Rubrics, enables departments to collaboratively self-assess their progress in enacting change. The second initiative, the PULSE Recognition Program, involves completion of the aforementioned Rubrics and a site-visit by two Recognition Team members to provide external insights and suggestions to foster a department's change process. Eight departments participated in the Recognition Program in 2014. An evaluation of the documents yielded from the Recognition Program review of seven of the eight departments and a comparison of Rubric scores from before and three years following the site-visits uncovered several common elements required for successful department level change. These elements include an institutional culture that values and supports excellence in teaching and learning with resources and infrastructure, a departmental emphasis on program and course level assessment, and, most importantly, a departmental champion who actively supports endeavors that enhance teaching excellence.
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Affiliation(s)
| | - Loretta Brancaccio-Taras
- Department of Biological Sciences, Kingsborough Community College-CUNY, Brooklyn, NY, United States of America
| | - Judy Awong-Taylor
- Department of Biology, Georgia Gwinnett College, Lawrenceville, GA, United States of America
| | - Teresa Balser
- Office of the Provost and Vice President of Academic Affairs, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Thomas Jack
- Department of Biological Sciences, Dartmouth College, Hanover, NH, United States of America
| | - Sara Lindsay
- School of Marine Sciences, University of Maine, Orono, ME, United States of America
| | - Kate Marley
- Department of Biology, Doane University, Crete, NE, United States of America
| | - Sandra Romano
- College of Science and Mathematics, University of the Virgin Islands, St. Thomas, Virgin Islands, Territory of the United States of America
| | - J. Akif Uzman
- College of Sciences and Technology, University of Houston-Downtown, Houston, TX, United States of America
| | - Pamela Pape-Lindstrom
- Division of Science, Technology, Engineering and Math, Harford Community College, Bel Air, MD, United States of America
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14
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Lee TW, Carpenter BS, Birol O, Katz DJ, Schmeichel KL. The Pipeline CURE: An Iterative Approach to Introduce All Students to Research Throughout a Biology Curriculum. COURSESOURCE 2019; 6:10.24918/cs.2019.29. [PMID: 36874387 PMCID: PMC9983507 DOI: 10.24918/cs.2019.29] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Participation in research provides personal and professional benefits for undergraduates. However, some students face institutional barriers that prevent their entry into research, particularly those from underrepresented groups who may stand to gain the most from research experiences. Course-based undergraduate research experiences (CUREs) effectively scale research availability, but many only last for a single semester, which is rarely enough time for a novice to develop proficiency. To address these challenges, we present the Pipeline CURE, a framework that integrates a single research question throughout a biology curriculum. Students are introduced to the research system - in this implementation, C. elegans epigenetics research - with their first course in the major. After revisiting the research system in several subsequent courses, students can choose to participate in an upper-level research experience. In the Pipeline, students build resilience via repeated exposure to the same research system. Its iterative, curriculum-embedded approach is flexible enough to be implemented at a range of institutions using a variety of research questions. By uniting evidence-based teaching methods with ongoing scientific research, the Pipeline CURE provides a new model for overcoming barriers to participation in undergraduate research.
