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ABSTRACT We previously developed and assessed “The Art of Microbiology,” a course-based undergraduate research experience (CURE) which uses agar art to spur student experimentation, where we found student outcomes related to science persistence. However, these outcomes were not correlated with specific activities and gains were not reported from more than one class. In this study, we explored which of the three major activities in this CURE—agar art, experimental design, or poster presentations—affected student engagement and outcomes associated with improved understanding of the nature of science (NOS). The Art of Microbiology was studied in three microbiology teaching laboratories: at a research university with either the CURE developer (18 students) or a CURE implementer (39 students) and at a community college with a CURE implementer (25 students). Our quasi-experimental mixed methods study used pre/post-NOS surveys and semi-structured class-wide interviews. Community college students had lower baseline NOS responses but had gains in NOS similar to research university students post-CURE. We surveyed research university students following each major activity using the Assessing Student Perspective of Engagement in Class Tool (ASPECT) survey but did not find a correlation between NOS and activity engagement. Of the three activities, we found the highest engagement with agar art, especially in the CURE developer class. Interviewed students in all classes described agar art as a fun, relevant, and low-stakes assignment. This work contributes to the evidence supporting agar art as a curricular tool, especially in ways that can add research to classrooms in and beyond the research university.
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This content will become publicly available on June 1, 2026
ADOPTING A FOUNDATIONAL DATA SCIENCE COURSE: A FOLLOW-UP EVALUATION
To broaden participation and diversity in data science, educators are increasingly leveraging the adaptation and sharing of successful course models. This paper presents our experience implementing a foundational data science course, adapted from the University of California, Berkeley's Data 8 Foundations of Data Science, at Northeastern University's Oakland Campus in Spring 2024. A key objective was to cultivate student engagement and demonstrate the relevance of data science across disciplines. We assessed the impact of this adaptation on a cohort of first-year students, all non-data-science majors with limited prior programming or statistical experience. Our evaluation focused on student engagement, academic trajectory, and the course's ability to spark sustained interest in data science. The results demonstrate a significant positive impact: 44% of students declared a major in data science or a combined major (e.g., data science and business or economics), 16% pursued a minor in data science, and 16% transitioned to computer science. These outcomes emphasize the importance of designing introductory data science curricula to serve diverse student populations. By incorporating real-world applications from health, economics, social sciences, entertainment, sports, and finance, students gained a deeper understanding of the field's potential and their own capacity to contribute. Furthermore, smaller class sizes promoted interactive learning and personalized assignments, creating a more engaging and accessible educational experience. This approach effectively strengthens students' comprehension of data science pathways and cultivates motivation, ultimately contributing to a more inclusive and diverse data science workforce.
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- Award ID(s):
- 1915714
- PAR ID:
- 10626812
- Editor(s):
- na
- Publisher / Repository:
- IATED Digital Library
- Date Published:
- Edition / Version:
- 1
- Volume:
- 2025
- ISSN:
- 0000-0000
- ISBN:
- 978-84-09-74218-9
- Page Range / eLocation ID:
- 7867-7867
- Subject(s) / Keyword(s):
- Data science, adoption, education.
- Format(s):
- Medium: X
- Location:
- Palma, Spain
- Sponsoring Org:
- National Science Foundation
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