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Title: Fly-CURE, a multi-institutional CURE using Drosophila , increases students' confidence, sense of belonging, and persistence in research
The Fly-CURE is a genetics-focused multi-institutional Course-Based Undergraduate Research Experience (CURE) that provides undergraduate students with hands-on research experiences within a course. Through the Fly-CURE, undergraduate students at diverse types of higher education institutions across the United States map and characterize novel mutants isolated from a genetic screen in Drosophila melanogaster . To date, more than 20 mutants have been studied across 20 institutions, and our scientific data have led to eleven publications with more than 500 students as authors. To evaluate the impact of the Fly-CURE experience on students, we developed and validated assessment tools to identify students’ perceived research self-efficacy, sense of belonging in science, and intent to pursue additional research opportunities. Our data, collected over three academic years and involving 14 institutions and 480 students, show gains in these metrics after completion of the Fly-CURE across all student subgroups analyzed, including comparisons of gender, academic status, racial and ethnic groups, and parents’ educational background. Importantly, our data also show differential gains in the areas of self-efficacy and interest in seeking additional research opportunities between Fly-CURE students with and without prior research experience, illustrating the positive impact of research exposure (dosage) on student outcomes. Altogether, our data indicate that the Fly-CURE experience has a significant impact on students’ efficacy with research methods, sense of belonging to the scientific research community, and interest in pursuing additional research experiences. more »« less
Course-based undergraduate research experiences (CUREs) are well-documented as high-impact practices that can broaden participation and success in STEM. Drawing primarily from a community-of-practice theoretical framework, we previously developed an interdisciplinary CURE course (Science Bootcamp) for STEM majors focused entirely on the scientific process. Among first-year students, Science Bootcamp leads to psychosocial gains and increased retention. In the current study, we test whether an online Science Bootcamp also improves outcomes for STEM transfer students—a group that faces “transfer shock,” which can negatively impact GPA, psychosocial outcomes, and retention. To this end, we redesigned Science Bootcamp to a two-week course for STEM transfer students to complete prior to beginning the fall semester at our four-year institution. Due to the COVID-19 pandemic, the course was conducted in an entirely virtual format, using primarily synchronous instruction. Despite the course being virtual, the diverse group of STEM majors worked in small groups to conduct rigorous, novel empirical research projects from start to finish, even presenting their results in a poster symposium. Assessment data confirm the compressed, online Science Bootcamp contains key CURE components—opportunities for collaboration, discovery/relevance, and iteration—and that students were highly satisfied with the course. Moreover, in line with our hypothesis, STEM transfer students who participated in the online Science Bootcamp experienced a range of psychosocial gains (e.g., belonging to STEM). In sum, these findings suggest our online Science Bootcamp promotes positive STEM outcomes, representing a highly flexible and affordable CURE that can be scaled for use at institutions of any size.
Opportunities for undergraduate research in STEM programs at community colleges can be few where lower-division science curriculum emphasizes classroom and laboratory-based learning and research laboratories are limited in number. This is particularly true in the geosciences where specialized programs are extremely rare. Urban serving academic research institutions have a unique role and opportunity to partner with regional community college programs for undergraduate research early-on in student post-secondary educational experiences. Programs built for community college transfer students to urban serving undergraduate programs can serve to integrate students into major programs and help reduce transfer shock.
The benefits of exploring research as an undergraduate scholar are numerous and include: building towards mastery of technical skills; developing problem-solving in a real-world environment; reading and digesting scientific literature; analyzing experimental and simulation data; working independently and as part of a team; developing a mentoring relationship with a research advisor; and building a sense of belonging and confidence in a scientific field. However, many undergraduate research internships are targeted towards junior-level STEM majors already engaged in upper-division coursework and considering graduate school which effectively excludes community college students from participating.
The Center for Climate and Aerosol Research (CCAR) Research Experience for Undergraduate program at Portland State University serves to help build the future diverse research community. 10-week intern research experiences are paired with an expert faculty mentor are designed for students majoring in the natural/physical sciences but not necessarily with a background in climate or atmospheric science. Additional programmatic activities include: 1-week orientation and training using short courses, faculty research seminars, and hands-on group workshops; academic professional and career development workshops throughout summer; journal club activities; final presentations at end of summer CCAR symposium; opportunities for travel for student presentations at scientific conferences; and social activities. Open to all qualifying undergraduates, since 2014 the program recruits primarily from regional (Northwest) community colleges, rural schools, and Native American serving institutions; recruiting students who would be unlikely to be otherwise exposed to such opportunities at their home institution. Over the past 9 cohorts of REU interns (2014-2019), approximately one third of CCAR REU scholars are community colleges students. Here we present criteria employed for selection of REU scholars and an analysis of selection biases in a comparison of students from community colleges, 4-year colleges, and PhD granting universities. We further investigate differential outcomes in efficacy of the REU program using evaluation data to assess changes over the program including: knowledge, intrinsic motivation, extrinsic motivation, science identity, program satisfaction, and career aspirations. In this presentation, we present these findings along with supportive qualitative analyses and discuss their implications for community college students in undergraduate research programs in geosciences.