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Affiliation(s)
- Teresa W Lee
- Department of Cell Biology, School of Medicine, Emory University
| | | | - Onur Birol
- Department of Cell Biology, School of Medicine, Emory University
| | - David J Katz
- Department of Cell Biology, School of Medicine, Emory University
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15
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Bhatt JM, Challa AK. First Year Course-Based Undergraduate Research Experience (CURE) Using the CRISPR/Cas9 Genome Engineering Technology in Zebrafish. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2018; 19:jmbe-19-3. [PMID: 29904527 PMCID: PMC5969413 DOI: 10.1128/jmbe.v19i1.1245] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/09/2016] [Accepted: 10/02/2017] [Indexed: 05/15/2023]
Abstract
Genetic analysis in model systems can provide a rich context for conceptual understanding of gene structure, regulation, and function. With an intent to create a rich learning experience in molecular genetics, we developed a semester-long course-based undergraduate research experience (CURE) using the CRISPR-Cas9 gene editing system to disrupt specific genes in the zebrafish. The course was offered to freshman students; nine students worked in four groups (two to three members per group) to design, synthesize, and test the nuclease activity of the CRISPR (Clustered Regularly Interspaced Short Palindromic Repeats)/sgRNAs for targeted disruption of specific genes in the zebrafish. Each group worked with a gene with an already known mutant phenotype that can be visually scored and a gene that had not been studied in zebrafish previously. Embedded in the course were a series of workshop-styled units or tutorials, including tours to core facilities. The focus was on introducing and developing skills that could be accommodated within the span of a semester. Each group successfully cloned at least one plasmid-encoding CRISPR/sgRNA template, visually analyzed injected embryos, and performed genotyping assays to detect CRISPR-Cas9 activity. In-class discussions, a final end-of-semester written test, and group oral presentations were assessed for an understanding of the CRISPR-Cas9 system, application of the CRISPR-Cas9 system as a gene manipulation tool, and experimental methods used to create plasmid vectors and synthesize sgRNA. In addition, poster presentations were evaluated by faculty, graduate students, and senior undergraduate students at a University research exposition. Self-reflections in the form of group conversations were video recorded. All students (9/9) distinctly showed learning gains after completing the activity, but the extent of the gains was variable, as seen from results of a written test and poster presentation assessment. Qualitative analysis of evaluations and self-reporting data indicated several gains, suggesting that all students found many aspects of the CURE valuable and gained project-specific (conceptual) and transferrable skills (science process and science identity).
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Affiliation(s)
- Jay M. Bhatt
- Department of Cell, Developmental and Integrative Biology, University of Alabama at Birmingham, Birmingham, AL 35294
| | - Anil Kumar Challa
- Department of Genetics, Transgenic & Genetically Engineered Models (TGEMs) Core Facility, University of Alabama at Birmingham, Birmingham, AL 35294
- Corresponding author. Mailing address: Department of Genetics, University of Alabama at Birmingham, Hugh Kaul Human Genetics Building, Rm. 624, 720 20th Street South, Birmingham, AL 35294. Phone: 614-736-1361. Fax: 205-975-4418. E-mail:
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16
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Kaisarevic SN, Andric SA, Kostic TS. Teaching Animal Physiology: a 12-year experience transitioning from a classical to interactive approach with continual assessment and computer alternatives. ADVANCES IN PHYSIOLOGY EDUCATION 2017; 41:405-414. [PMID: 28679579 DOI: 10.1152/advan.00132.2016] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/09/2016] [Revised: 05/08/2017] [Accepted: 05/12/2017] [Indexed: 06/07/2023]
Abstract
In response to the Bologna Declaration and contemporary trends in Animal Physiology education, the Animal Physiology course at the Faculty of Sciences, University of Novi Sad, Serbia, has evolved over a 12-yr period (2001-2012): from a classical two-semester course toward a one-semester course utilizing computer simulations of animal experiments, continual assessment, lectures, and an optional oral exam. This paper presents an overview of student achievement, the impact of reforms on learning outcomes, and lessons that we as educators learned during this process. The reforms had a positive impact on the percentage of students who completed the course within the same academic year. In addition, the percentage of students who completed the practical exam increased from 54% to >95% following the transition to a Bologna-based approach. However, average final grades declined from 8.0 to 6.8 over the same period. Students also appear reluctant to take the optional oral exam, and 82-91% of students were satisfied with the lower final grade obtained from only assessments and tests administered during the semester. In our endeavor to achieve learning outcomes set during the pre-Bologna period, while adopting contemporary teaching approaches, we sought to increase students' motivation to strive toward better performance, while ensuring that the increased quantity of students who complete the course is coupled with increased quality of education and a more in-depth understanding of animal physiology.
