Rapid Pivot of CURE Wet Lab to Online with the Help of Instructor Communities

González-Orta, Enid T; Tobiason, Deborah M.; Gasper, Brittany J.; Raja, Aarti; Miller, Sarah

doi:10.1128/jmbe.00250-21

Cited by 6 publications

(3 citation statements)

References 9 publications

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“…Instructors may request a free desk copy directly from the publisher. Some materials are available in previous publications (e.g., Hernandez et al, 2018, González-Orta et al, 2022 Notes: a This category serves as a reference or comparison for multi-level and single-level regression models. The gender variable was recoded into three effect-coded variables such that female status (i.e., the largest group) was the reference group against which other groups were compared.…”

Section: Accessing Materialsmentioning

confidence: 99%

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Tiny Earth CURE improves student persistence in science

Miller,

Aldana,

et al. 2023

Preprint

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Course-based undergraduate research experiences (CUREs) enhance student retention in STEM, particularly among students who belong to historically excluded communities. Yet the mechanisms by which CUREs contribute to student integration and persistence are poorly understood. Utilizing the Tripartite Integration Model of Social Influence (TIMSI), this longitudinal study examines how Tiny Earth, an antibiotic-discovery CURE, impacts student scientific self-efficacy, scientific identity, endorsement of scientific community values, and intentions to persist in science. The study also explores how gains in TIMSI factors vary as a function of student demographics and course characteristics. Results of pre- and post-course measurements show that scientific self-efficacy and identity increased among students in Tiny Earth, and some student demographics and course characteristics moderated these gains. Gains in scientific self-efficacy, identity, and values correlated with gains in persistence intentions, but student demographics and course characteristics did not. Results of this study show that the Tiny Earth CURE enhanced student integration into the scientific community, which was linked to intentions of students of both historically underrepresented and majority groups to persist in STEM. We discuss how courses that provide opportunity to learn science skills in the context of a CURE can contribute toward enlarging and diversifying the STEM workforce.

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Section: Accessing Materialsmentioning

confidence: 99%

“…Box 1 shows recommended student learning objectives for the Tiny Earth course. In 2020, modifications were made for teaching remotely (González-Orta et al, 2022) and with content based on principles of antiracism, justice, equity, diversity, and inclusion (AJEDI) (Miller et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Tiny Earth CURE improves student persistence in science

Miller,

Aldana,

et al. 2023

Preprint

Self Cite

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“…Started in 2018 as a fully in-person experience including a field trip to the research institution, the CURE was adapted to an online alternative due to the COVID-19 pandemic emergency. Pivoting to online courses was a global solution to the need for isolation and social distancing, which was particularly difficult for courses with hands-on components, such as laboratory and field trip courses [34][35][36][37].…”

Section: Course-based Undergraduate Research Experience (Cure)mentioning

confidence: 99%

A Course-Based Undergraduate Research Experience (CURE) using Ocean Plastic Microbes as a Framework that Is Impactful for Both In-Person and Online Course Modalities

Barral

Simmons

Boman-Davis

et al. 2023

Education Research International

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A course-based undergraduate research experience (CURE) is described, both in its original, field-based and in-person design, as well as its adaptation to online delivery during the COVID-19 pandemic. The CURE experience was centered around the topic of microbes attaching to ocean plastic debris, and included connecting nontraditional undergraduate students attending a primarily teaching institution to personnel of a research-intensive institution. The CURE was implemented in nonmajors and majors’ general biology laboratory courses, as well as in an introductory microbiology lab course for health majors. Student perception of the CURE was assessed quantitatively through self-administered retrospective surveys, and qualitatively using open-ended survey questions and focus group interviews. Survey questions were grouped into four themes: (1) research at the research institution, (2) research at the teaching institution, (3) laboratory skills, and (4) interest in science. To assess impact of the CURE by modality, major and course level, theme scores were analyzed using ANOVAs (α = 0.05). Changes in student perception of learning were measured by comparing the “before” and “after” survey scores in each theme. The main source of variation in the model was time, followed by theme and major, while modality had a negligible effect. Overall, there were increases in student perception of learning across all themes across modality, major, and course level; however, not all were statistically significant. Highest gains were observed among nonmajors, while those of the majors’ upper division courses were the lowest. On the other hand, majors’ overall scores were the highest. Health majors’ survey gains were mostly between those of nonmajors and majors. Qualitative data contextualized the quantitative results. The online adaptation was a valuable alternative, especially for nonmajors, as it expanded the range of students reached, with results similar to the in-person alternative. Preliminary data show a positive effect of the CURE in student success majoring in biology.

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Impact of transition to a hybrid model of biochemistry course-based undergraduate research experience during the COVID-19 pandemic on student science self-efficacy and conceptual knowledge

Zhang,

Kim,

Zhang

2023

Discov Educ

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The COVID-19 outbreak has had a significant impact on higher education worldwide. In-person courses had to be quickly transited to online, including lab courses embedded with Course-based Undergraduate Research Experiences (CUREs). In response to this challenge, we successfully converted a fully in-person biochemistry lab that integrated with a 6-week modular CURE (mCURE) into a hybrid CURE (hCURE) in Fall 2020, with support from the Malate dehydrogenase CUREs Community. The hCURE was structured to have in-person labs and online activities arranged on an alternating weekly basis, so that only half of the regular class size of students attended the hands-on labs at any given time to maintain proper social distancing. To evaluate the efficacy of the hCURE, student science self-efficacy and conceptual understanding of protein structure–function relationships were measured using pre-course and post-course surveys and tests, respectively. Our data showed a significant increase in student science self-efficacy and conceptual knowledge test scores. Furthermore, we compared the pre-lab quiz scores that assessed various biochemical concepts and skills across three different semesters, Fall 2019 with a fully in-person mCURE before the pandemic, Fall 2020 with the hCURE implemented during the pandemic, and Fall 2021 when the lab returned to the fully in-person mCURE following the pandemic. A significant decline in quiz scores from Fall 2019 to Fall 2020, and an even further decline from Fall 2019 to Fall 2021 were observed, suggesting that apart from the impact of course modality, the pandemic may have exerted a lasting adverse effect on student learning.

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Rapid Pivot of CURE Wet Lab to Online with the Help of Instructor Communities

Cited by 6 publications

References 9 publications

Tiny Earth CURE improves student persistence in science

Tiny Earth CURE improves student persistence in science

A Course-Based Undergraduate Research Experience (CURE) using Ocean Plastic Microbes as a Framework that Is Impactful for Both In-Person and Online Course Modalities

Impact of transition to a hybrid model of biochemistry course-based undergraduate research experience during the COVID-19 pandemic on student science self-efficacy and conceptual knowledge

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