scholarly journals Flying in the Face of Adversity: A Drosophila-based Virtual CURE Provides Semester-long Authentic Research Opportunity to the Flipped Classroom.

2021 ◽  
Author(s):  
Edward A Waddell ◽  
Dara Ruiz-Whalen ◽  
Alana M O'Reilly ◽  
Nathan T. Fried
Keyword(s):  
Flipped Classroom ◽  
Undergraduate Research ◽  
Low Cost ◽  
Successful Implementation ◽  
Self Assessment ◽  
Research Experiences ◽  
Complex Design ◽  
Research Opportunity ◽  
The Face ◽  
Upper Level

A call for the integration of research experiences into all biology curricula has been a major goal for educational reform efforts nationally. Course-Based Undergraduate Research Experiences (CUREs) have been the predominant method of accomplishing this, but their associated costs and complex design can limit their wide adoption. In 2020, the COVID-19 pandemic forced programs to identify unique ways to still provide authentic research experiences while students were virtual. We report here a full guide for the successful implementation of a semester-long virtual CURE that uses Drosophila behavioral assays to explore the connection between pain and addiction with the use of a "lab-in-a-box" sent home to students. Individual components were piloted across three semesters and launched as a 100-level introductory course with 19 students. We found that this course increased science identity and successfully improved key research competencies as per the Undergraduate Research Student Self-Assessment (URSSA) survey. This course is ideal for flipped classrooms ranging from introductory biology to upper-level neuroscience courses and can be integrated directly into the lecture period without the need for building a new course. Given the low cost, recent comfort with virtual learning environments, and the current proliferation of flipped biology classrooms following the 2020 pandemic, this curriculum could serve as an ideal project-based active-learning tool for equitably increasing access to authentic research experiences.

scholarly journals Flying in the Face of Adversity: a Drosophila -Based Virtual CURE (Course-Based Undergraduate Research Experience) Provides a Semester-Long Authentic Research Opportunity to the Flipped Classroom

2021 ◽  
Author(s):  
Edward A. Waddell ◽  
Dara Ruiz-Whalen ◽  
Alana M. O’Reilly ◽  
Nathan T. Fried
Keyword(s):  
Educational Reform ◽  
Flipped Classroom ◽  
Undergraduate Research ◽  
Research Experience ◽  
Major Goal ◽  
Research Experiences ◽  
Undergraduate Research Experiences ◽  
Complex Design ◽  
Research Opportunity ◽  
The Face

A call for the integration of research experiences into all biology curricula has been a major goal for educational reform efforts nationally. Course-based undergraduate research experiences (CUREs) have been the predominant method of accomplishing this, but their associated costs and complex design can limit their wide adoption.

A Course-Based Undergraduate Research Experience in Biofluid Mechanics

2019 ◽  
Vol 141 (12) ◽  
Author(s):  
Alisa Morss Clyne ◽  
Adrian C. Shieh ◽  
Jennifer S. Stanford
Keyword(s):  
Flipped Classroom ◽  
Engineering Students ◽  
Undergraduate Research ◽  
Self Report ◽  
Research Experience ◽  
Biofluid Mechanics ◽  
Research Experiences ◽  
In Vivo Experiments

Abstract Course-based undergraduate research experiences (CURE) are a valuable tool to increase research exposure for larger undergraduate cohorts. We implemented a CURE within a senior-level biofluid mechanics course that was primarily taught using a flipped classroom approach. Due to the large class size, the students analyzed data that was publicly available and produced by one of our laboratories. Student teams then developed hypotheses based on the data analysis and designed a set of in vitro and in vivo experiments to test those hypotheses. The hypotheses and experiments that were most highly rated by the class were then tested in our laboratory. At the end of the class, student gains were assessed by self-report and compared to those self-reported by students engaging in a traditional freshman undergraduate summer research experience. While the students in the CURE reported moderate gains in self-assessment of research-based skills, their self-reported gains were statistically significantly lower than those reported by students who participated in the traditional research experience. We believe that the CURE could be improved through implementation in a lower level class, enabling students to observe laboratory experiments, and providing additional feedback throughout the hypothesis development and experimental design process. Overall, the CURE is an innovative way to expand research experiences, in particular for engineering students who often do not participate in hypothesis-driven research during their undergraduate education.