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Affiliation(s)
- Sonja N Kaisarevic
- Department of Biology and Ecology, Faculty of Sciences, University of Novi Sad, Novi Sad, Serbia
| | - Silvana A Andric
- Department of Biology and Ecology, Faculty of Sciences, University of Novi Sad, Novi Sad, Serbia
| | - Tatjana S Kostic
- Department of Biology and Ecology, Faculty of Sciences, University of Novi Sad, Novi Sad, Serbia
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17
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Sensibaugh CA, Madrid NJ, Choi HJ, Anderson WL, Osgood MP. Undergraduate Performance in Solving Ill-Defined Biochemistry Problems. CBE LIFE SCIENCES EDUCATION 2017; 16:ar63. [PMID: 29180350 PMCID: PMC5749965 DOI: 10.1187/cbe.15-04-0106] [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: 04/29/2015] [Revised: 08/29/2017] [Accepted: 09/07/2017] [Indexed: 06/07/2023]
Abstract
With growing interest in promoting skills related to the scientific process, we studied performance in solving ill-defined problems demonstrated by graduating biochemistry majors at a public, minority-serving university. As adoption of techniques for facilitating the attainment of higher-order learning objectives broadens, so too does the need to appropriately measure and understand student performance. We extended previous validation of the Individual Problem Solving Assessment (IPSA) and administered multiple versions of the IPSA across two semesters of biochemistry courses. A final version was taken by majors just before program exit, and student responses on that version were analyzed both quantitatively and qualitatively. This mixed-methods study quantifies student performance in scientific problem solving, while probing the qualitative nature of unsatisfactory solutions. Of the five domains measured by the IPSA, we found that average graduates were only successful in two areas: evaluating given experimental data to state results and reflecting on performance after the solution to the problem was provided. The primary difficulties in each domain were quite different. The most widespread challenge for students was to design an investigation that rationally aligned with a given hypothesis. We also extend the findings into pedagogical recommendations.
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Affiliation(s)
- Cheryl A Sensibaugh
- Department of Biochemistry and Molecular Biology, University of Georgia, Athens, GA 30602
| | - Nathaniel J Madrid
- Department of Internal Medicine, University of New Mexico, Albuquerque, NM 87131
| | - Hye-Jeong Choi
- Department of Educational Psychology and Georgia Center for Assessment, University of Georgia, Athens, GA 30602
| | - William L Anderson
- Department of Biochemistry and Molecular Biology, University of New Mexico, Albuquerque, NM 87131
| | - Marcy P Osgood
- Department of Biochemistry and Molecular Biology, University of New Mexico, Albuquerque, NM 87131
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18
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Mader CM, Beck CW, Grillo WH, Hollowell GP, Hennington BS, Staub NL, Delesalle VA, Lello D, Merritt RB, Griffin GD, Bradford C, Mao J, Blumer LS, White SL. Multi-Institutional, Multidisciplinary Study of the Impact of Course-Based Research Experiences. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2017; 18:jmbe-18-44. [PMID: 28861141 PMCID: PMC5577972 DOI: 10.1128/jmbe.v18i2.1317] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/08/2017] [Accepted: 06/13/2017] [Indexed: 05/14/2023]
Abstract
Numerous national reports have called for reforming laboratory courses so that all students experience the research process. In response, many course-based research experiences (CREs) have been developed and implemented. Research on the impact of these CREs suggests that student benefits can be similar to those of traditional apprentice-model research experiences. However, most assessments of CREs have been in individual courses at individual institutions or across institutions using the same CRE model. Furthermore, which structures and components of CREs result in the greatest student gains is unknown. We explored the impact of different CRE models in different contexts on student self-reported gains in understanding, skills, and professional development using the Classroom Undergraduate Research Experience (CURE) survey. Our analysis included 49 courses developed and taught at seven diverse institutions. Overall, students reported greater gains for all benefits when compared with the reported national means for the Survey of Undergraduate Research Experiences (SURE). Two aspects of these CREs were associated with greater student gains: 1) CREs that were the focus of the entire course or that more fully integrated modules within a traditional laboratory and 2) CREs that had a higher degree of student input and results that were unknown to both students and faculty.
