Student Attitudes Contribute to the Effectiveness of a Genomics CURE

Lopatto, David; Rosenwald, Anne G.; Burgess, Rebecca C.; Key, Catherine Silver; Stry, Melanie Van; Wawersik, Matthew; DiAngelo, Justin R.; Hark, Amy T.; Skerritt, Matthew P.; Allén, Anna; Alvarez, Consuelo J.; Anderson, Sara; Arrigo, Cindy; Arsham, Andrew M.; Barnard, Daron C.; Bedard, James E. J.; Bose, Indrani; Braverman, John M.; Burg, Martin G.; Croonquist, Paula; Du, Chunguang; Dubowsky, Sondra; Eisler, Heather L.; Escobar, Matthew A.; Foulk, Michael S.; Giarla, Thomas C.; Glaser, Rivka L.; Goodman, Anya; Gosser, Yuying; Haberman, Adam; Hauser, Charles R.; Hays, Shan; Howell, Carina E.; Jemc, Jennifer C.; Jones, Christopher J.; Kadlec, Lisa; Kagey, Jacob D.; Keller, Kimberly L.; Kennell, Jennifer; Kleinschmit, Adam J.; Kleinschmit, Melissa; Kokan, Nighat P.; Kopp, Olga R.; Laakso, Meg M.; Leatherman, Judith L.; Long, Lindsey J.; Manier, Mollie K.; Martínez‐Cruzado, Juan Carlos; Matos, Luis F.; McClellan, Amie J.; McNeil, Gerard P.; Merkhofer, Evan; Mingo, Vida; Mistry, Hemlata; Mitchell, Elizabeth; Mortimer, Nathan T.; Myka, Jennifer Leigh; Nagengast, Alexis; Overvoorde, Paul J.; Paetkau, Don; Paliulis, Leocadia V.; Parrish, Susan; Peters, Stephanie Toering; Preuss, Mary L.; Price, James V.; Pullen, Nicholas; Reinke, Catherine; Revie, Dennis; Robic, Srebrenka; Roecklein‐Canfield, Jennifer; Rubin, Michael R.; Sadikot, Takrima; Sanford, Jamie Siders; Santisteban, Maria Soledad; Saville, Kenneth J.; Schroeder, Stephanie; Shaffer, Christopher D.; Sharif, Karim A.; Sklensky, Diane E.; Small, Chiyedza; Smith, Sheryl T.; Spokony, Rebecca; Sreenivasan, Aparna; Stamm, Joyce; Sterne‐Marr, Rachel; Teeter, Katherine C.; Thackeray, Justin; Thompson, Jeffrey S.; Velazquez-Ulloa, Norma; Wolfe, Cindy; Youngblom, James; Yowler, Brian C.; Zhou, Leming; Brennan, Janie; Buhler, Jeremy; Leung, Wilson; Elgin, Sarah C. R.; Reed, Laura K.

doi:10.1128/jmbe.00208-21

Cited by 9 publications

(11 citation statements)

References 30 publications

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“…Network CUREs have been documented for providing a centralized support system to bring together diverse intellectual capital across institutional types to drive scientific and curriculum structure [e.g., references ( 21 , 22 , 45 , 46 , 50 , 52 , 68 – 73 )]. Among network CUREs, there are examples of specific institutional faculty members developing “in house” objective learning gain assessments for use within their own or a few institutions ( 37 , 38 , 51 , 74 ).…”

Section: Discussionmentioning

confidence: 99%

“…Some network CUREs have also used published instruments for objective measurement of critical thinking ( 38 ) and psychological outcomes associated with persistence ( 40 ). Furthermore, a few CURE networks have reported objective content learning gains across many institutions, although details on the instrument design were not reported ( 29 , 44 , 50 , 52 ). Engagement of the wider network for collaborative design and validation of an assessment instrument has been underutilized.…”

Section: Discussionmentioning

confidence: 99%

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A framework for leveraging network course-based undergraduate research experience (CURE) faculty to develop, validate, and administer an assessment instrument

Kleinschmit,

Genné-Bacon,

Drace

et al. 2024

J Microbiol Biol Educ.