A Six-Year Review of the Biomedical Engineering in Simulations, Imaging, and Modeling Undergraduate Research Experience

2020 ◽  
Vol 142 (11) ◽  
Author(s):  
Stephanie M. George ◽  
Zachary J. Domire
Keyword(s):  
Learning Outcomes ◽  
Biomedical Engineering ◽  
Undergraduate Research ◽  
Lessons Learned ◽  
Successful Implementation ◽  
Motivating Factors ◽  
Research Experience ◽  
Research Experiences ◽  
Summer Research Program ◽  
The Impact

Abstract Undergraduate research continues to serve as an effective strategy for mitigating the effects of a leaky pipeline. Significant funding from institutions and government agencies has increased the number of students participating in undergraduate research. In this paper, we report on the six-year experience of a National Science Foundation funded Research Experiences for Undergraduates (REU) Site: Biomedical Engineering in Simulations, Imaging, and Modeling (BME-SIM). The operation and evaluation of the program are both described. We report on the results from 55 students over six summers from 2014 to 2019. Our program was successful in attracting a diverse group of participants including 46% under-represented minority students and 53% women. Based on evaluation results, students reported significant gains in technical skills, communication skills, and knowledge of graduate school. Our findings indicate baseline gender differences for several learning outcomes, where women and nonbinary students report lower levels of mastery. These gaps are closed by the end of the program except for confidence in skills, which is still significantly lower than those reported by male counterparts. The impact of the experience on ultimate career path is difficult to determine due to underlying biases and other motivating factors; however, 67.6% of graduates have entered graduate programs. Finally, we have provided lessons learned for those who are interested in building a summer research program. In conclusion, we have described the successful implementation of an REU site and the positive learning outcomes of the student participants.

scholarly journals Simulations, Imaging, and Modeling: A Unique Theme for an Undergraduate Research Program in Biomechanics

2017 ◽  
Vol 139 (7) ◽  
Author(s):  
Stephanie M. George ◽  
Zachary J. Domire
Keyword(s):  
Computational Models ◽  
Undergraduate Research ◽  
Research Process ◽  
Successful Implementation ◽  
Research Experience ◽  
Positive Research ◽  
Research Experiences ◽  
School Based ◽  
Undergraduate Research Program ◽  
Qualitative Responses

As the reliance on computational models to inform experiments and evaluate medical devices grows, the demand for students with modeling experience will grow. In this paper, we report on the 3-yr experience of a National Science Foundation (NSF) funded Research Experiences for Undergraduates (REU) based on the theme simulations, imaging, and modeling in biomechanics. While directly applicable to REU sites, our findings also apply to those creating other types of summer undergraduate research programs. The objective of the paper is to examine if a theme of simulations, imaging, and modeling will improve students' understanding of the important topic of modeling, provide an overall positive research experience, and provide an interdisciplinary experience. The structure of the program and the evaluation plan are described. We report on the results from 25 students over three summers from 2014 to 2016. Overall, students reported significant gains in the knowledge of modeling, research process, and graduate school based on self-reported mastery levels and open-ended qualitative responses. This theme provides students with a skill set that is adaptable to other applications illustrating the interdisciplinary nature of modeling in biomechanics. Another advantage is that students may also be able to continue working on their project following the summer experience through network connections. In conclusion, we have described the successful implementation of the theme simulation, imaging, and modeling for an REU site and the overall positive response of the student participants.

scholarly journals A Course-Based Research Experience: How Benefits Change with Increased Investment in Instructional Time

2014 ◽  
Vol 13 (1) ◽  
pp. 111-130 ◽  
Author(s):  
Christopher D. Shaffer ◽  
Consuelo J. Alvarez ◽  
April E. Bednarski ◽  
David Dunbar ◽  
Anya L. Goodman ◽  
...  
Keyword(s):  
Undergraduate Research ◽  
Successful Implementation ◽  
Instructional Time ◽  
Research Experience ◽  
Research Experiences ◽  
Large Numbers ◽  
Widespread Agreement ◽  
Wide Range ◽  
And Mathematics ◽  
Biology Curriculum