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Affiliation(s)
- Catherine M. Mader
- Department of Physics, Hope College, Holland, MI 49423
- Corresponding author. Mailing address: Department of Physics, Hope College, Holland MI 49423. Phone: 616-395-7114. Fax: 616-395-7123. E-mail:
| | | | - Wendy H. Grillo
- Department of Biology, North Carolina Central University, Durham, NC 27707
| | - Gail P. Hollowell
- Department of Biology, North Carolina Central University, Durham, NC 27707
| | | | - Nancy L. Staub
- Biology Department, Gonzaga University, Spokane, WA 99258
| | | | - Denise Lello
- Department of Biological Sciences, Smith College, Northampton, MA 01063
| | - Robert B. Merritt
- Department of Biological Sciences, Smith College, Northampton, MA 01063
| | - Gerald D. Griffin
- Department of Biology, Tuskegee University, Tuskegee Institute, AL 36088
- Department of Biology, Hope College, Holland, MI 49423
| | - Chastity Bradford
- Department of Biology, Tuskegee University, Tuskegee Institute, AL 36088
| | - Jinghe Mao
- Department of Biology, Tougaloo College, Tougaloo, MS 39174
| | | | - Sandra L. White
- Center for Science, Math and Technology Education, North Carolina Central University, Durham, NC 27707
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19
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Elgin SCR, Hauser C, Holzen TM, Jones C, Kleinschmit A, Leatherman J. The GEP: Crowd-Sourcing Big Data Analysis with Undergraduates. Trends Genet 2016; 33:81-85. [PMID: 27939750 DOI: 10.1016/j.tig.2016.11.004] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2016] [Accepted: 11/08/2016] [Indexed: 10/20/2022]
Abstract
The era of 'big data' is also the era of abundant data, creating new opportunities for student-scientist research partnerships. By coordinating undergraduate efforts, the Genomics Education Partnership produces high-quality annotated data sets and analyses that could not be generated otherwise, leading to scientific publications while providing many students with research experience.
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Affiliation(s)
| | - Charles Hauser
- Bioinformatics Program, St. Edwards University, Austin, TX 78704, USA
| | - Teresa M Holzen
- Biology Department, Mount Mary University, Milwaukee, WI 53222, USA
| | - Christopher Jones
- Department of Biological Sciences, Moravian College, Bethlehem, PA 18018, USA
| | - Adam Kleinschmit
- Department of Biology, Adams State University, Alamosa, CO 81101, USA
| | - Judith Leatherman
- Department of Biological Sciences, University of Northern Colorado, Greeley, CO 80639, USA
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20
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Rowland S, Pedwell R, Lawrie G, Lovie-Toon J, Hung Y. Do We Need to Design Course-Based Undergraduate Research Experiences for Authenticity? CBE LIFE SCIENCES EDUCATION 2016; 15:15/4/ar79. [PMID: 27909029 PMCID: PMC5132376 DOI: 10.1187/cbe.16-02-0102] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/15/2016] [Revised: 09/11/2016] [Accepted: 09/16/2016] [Indexed: 05/06/2023]
Abstract
The recent push for more authentic teaching and learning in science, technology, engineering, and mathematics indicates a shared agreement that undergraduates require greater exposure to professional practices. There is considerable variation, however, in how "authentic" science education is defined. In this paper we present our definition of authenticity as it applies to an "authentic" large-scale undergraduate research experience (ALURE); we also look to the literature and the student voice for alternate perceptions around this concept. A metareview of science education literature confirmed the inconsistency in definitions and application of the notion of authentic science education. An exploration of how authenticity was explained in 604 reflections from ALURE and traditional laboratory students revealed contrasting and surprising notions and experiences of authenticity. We consider the student experience in terms of alignment with 1) the intent of our designed curriculum and 2) the literature definitions of authentic science education. These findings contribute to the conversation surrounding authenticity in science education. They suggest two things: 1) educational experiences can have significant authenticity for the participants, even when there is no purposeful design for authentic practice, and 2) the continuing discussion of and design for authenticity in UREs may be redundant.
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Affiliation(s)
- Susan Rowland
- School of Chemistry and Molecular Biosciences, University of Queensland, St. Lucia, Queensland 4072, Australia
| | - Rhianna Pedwell
- School of Chemistry and Molecular Biosciences, University of Queensland, St. Lucia, Queensland 4072, Australia
| | - Gwen Lawrie
- School of Chemistry and Molecular Biosciences, University of Queensland, St. Lucia, Queensland 4072, Australia
| | - Joseph Lovie-Toon
- School of Chemistry and Molecular Biosciences, University of Queensland, St. Lucia, Queensland 4072, Australia
| | - Yu Hung
- School of Chemistry and Molecular Biosciences, University of Queensland, St. Lucia, Queensland 4072, Australia
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