Development and Evaluation of the <i>Tigriopus</i> Course-Based Undergraduate Research Experience: Impacts on Students’ Content Knowledge, Attitudes, and Motivation in a Majors Introductory Biology Course

Olimpo, Jeffrey T.; Fisher, Ginger R.; DeChenne‐Peters, Sue Ellen

doi:10.1187/cbe.15-11-0228

Cited by 97 publications

(116 citation statements)

References 45 publications

(78 reference statements)

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“…In this article, we demonstrate that the BM&C course, as implemented, provides students with many of the key positive affective outcomes associated with CUREs, including increased science identity, greater opportunity for advancement in technical skills, and increased research acculturation versus their non-CURE counterparts (Badalà et al, 2013;Hanauer and Hatfull, 2015;Jeffery et al, 2016;Olimpo et al, 2016;Ballen et al, 2017;Frantz et al, 2017). Moreover, these metrics are achieved in a crowd-training environment wherein students can perform highquality research that can be readily disseminated in traditional circles of professional scientific communication (e.g., scientific conferences; peer-reviewed publications).…”

Section: Discussionmentioning

confidence: 99%

“…Briefly, through a collaborative and iterative process, CUREs engage students in scientific practices that promote discovery of novel findings that are of broader relevance to the scientific community (Auchincloss et al, 2014). The resulting shifts in course enjoyment, research skills development, autonomy, and retention observed for CURE students versus their non-CURE counterparts have motivated interest in developing CURE curricula across the STEM fields (Badalà et al, 2013;Auchincloss et al, 2014;Jeffery et al, 2016;Olimpo et al, 2016;Rodenbusch et al, 2016;Ballen et al, 2017;Dolan, 2017;Frantz et al, 2017). In neuroscience, while problem-and research-based courses within the subdisciplines of medicine (medical neuroanatomy), psychology, and cell/molecular biology are represented in the literature, a brief review of published curricula indicates a gap in CURE offerings designed for entry-level students (please refer to Supplemental Materials I for a description of such approaches).…”

Section: Introductionmentioning

confidence: 99%

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Cognitive and non-cognitive outcomes associated with student engagement in a novel brain chemoarchitecture mapping course-based undergraduate research experience

D’Arcy

Martínez

Khan

et al. 2019

Preprint

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Course-based undergraduate research experiences (CUREs) engage emerging scholars in the authentic process of scientific discovery, and foster their development of content knowledge, motivation, and persistence in the science, technology, engineering, and mathematics (STEM) disciplines. Importantly, authentic research courses simultaneously offer investigators unique access to an extended population of students who receive education and mentoring in conducting scientifically relevant investigations and who are thus able to contribute effort toward big-data projects. While this paradigm benefits fields in neuroscience, such as atlas-based brain mapping of nerve cells at the tissue level, there are few documented cases of such laboratory courses offered in the domain.Here, we describe a curriculum designed to address this deficit, evaluate the scientific merit of novel student-produced brainatlasmapsofimmunohistochemically-identifiednervecellpopulations for the rat brain, and assess shifts in science identity, attitudes, and science communication skills of students engaged in the introductory-level Brain Mapping and Connectomics (BM&C) CURE. BM&C students reported gains in research and science process skills following participation in the course. Furthermore, BM&C students experienced a greater sense of science identity, including a greater likelihood to discuss course activities with non-class members compared to their non-CURE counterparts. Importantly, evaluation of student-generated brain atlas maps indicated that the course enabled students to produce scientifically valid products and make new discoveries to advance the field of neuroanatomy. Together, these findings support the efficacy of the BM&C course in addressing the relatively esoteric demands of chemoarchitectural brain mapping.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Cognitive and non-cognitive outcomes associated with student engagement in a novel brain chemoarchitecture mapping course-based undergraduate research experience

