Student-Scientist Partnership in Molecular Biology: Finding a Workable Model at an Undergraduate Institution

Clendening, Beverly

doi:10.2307/4451652

Cited by 2 publications

(2 citation statements)

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“…A growing movement in STEM education aims to incorporate research experiences into the K‐16 classroom (Sadler & McKinney, 2010 ). These efforts have taken on many names, including student–scientist or school–scientist partnerships (SSPs; Clendening, 2004 ) and course‐based undergraduate research experiences (CUREs; Auchincloss et al., 2014 ; Krim et al., 2019 ). Research experiences seem to have positive impacts on many stakeholders (Laursen et al., 2007 ).…”

Section: Introductionmentioning

confidence: 99%

yEvo: A modular eukaryotic genetics and evolution research experience for high school students

Taylor,

Warwick,

Skophammer

et al. 2024

Ecology and Evolution

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The resources for carrying out and analyzing microbial evolution experiments have become more accessible, making it possible to expand these studies beyond the research laboratory and into the classroom. We developed five connected, standards‐aligned yeast evolution laboratory modules, called “yEvo,” for high school students. The modules enable students to take agency in answering open‐ended research questions. In Module 1, students evolve baker's yeast to tolerate an antifungal drug, and in subsequent modules, investigate how evolved yeasts adapted to this stressful condition at both the phenotype and genotype levels. We used pre‐ and post‐surveys from 72 students at two different schools and post‐interviews with students and teachers to assess our program goals and guide module improvement over 3 years. We measured changes in student conceptions, confidence in scientific practices, and interest in STEM careers. Students who participated in yEvo showed improvements in understanding of activity‐specific concepts and reported increased confidence in designing a valid biology experiment. Student experimental data replicated literature findings and has led to new insights into antifungal resistance. The modules and provided materials, alongside “proof of concept” evaluation metrics, will serve as a model for other university researchers and K − 16 classrooms interested in engaging in open‐ended research questions using yeast as a model system.

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Section: Introductionmentioning

confidence: 99%

yEvo: A modular eukaryotic genetics and evolution research experience for high school students

Taylor,

Warwick,

Skophammer

et al. 2024

Ecology and Evolution

View full text Add to dashboard Cite

show abstract

“…A growing movement in STEM education aims to incorporate research experiences into the K-16 classroom (Sadler et al 2010). These efforts have taken on many names, including course-based research experiences (CREs), student-scientist or school-scientist partnerships (SSPs; (Clendening 2004)), and course-based undergraduate research experiences (CUREs; (Auchincloss et al 2014; Krim et al 2019)). Research experiences have improved students’ confidence, grasp of concepts, and interest in STEM careers (Auchincloss et al 2014; Krim et al 2019; Indorf 2019; Hunt 2021).…”

Section: Introductionmentioning

confidence: 99%

yEvo: a modular eukaryotic genetics and evolution research experience for high school students

Taylor

Warwick

Skophammer³

et al. 2022

Preprint

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Microbial experimental evolution paired with whole-genome sequencing allows researchers to observe evolutionary processes in real-time. The resources for carrying out and analyzing microbial evolution experiments have become more accessible. It is now possible to expand these studies beyond the research laboratory and into the classroom. We have developed a series of five connected and standards-aligned yeast evolution laboratory modules, called “yEvo,” for high school biology students. The modules have been designed to enable students to take agency in answering open-ended research questions. In Module 1, students evolve the baker’s yeast Saccharomyces cerevisiae to tolerate an over-the-counter antifungal drug, and in subsequent modules, investigate how evolved yeasts adapted to this stressful condition at both the phenotype and genotype levels. Pre- and post-surveys from 72 students at two different schools and one-on-one interviews with students and teachers were used to assess our program goals to iteratively improve these modules over three years. We also measured changes in student conceptions of mutation and evolution, confidence in scientific practices, and interest in STEM and biology careers. Students who participated in our experimental evolution module showed improvements in activity-specific concepts, including the importance of variation in evolution and the random nature of mutation. They additionally reported increased confidence in their ability to design a valid biology experiment. Student experimental data replicated literature findings on mechanisms of clotrimazole resistance and has led to new insights into this phenomenon. This collaborative endeavor will serve as a model for other university researchers and K-16 classrooms interested in engaging in open-ended research questions using yeast as a model system.

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Student-Scientist Partnership in Molecular Biology: Finding a Workable Model at an Undergraduate Institution

Cited by 2 publications

References 0 publications

yEvo: A modular eukaryotic genetics and evolution research experience for high school students

yEvo: A modular eukaryotic genetics and evolution research experience for high school students

yEvo: a modular eukaryotic genetics and evolution research experience for high school students

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