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Abstract Course‐based undergraduate research experiences (CUREs) provide students with valuable opportunities to engage in research in a classroom setting, expanding access to research opportunities for undergraduates, fostering inclusive research and learning environments, and bridging the gap between the research and education communities. While scientific practices, integral to the scientific discovery process, have been widely implemented in CUREs, there have been relatively few reports emphasizing the incorporation of core biology concepts into CURE curricula. In this study, we present a CURE that integrates core biology concepts, including genetic information flow, phenotype–genotype relationships, mutations and mutants, and structure–function relationships, within the context of mutant screening and gene loci identification. The design of this laboratory course aligns with key CURE criteria, as demonstrated by data collected through the laboratory course assessment survey (LCAS). The survey of undergraduate research experiences (SURE) demonstrates students' learning gains in both course‐directed skills and transferrable skills following their participation in the CURE. Additionally, concept survey data reflect students' self‐perceived understanding of the aforementioned core biological concepts. Given that genetic mutant screens are central to the study of gene function in biology, we anticipate that this CURE holds potential value for educators and researchers who are interested in designing and implementing a mutant screen CURE in their classrooms. This can be accomplished through independent research or by establishing partnerships between different units or institutions.
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A report on learning gains and student confidence after incorporating an enzyme purification and characterization course‐based undergraduate experience
Abstract Course‐based undergraduate research experiences (CUREs) can provide undergraduate students access to research opportunities when student and faculty resources are limited. In addition to expanding research opportunities, CUREs may also be explored as a pedagogical tool for improving student learning of course content and laboratory skills, as well as improving meta‐cognitive features such as confidence. We examined how a 6‐week CURE in an upper‐level undergraduate biochemistry lab affected student gains in content knowledge and confidence in scientific abilities, compared to a non‐CURE section of the same course. We find that gains in content knowledge were similar between CURE and non‐CURE sections, indicating the CURE does not negatively impact student learning. The CURE was associated with a statistically significant gain in student confidence, compared to non‐CURE group. These results show that even a relatively short CURE can be effective in improving student confidence at scientific research skills, in addition to expanding access to research.
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- Award ID(s):
- 1708828
- PAR ID:
- 10403451
- Publisher / Repository:
- Wiley Blackwell (John Wiley & Sons)
- Date Published:
- Journal Name:
- Biochemistry and Molecular Biology Education
- Volume:
- 51
- Issue:
- 2
- ISSN:
- 1470-8175
- Page Range / eLocation ID:
- p. 128-136
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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