D’Arcy

Martínez

Khan

et al. 2019

Preprint

Self Cite

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“…There are several models of CUREs, each distinguished by the nature of scientific research questions and how they are generated. In some CUREs, the research question is independent of the research interests of the instructor Olimpo, Fisher, & DeChenne-Peters, 2016;SEA-PHAGES, n.d.;Small World Initiative, n.d.). In these CUREs, students ask research questions using model systems (e.g., baker's yeast, marine copepods [a type of zooplankton], bacteriophages [viruses that infect bacteria], or bacteria isolated from local soils) that are relatively straightforward and low-cost, making them feasible at a variety of institutions, including primarily undergraduate institutions and two-year colleges.…”

Section: Types Of Curesmentioning

confidence: 99%

Implementing and Evaluating a Course-Based Undergraduate Research Experience (CURE) at a Hispanic-Serving Institution

Shuster¹,

Curtiss²,

Wright³

et al. 2019

Interdisciplinary Journal of Problem-Based Learning

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We are examining the impact of a course-based undergraduate research experience (CURE) at a land-grant, Hispanicserving institution in the southwestern United States. Students in our CURE completed one or two extended research projects over a single semester. Our CURE enrolled a high proportion of underrepresented minority students (70.3%), including 60.2% Hispanic students. One year after CURE completion, 31.5% of CURE students had graduated with a STEM degree, and 54.3% were enrolled in a STEM major. Pre-and postcourse surveys of indicators of persistence including scientific selfefficacy, scientific identity, valuing scientific community objectives, and intention to persist showed positive shifts. Impacts on STEM persistence have implications for the role of our CURE in diversifying the STEM pipeline, particularly for students historically underrepresented in STEM.

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“…In past years, the course-based undergraduate research experiences (CUREs) have emerged as a viable mechanism to increase novices' development of scientific reasoning and processing skills in the disciplines of science, engineering, technology and mathematics [13]. CURE usually enrolls large-scale undergraduates in a shortterm project [14][15].…”

Section: Resultsmentioning

confidence: 99%

Introducing undergraduate students to reverse genetics in the laboratory: a case study of a project-oriented learning (POL) system in Taishan Medical University, China

Zhang

Zhai

2020

Preprint

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Authors' contributions: LJY and JZ designed the research, LJY and HLZ did the experiments, LJY drafted the manuscript, and JZ gave critical reviews and revised in English. Affiliation: AbstractBiochemistry and molecular biology have become increasingly reliant on experimental experience, because they are difficult subjects to understand from a theoretical approach. The Innovation and Entrepreneurship Training Program was established by the China Ministry of Education to foster the scientific interests and experiences of undergraduate students. Here, we reported on an innovative projectoriented learning (POL) system directed by Taishan Medical University (Named Shandong First Medical University & Shandong Academy of Sciences since February 2019) China, which fused innovative project with biochemical course concepts. This study takes reverse genetics, which is considered to be difficult to understand through course-only learning, as an example. To help undergraduate students understand the principle of reverse genetics, the project involved producing hepatitis C virus in vitro. Furthermore, to give them a comprehensive scientific experience based on their knowledge from textbook, extensive mentorship was provided through the project, including theoretical guidance and technical support for experiments. Assessment showed a comprehensive improvement after participating in these programs. In conclusion, this POL system was a good model that enabled undergraduates to learn more during courses. It also provided a chance to experience hands-on sciences, which might motivate them to pursue a career in science.

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Development and Evaluation of the Tigriopus Course-Based Undergraduate Research Experience: Impacts on Students’ Content Knowledge, Attitudes, and Motivation in a Majors Introductory Biology Course

Cited by 97 publications

References 45 publications

Cognitive and non-cognitive outcomes associated with student engagement in a novel brain chemoarchitecture mapping course-based undergraduate research experience

Cognitive and non-cognitive outcomes associated with student engagement in a novel brain chemoarchitecture mapping course-based undergraduate research experience

Implementing and Evaluating a Course-Based Undergraduate Research Experience (CURE) at a Hispanic-Serving Institution

Introducing undergraduate students to reverse genetics in the laboratory: a case study of a project-oriented learning (POL) system in Taishan Medical University, China

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