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Over the last several years, nationally disseminated course-based undergraduate research experiences (CUREs) have emerged as an alternative to developing a novel CURE from scratch, but objective assessment of these multi-institution (network) CUREs across institutions is challenging due to differences in student populations, instructors, and fidelity of implementation. The time, money, and skills required to develop and validate a CURE-specific assessment instrument can be prohibitive. Here, we describe a co-design process for assessing a network CURE [the Prevalence of Antibiotic Resistance in the Environment (PARE)] that did not require support through external funding, was a relatively low time commitment for participating instructors, and resulted in a validated instrument that is usable across diverse PARE network institution types and implementation styles. Data collection efforts have involved over two dozen unique institutions, 42 course offerings, and over 1,300 pre-/post-matched assessment record data points. We demonstrated significant student learning gains but with small effect size in both content and science process skills after participation in the two laboratory sessions associated with the core PARE module. These results show promise for the efficacy of short-duration CUREs, an educational research area ripe for further investigation, and may support efforts to lower barriers for instructor adoption by leveraging a CURE network for developing and validating assessment tools.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

A framework for leveraging network course-based undergraduate research experience (CURE) faculty to develop, validate, and administer an assessment instrument

Kleinschmit,

Genné-Bacon,

Drace

et al. 2024

J Microbiol Biol Educ.

Self Cite

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“…, 2022 ), the Genomics Education Partnership (GEP; Lopatto et al. , 2008 , 2022 ; Shaffer et al. , 2010 ; Mader et al.…”

Section: Identifying Gaps In the Literature Regarding Cures For CC An...mentioning

confidence: 99%

A Call to Assess the Impacts of Course-Based Undergraduate Research Experiences for Career and Technical Education, Allied Health, and Underrepresented Students at Community Colleges

Leonetti

Lindberg

Schwake

et al. 2023

LSE

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“…In addition to the quiz, students were asked to evaluate five items concerning personal agency for doing science (positive attitude) and six items concerning the epistemology of science (negative attitude) on a scale of 1 (strongly disagree) to 5 (strongly agree). Examples of positive and negative attitude statements that students evaluated follow, respectively, “I can do well in science courses” versus “Creativity does not play a role in science.” Previous work had established that each set of items could be summed to give the student one positive attitude score and one negative attitude score ( 12 ). To examine if the online delivery affected these student attitudes, the post-experience attitude scales were compared for students from the 2017–2018 academic year (in-person instruction) and the 2020–2021 academic year (online instruction).…”

Section: Perspectivementioning

confidence: 99%

Supporting the democratization of science during a pandemic: genomics Course-based Undergraduate Research Experiences (CUREs) as an effective remote learning strategy

Lopatto,

Silver Key,

Van Stry

et al. 2023

J Microbiol Biol Educ.

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The initial phase of the COVID-19 pandemic changed the nature of course delivery from largely in-person to exclusively remote, thus disrupting the well-established pedagogy of the Genomics Education Partnership (GEP; https://www.thegep.org ). However, our web-based research adapted well to the remote learning environment. As usual, students who engaged in the GEP’s Course-based Undergraduate Research Experience (CURE) received digital projects based on genetic information within assembled Drosophila genomes. Adaptations for remote implementation included moving new member faculty training and peer Teaching Assistant office hours from in-person to online. Surprisingly, our faculty membership significantly increased and, hence, the number of supported students. Furthermore, despite the mostly virtual instruction of the 2020–2021 academic year, there was no significant decline in student learning nor attitudes. Based on successfully expanding the GEP CURE within a virtual learning environment, we provide four strategic lessons we infer toward democratizing science education. First, it appears that increasing access to scientific research and professional development opportunities by supporting virtual, cost-free attendance at national conferences attracts more faculty members to educational initiatives. Second, we observed that transitioning new member training to an online platform removed geographical barriers, reducing time and travel demands, and increased access for diverse faculty to join. Third, developing a Virtual Teaching Assistant program increased the availability of peer support, thereby improving the opportunities for student success. Finally, increasing access to web-based technology is critical for providing equitable opportunities for marginalized students to fully participate in research courses. Online CUREs have great potential for democratizing science education.

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Student Attitudes Contribute to the Effectiveness of a Genomics CURE

Cited by 9 publications

References 30 publications

A framework for leveraging network course-based undergraduate research experience (CURE) faculty to develop, validate, and administer an assessment instrument

A framework for leveraging network course-based undergraduate research experience (CURE) faculty to develop, validate, and administer an assessment instrument

A Call to Assess the Impacts of Course-Based Undergraduate Research Experiences for Career and Technical Education, Allied Health, and Underrepresented Students at Community Colleges

Supporting the democratization of science during a pandemic: genomics Course-based Undergraduate Research Experiences (CUREs) as an effective remote learning strategy

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