Instructional Models for Course-Based Research Experience (CRE) Teaching

Hanauer, David I.; Graham, Mark; Arnold, Rachel J.; Ayuk, Mary A.; Balish, Mitchell F.; Beyer, Andréa; Butela, Kristen; Byrum, Christine A.; Chia, Catherine P.; Chung, Huimin; Clase, Kari; Conant, Stephanie B.; Coomans, Roy J.; D’Elia, Tom; Díaz, J.F. San Juan; Diaz, Arturo; Doty, Jean A.; Edgington, Nicholas P.; Edwards, Dustin; Eivazova, Elvira R.; Emmons, Christine B.; Fast, Kayla M.; Fisher, Emily J.; Fleischacker, Christine L.; Frederick, Gregory D.; Freise, Amanda C.; Gainey, Maria D.; Gissendanner, Chris R.; Golebiewska, Urszula; Guild, Nancy; Hendrickson, Heather; Herren, Christopher D.; Hopson-Fernandes, Margaret S.; Hughes, Lee E.; Jacobs-Sera, Deborah; Johnson, Allison A.; Kirkpatrick, Bridgette L.; Klyczek, Karen K.; Koga, Ann P.; Kotturi, Hari; LeBlanc‐Straceski, Janine M.; Lee-Soety, Julia Yung; Leonard, Justin; Mastropaolo, Matthew D.; Merkhofer, Evan; Michael, Scott F.; Mitchell, Jon Ceander; Mohan, Swarna; Monti, Denise L.; Noutsos, Christos; Nsa, Imade Y; Peters, Nick T.; Plymale, Ruth; Pollenz, Richard S.; Porter, Megan L.; Rinehart, Claire A.; Rosas-Acosta, Germán; Ross, Joseph F.; Rubin, Michael R.; Scherer, Anne E.; Schroeder, Stephanie; Shaffer, C.; Sprenkle, Amy B.; Sunnen, C. Nicole; Swerdlow, Sarah; Tobiason, Deborah M.; Tolsma, Sara Sybesma; Tsourkas, Philippos K.; Ward, Robert E.; Ware, Vassie C.; Warner, Marcie H.; Washington, Jacqueline M.; Westover, Kristi M.; White, Simon; Whitefleet-Smith, JoAnn; Williams, Daniel C.; Wolyniak, Michael J.; Zeilstra-Ryalls, Jill H.; Asai, David J.; Hatfull, Graham F.; Sivanathan, Viknesh

doi:10.1187/cbe.21-03-0057

Cited by 8 publications

(2 citation statements)

References 28 publications

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“…The SEA-PHAGES program has grown with addition of institutions from the United States and beyond, and now has over 170 participating schools with over 5,500 students each year. SEA-PHAGES is an example of an Inclusive Research Education Community (iREC) that encompasses institutions ranging from community colleges to Research I universities and involves all students without pre-selection based on generally irrelevant criteria [ 29 , 30 ].…”

Section: Mycobacteriophages Are Viruses Of Mycobacteriamentioning

confidence: 99%

Mycobacteriophages: From Petri dish to patient

Hatfull

2022

PLoS Pathog

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Mycobacteriophages—bacteriophages infecting Mycobacterium hosts—contribute substantially to our understanding of viral diversity and evolution, provide resources for advancing Mycobacterium genetics, are the basis of high-impact science education programs, and show considerable therapeutic potential. Over 10,000 individual mycobacteriophages have been isolated by high school and undergraduate students using the model organism Mycobacterium smegmatis mc2155 and 2,100 have been completely sequenced, giving a high-resolution view of the phages that infect a single common host strain. The phage genomes are revealed to be highly diverse and architecturally mosaic and are replete with genes of unknown function. Mycobacteriophages have provided many widely used tools for Mycobacterium genetics including integration-proficient vectors and recombineering systems, as well as systems for efficient delivery of reporter genes, transposons, and allelic exchange substrates. The genomic insights and engineering tools have facilitated exploration of phages for treatment of Mycobacterium infections, although their full therapeutic potential has yet to be realized.

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Section: Mycobacteriophages Are Viruses Of Mycobacteriamentioning

confidence: 99%

Mycobacteriophages: From Petri dish to patient

Hatfull

2022

PLoS Pathog

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“…The implementation of CUREs by regional and national consortia has been successful in overcoming many of these challenges. Efforts such as Science Education Alliance (SEA-PHAGES), Genomics Education Partnership (GEP), and Small World Initiative, have had success with CURE implementation at multiple sites, due in part to offering established, ready-to-go projects that entice faculty participation by reducing the burden of identifying a suitable research project and developing the infrastructure to support these projects (22)(23)(24). Not only does this approach provide research opportunities for more students, but it also increases the amount of valuable undergraduate-generated data.…”

Section: Introductionmentioning

confidence: 99%

Fly-CURE, a Multi-institutional CURE usingDrosophila, Increases Students’ Confidence, Sense of Belonging, and Persistence in Research

Merkle

Devergne

Kelly

et al. 2023

Preprint

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The Fly-CURE is a genetics-focused multi-institutional Course-Based Undergraduate Research Experience (CURE) that provides undergraduate students with hands-on research experiences within a course. Through the Fly-CURE, undergraduate students at diverse types of higher education institutions across the United States map and characterize novel mutants isolated from a genetic screen inDrosophila melanogaster. To evaluate the impact of the Fly-CURE experience on students, we developed and validated assessment tools to identify students' perceived research self-efficacy, sense of belonging in science, and intent to pursue additional research opportunities. Our data show gains in these metrics after completion of the Fly-CURE across all student subgroups analyzed, including comparisons of gender, academic status, racial and ethnic groups, and parents' educational background. Importantly, our data also show differential gains in the areas of self-efficacy and interest in seeking additional research opportunities between Fly-CURE students with and without prior research experience, illustrating the positive impact of research exposure (dosage) on student outcomes. Altogether, our data indicate that the Fly-CURE experience has a significant impact on students' efficacy with research methods, sense of belonging to the scientific community, and interest in pursuing additional research experiences.

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