Kapil, Ambika; Gonzalez Isoba, Luis C.; Pathak, Niraj; Sikora, Arthur; and De, Santanu(
, FDLA journal)
Course-based Undergraduate Research Experiences (CUREs) are an increasingly utilized model for exposing students to research. The lack of robust assessments is a major hurdle to wider adoption of CUREs. The Coronavirus Infectious Disease 2019 (COVID-19) pandemic necessitated a drastic shift of in-person courses to the online format. Using the Participant Perception Indicator (PPI) survey, we measured students’ self-reported changes in learning from such a biochemistry course at a large university in south Florida based on the Biochemistry Authentic Scientific Inquiry Lab (BASIL) model. By doing this, we were able to better understand the student-benefits of CUREs and how these benefits are affected by changes in learning modalities between two relevant semesters, i.e., winter and summer of 2020. Anticipated learning outcomes (ALOs) help partially fill the gap left by the loss of physical interaction in experimental procedures. Our analysis indicated that students learned more through bioinformatic experiments compared to their wet-lab counterparts. Using pre- and post- surveys, students reported that their experience and confidence gains lagged behind their knowledge gain of technique-based skills. Students are not as confident in their understanding of techniques when unable to perform those in the physical laboratory. Thus, despite extensive pursuit of the purpose and protocols of the experiments and techniques, neither their experience nor their confidence was on par with their knowledge. This study is one of the first examples demonstrating a quantitative student-learning assessment of a CURE in the science, technology, engineering, and mathematics (STEM) disciplines. The novel assessment strategies targeted to identify gaps in learning mastery could facilitate the adoption of CUREs, fostering opportunities for all undergraduate students to vital laboratory research experiences in STEM.
Bell, Anthony.(
, Biochemistry and molecular biology education)
Responding to the need to teach remotely due to COVID-19, we used readily available computational approaches (and developed associated tutorials (https://mdh-cures-community.squarespace.com/virtual-cures-and-ures)) to teach virtual Course-Based Undergraduate Research Experience (CURE) laboratories that fulfil generally accepted main components of CUREs or Undergraduate Research Experiences (UREs): Scientific Background, Hypothesis Development, Proposal, Experiments, Teamwork, Data Analysis, Conclusions, and Presentation1. We then developed and taught remotely, in three phases, protein-centric CURE activities that are adaptable to virtually any protein, emphasizing contributions of noncovalent interactions to structure, binding and catalysis (an ASBMB learning framework2 foundational concept).
The courses had five learning goals (unchanged in the virtual format),focused on i) use of primary literature and bioinformatics, ii) the roles of non-covalent interactions, iii) keeping accurate laboratory notebooks, iv) hypothesis development and research proposal writing, and, v) presenting the project and drawing evidence based conclusions
The first phase, Developing a Research Proposal, contains three modules, and develops hallmarks of a good student-developed hypothesis using available literature (PubMed3) and preliminary observations obtained using bioinformatics, Module 1: Using Primary Literature and Data Bases (Protein Data Base4, Blast5 and Clustal Omega6), Module 2: Molecular Visualization (PyMol7 and Chimera8), culminating in a research proposal (Module 3). Provided rubrics guide student expectations. In the second phase, Preparing the Proteins, students prepared necessary proteins and mutants using Module 4: Creating and Validating Models, which leads users through creating mutants with PyMol, homology modeling with Phyre29 or Missense10, energy minimization using RefineD11 or ModRefiner12, and structure validation using MolProbity13.
In the third phase, Computational Experimental Approaches to Explore the Questions developed from the Hypothesis, students selected appropriate tools to perform their experiments, chosen from computational techniques suitable for a CURE laboratory class taught remotely. Questions, paired with computational approaches were selected from Modules 5: Exploring Titratable Groups in a Protein using H++14, 6: Exploring Small Molecule Ligand Binding (with SwissDock15), 7: Exploring Protein-Protein Interaction (with HawkDock16), 8: Detecting and Exploring Potential Binding Sites on a Protein (with POCASA17 and SwissDock), and 9: Structure-Activity Relationships of Ligand Binding & Drug Design (with SwissDock, Open Eye18 or the Molecular Operating Environment (MOE)19).
