Bridging Trade-Offs between Traditional and Course-Based Undergraduate Research Experiences by Building Student Communication Skills, Identity, and Interest

Burmeister, Alita R.; Dickinson, Katie; Graham, Mark

doi:10.1128/jmbe.00156-21

Cited by 12 publications

(7 citation statements)

References 32 publications

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“…This cross-disciplinary list also reveals the potential of CUREs to build scientific identity and to develop professional skills, two aspects of research commonly thought to be important for cultivating students as scientists ( 21 ): building skills in professional behaviors and receiving mentorship and scientific identity development.…”

Section: Resultsmentioning

confidence: 99%

“…While traditional laboratory instruction has often focused on formal communication skills (for example, writing lab reports and giving presentations [Features 66 to 76]), informal communication appears in the everyday scientific process (Features 56 to 65), such as talking through the troubleshooting process, giving feedback to peers, and addressing workplace issues ( 21 ), and it is the first form of scientific communication students learn when in traditional UREs. Intentionally including learning objectives on these forms of science communication into CUREs will help to better prepare students and make CUREs more like traditional UREs.…”

Section: Resultsmentioning

confidence: 99%

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Classification of Features across Five CURE Networks Reveals Opportunities to Improve Course Design, Instruction, and Equity

Burmeister

Bauer

Graham

2023

J Microbiol Biol Educ.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Classification of Features across Five CURE Networks Reveals Opportunities to Improve Course Design, Instruction, and Equity

Burmeister

Bauer

Graham

2023

J Microbiol Biol Educ.

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“…Students made self-test scientific literacy skills, they realized the spirit of rigorous, carefulness, failure overcoming, authorship, persistence and confidence should be implemented throughout each procedure of the scientific research. Most of the students exhibited increased interactive behaviors, such as posing questions and one-on-one talk to promote the active and research-driven nature of the course ( 56 ). Their “soft skills” such as communication skills, project management, and teamwork spirit within a lab group were also improved.…”

Section: Discussionmentioning

confidence: 99%

Student-Driven Course-Based Undergraduate Research Experience (CUREs) Projects in Identifying Vaginal Microorganism Species Communities to Promote Scientific Literacy Skills

Yang

Wang

Sang

et al. 2022

Front. Public Health

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ObjectivesWe aim to build a students' own engagement in original microbiological course-based undergraduate research experience (CUREs) model served two research and teaching scientific purposes including students' scientific literacy skills and instructors' role, which could further be applied as contribution to broader scientific knowledge and conduct novel research in their future research experience and careers.MethodsWe describe a student-driven CUREs model on the microorganism species in female vaginal using general bacterial culture techniques and high-throughput 16S rRNA gene amplicon sequencing to enable students to center experimental research method under the direction of instructors. A total of 8 undergraduate students and 5 instructors from Shanghai Jiao Tong University School of Medicine participated in the project. The CUREs were divided in four operating scopes: project planning, implementation, summarizing and feedback phases. Instructors help students to develop learning research goals.ResultsThis project helped students to gain “hard skills” experiences in scientific theoretical research process and technical practices. Students reached the conclusion that Lactobacillus species dominated the primary vaginal microbiota in reproductive-age women, 16S rRNA sequencing is a method widely applied for microbiology detection. CUREs also increased students' engagement in scientific experiments and promote 3 learning goals in “soft skills”: (1) Develop students' self-study and efficacy ability, expression capability and professional research communication skills; (2) Strengthen students' motivation and ownership in science research, overcoming failure, benefitting persistence and patience, building professional science identity, competence, and confidence in collaboration, implement spirit of rigorous and carefulness; (3) Obtain authorship, independent and logical thinking capability, summarizing ability and confidence enhancement. Instructors proposed guiding research question for the students and determine evidence in achieving pedagogical goals in CUREs.ConclusionsOur microbiological CUREs project served two scientific purposes: research and teaching, which increase students' engagement in promoting learning gains in scientific research skills, ownership, identity development, and spirit of motivation, self-efficacy, persistence, collaboration, communication, as well as opportunities to make relevant scientific discoveries. These abilities equipped them with essential foundation for the subsequent collaborative experiments and future scientific study.

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“…Beyond the need to adapt to a virtual learning and research environment, we saw development of an online curriculum for undergraduates as an opportunity to integrate mechanisms to empower students of historically underrepresented identities in STEM fields and explore how these pedagogical decisions could impact student STEM identity [1,19,20]. In the U.S., marginalized communities comprise a significantly lower portion of jobs in STEM fields than the overall workforce.…”

Section: Pedagogical Motivations: Covid-19 Stem Identitymentioning

confidence: 99%

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

Bliss

Abraha²,

Fuhrmeister³

et al. 2023

PLoS ONE

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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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Bridging Trade-Offs between Traditional and Course-Based Undergraduate Research Experiences by Building Student Communication Skills, Identity, and Interest

Cited by 12 publications

References 32 publications

Classification of Features across Five CURE Networks Reveals Opportunities to Improve Course Design, Instruction, and Equity

Classification of Features across Five CURE Networks Reveals Opportunities to Improve Course Design, Instruction, and Equity

Student-Driven Course-Based Undergraduate Research Experience (CUREs) Projects in Identifying Vaginal Microorganism Species Communities to Promote Scientific Literacy Skills

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

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