All involve freely available computational approaches on publicly accessible web-based servers around the world (with the exception of MOE). Original literature/Journal club activities on approaches helped students suggest tie-ins to wet lab experiments they could conduct in the future to complement their computational approaches.
This approach allowed us to continue using high impact CURE teaching, without changing our course learning goals. Quantitative data (including replicates) was collected and analyzed during regular class periods. Students developed evidence-based conclusions and related them to their research questions and hypotheses. Projects culminated in a presentation where faculty feedback was facilitated with the Virtual Presentation platform from QUBES20
These computational approaches are readily adaptable for topics accessible for first to senior year classes and individual research projects (UREs). We used them in both partial and full semester CUREs in various institutional settings. We believe this format can benefit faculty and students from a wide variety of teaching institutions under conditions where remote teaching is necessary.
An enormous reserve of information about the subglacial bedrock, tectonic and topographic evolution of Marie Byrd Land (MBL) exists within glaciomarine sediments of the Amundsen Sea shelf, slope and deep sea, and MBL marine shelf. Investigators of the NSF ICI-Hot and NSF Linchpin projects partnered with Arizona Laserchron Center to provide course-based undergraduate research experiences (CUREs) for from groups who do not ordinarily find access points to Antarctic science. Our courses enlist BIPOC and gender-expansive undergraduates in studies of ice-rafted debris (IRD) and bedrock samples, in order to impart skills, train in the use of research instrumentation, help students to develop confidence in their scientific abilities, and collaboratively address WAIS research questions at an early academic stage. CUREs afford benefits to graduate researchers and postdoctoral scientists, also, who join in as instructional faculty: CUREs allow GRs and PDs to engage in teaching that closely ties to their active research, yet provides practical experience to strengthen the academic portfolio (Cascella & Jez, 2018). Team members also develop art-science initiatives that engage students and community members who may not ordinarily engage with science, forging connections that make science relatable. Re-casting science topics through art centers personal connections and humanizes science, to promote understanding that goes beyond the purely analytical.
Academic research shows that diverse undergraduates gain markedly from the convergence of art and science, and from involvement in collaborative research conducted within a CURE cohort, rather than as an individualized experience (e.g. Shanahan et al. 2022). The CUREs are offered as regular courses for credit, making access equitable via course enrollment. The course designation carries a legitimacy that is sought by students who balance academics with part-time employment. Course information is disseminated via STEM Bridge programs and/or an academic advising hub that reaches students from groups that are insufficiently represented within STEM and cryosphere science.
CURE investigation of Amundsen Sea and WAIS problems is worthy objective because: 1) A variety of sample preparation, geochemical methods, and scientific best-practices can be imparted, while educating students about Antarctica’s geological configuration and role in the Earth climate system. 2) Individual projects that are narrowly defined can readily scaffold into collaborative science at the time of data synthesis and interpretation. 3) There is a high likelihood of scientific discovery that contributes to grant objectives. 4) Enrolled students will experience ambiguity and instrumentation setbacks alongside their faculty and instructors, and will likely have an opportunity to withstand/overcome challenges in a manner that trains students in complex problem solving and imparts resilience (St John et al., 2019). Based on our experiences, we consider CUREs as a means to create more inclusive and equitable spaces for learning to do research, and a basis for a broadening future WAIS community. Our groups have yet to assess student learning gains and STEM entry in a robust way, but we can report that two presenters at WAIS 2022 came from our 2021 CURE, and four polar science graduate researchers gained experience via CURE teaching.
Data obtained by CURE students is contributing to our NSF projects’ aims to obtain isotope, age, and petrogenetic criteria with bearing on the subglacial bedrock geology, tectonic and landscape evolution, and ice sheet history of MBL.
Cited and recommended works:
Cascella & Jez, 2018, doi: 10.1021/acs.jchemed.7b00705
Gentile et al., 2017, doi: 10.17226/24622
Shanahan et al. 2022, https://www.cur.org/assets/1/23/01-01_TOC_SPUR_Winter21.pdf
Shortlidge & Brownell, 2016, doi: 10.1128/jmbe.v17i3.1103
St. John et al. 2019, EOS, doi: 10.1029/2019EO127285.
Merkle, Julie A., Devergne, Olivier, Kelly, Seth M., Croonquist, Paula A., Evans, Cory J., Hwalek, Melanie A., Straub, Victoria L., Hamill, Danielle R., Peister, Alexandra, Puthoff, David P., Saville, Ken J., Siders, Jamie L., Villanueva Gonzalez, Zully J., Wittke-Thompson, Jacqueline K., Bieser, Kayla L., Stamm, Joyce, Vrailas-Mortimer, Alysia D., and Kagey, Jacob D. Fly-CURE, a multi-institutional CURE using Drosophila , increases students' confidence, sense of belonging, and persistence in research. Retrieved from https://par.nsf.gov/biblio/10464148. Journal of Microbiology & Biology Education . Web. doi:10.1128/jmbe.00245-22.
Merkle, Julie A., Devergne, Olivier, Kelly, Seth M., Croonquist, Paula A., Evans, Cory J., Hwalek, Melanie A., Straub, Victoria L., Hamill, Danielle R., Peister, Alexandra, Puthoff, David P., Saville, Ken J., Siders, Jamie L., Villanueva Gonzalez, Zully J., Wittke-Thompson, Jacqueline K., Bieser, Kayla L., Stamm, Joyce, Vrailas-Mortimer, Alysia D., & Kagey, Jacob D. Fly-CURE, a multi-institutional CURE using Drosophila , increases students' confidence, sense of belonging, and persistence in research. Journal of Microbiology & Biology Education, (). Retrieved from https://par.nsf.gov/biblio/10464148. https://doi.org/10.1128/jmbe.00245-22
Merkle, Julie A., Devergne, Olivier, Kelly, Seth M., Croonquist, Paula A., Evans, Cory J., Hwalek, Melanie A., Straub, Victoria L., Hamill, Danielle R., Peister, Alexandra, Puthoff, David P., Saville, Ken J., Siders, Jamie L., Villanueva Gonzalez, Zully J., Wittke-Thompson, Jacqueline K., Bieser, Kayla L., Stamm, Joyce, Vrailas-Mortimer, Alysia D., and Kagey, Jacob D.
"Fly-CURE, a multi-institutional CURE using Drosophila , increases students' confidence, sense of belonging, and persistence in research". Journal of Microbiology & Biology Education (). Country unknown/Code not available. https://doi.org/10.1128/jmbe.00245-22.https://par.nsf.gov/biblio/10464148.
@article{osti_10464148,
place = {Country unknown/Code not available},
title = {Fly-CURE, a multi-institutional CURE using Drosophila , increases students' confidence, sense of belonging, and persistence in research},
url = {https://par.nsf.gov/biblio/10464148},
DOI = {10.1128/jmbe.00245-22},
abstractNote = {The Fly-CURE is a genetics-focused multi-institutional Course-Based Undergraduate Research Experience (CURE) that provides undergraduate students with hands-on research experiences within a course. Through the Fly-CURE, undergraduate students at diverse types of higher education institutions across the United States map and characterize novel mutants isolated from a genetic screen in Drosophila melanogaster . To date, more than 20 mutants have been studied across 20 institutions, and our scientific data have led to eleven publications with more than 500 students as authors. To evaluate the impact of the Fly-CURE experience on students, we developed and validated assessment tools to identify students’ perceived research self-efficacy, sense of belonging in science, and intent to pursue additional research opportunities. Our data, collected over three academic years and involving 14 institutions and 480 students, show gains in these metrics after completion of the Fly-CURE across all student subgroups analyzed, including comparisons of gender, academic status, racial and ethnic groups, and parents’ educational background. Importantly, our data also show differential gains in the areas of self-efficacy and interest in seeking additional research opportunities between Fly-CURE students with and without prior research experience, illustrating the positive impact of research exposure (dosage) on student outcomes. Altogether, our data indicate that the Fly-CURE experience has a significant impact on students’ efficacy with research methods, sense of belonging to the scientific research community, and interest in pursuing additional research experiences.},
journal = {Journal of Microbiology & Biology Education},
author = {Merkle, Julie A. and Devergne, Olivier and Kelly, Seth M. and Croonquist, Paula A. and Evans, Cory J. and Hwalek, Melanie A. and Straub, Victoria L. and Hamill, Danielle R. and Peister, Alexandra and Puthoff, David P. and Saville, Ken J. and Siders, Jamie L. and Villanueva Gonzalez, Zully J. and Wittke-Thompson, Jacqueline K. and Bieser, Kayla L. and Stamm, Joyce and Vrailas-Mortimer, Alysia D. and Kagey, Jacob D.},
editor = {Wang, Jack}
}
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