There is widespread agreement that science, technology, engineering, and mathematics programs should provide undergraduates with research experience. Practical issues and limited resources, however, make this a challenge. We have developed a bioinformatics project that provides a course-based research experience for students at a diverse group of schools and offers the opportunity to tailor this experience to local curriculum and institution-specific student needs. We assessed both attitude and knowledge gains, looking for insights into how students respond given this wide range of curricular and institutional variables. While different approaches all appear to result in learning gains, we find that a significant investment of course time is required to enable students to show gains commensurate to a summer research experience. An alumni survey revealed that time spent on a research project is also a significant factor in the value former students assign to the experience one or more years later. We conclude: 1) implementation of a bioinformatics project within the biology curriculum provides a mechanism for successfully engaging large numbers of students in undergraduate research; 2) benefits to students are achievable at a wide variety of academic institutions; and 3) successful implementation of course-based research experiences requires significant investment of instructional time for students to gain full benefit.

scholarly journals Linking Genetics, Microbiology & Molecular Biology Courses to Provide Research Experiences in Undergraduate Biology

2021 ◽  
Vol 83 (7) ◽  
pp. 474-478
Author(s):  
Bethany Lucas ◽  
Gena Nichols ◽  
Max Boeck
Keyword(s):  
High Throughput Sequencing ◽  
Undergraduate Research ◽  
Low Cost ◽  
Undergraduate Teaching ◽  
Resistant Bacteria ◽  
Primary Research ◽  
Research Experiences ◽  
Antibiotic Resistant ◽  
Undergraduate Biology ◽  
Undergraduate Research Experiences

Course-based undergraduate research experiences (CUREs) can have benefits for many students, especially those who lack access to traditional apprenticeships for research. As part of an effort to create more opportunities for students to have access to primary research and move away from traditional cookie-cutter labs, we have created a multicourse CURE spanning three undergraduate teaching labs in which students can pick and choose to take any of the courses that most interest them. This CURE explores the essential understanding of the emergence of antibiotic-resistant bacteria as well as high-throughput sequencing and mutagenesis screens. These low-cost modular labs are designed to be flexible and integrated into any single teaching lab to increase exposure to both fundamental lab skills and primary research.

Creating a Vibrant STEM Study Abroad Program With a Cultural Component

2018 ◽  
pp. 181-202
Author(s):  
Boyko Georgiev Gyurov ◽  
Mark Andrew Schlueter
Keyword(s):  
Study Abroad ◽  
Undergraduate Research ◽  
Low Cost ◽  
The United States ◽  
Successful Implementation ◽  
Study Abroad Programs ◽  
Cultural Component ◽  
Study Abroad Program ◽  
Successes And Challenges ◽  
Academic Content

In 2014, the authors of this chapter joined forces to create a unique STEM study abroad experience for Georgia Gwinnett College students, and that experience grew into a model worthy to be examined and replicated. The model addresses the main objectives of U.S. Senator Paul Simon Study Abroad Program Act to bring the demographics of study abroad participation to reflect the demographics of the United States undergraduate population and to implement the study abroad programs in nontraditional study abroad destinations, and in particular in developing countries. Further, the model contains six important components (bundle setup, faculty led, interdisciplinary academic content delivery, undergraduate research, low cost, and cultural component added). The characteristics of all of which are explained in details in the paper. Finally, the successes and challenges of the program are discussed through the prism of it successful implementation in the summers of 2015 and 2016.

Course-Based Undergraduate Research: A Review of Models and Practices

2015 ◽  
Author(s):  
Anne Harris ◽  
Mohammed Babkoor ◽  
Tianchang Gu ◽  
Gül E. Kremer
Keyword(s):  
Undergraduate Research ◽  
Successful Implementation ◽  
Research Experience ◽  
Archival Research ◽  
Structured Interviews ◽  
Research Experiences ◽  
Complex Problems ◽  
Undergraduate Research Experiences ◽  
Student Teams

Based on the available evidence from published literature, we reviewed the effectiveness of Course-based Undergraduate Research Experiences (CUREs). In many cases, CUREs present open-ended, complex problems that student teams tackle. Our review of 41 published articles, additional archival research, and semi-structured interviews identified multiple benefits of CUREs, including their ability to introduce larger numbers of students to research than is possible within traditional, apprenticeship-style models for undergraduate research experiences. We identified outcomes of CUREs as well as obstacles to their successful implementation. We recommended a set of features for consideration for future CURE implementers. A brief comparison of CURE with REU, or Research Experience for Undergraduate, is also included in the paper.

scholarly journals Linguistic Analysis of Project Ownership for Undergraduate Research Experiences

2012 ◽  
Vol 11 (4) ◽  
pp. 378-385 ◽  
Author(s):  
D. I. Hanauer ◽  
J. Frederick ◽  
B. Fotinakes ◽  
S. A. Strobel
Keyword(s):  
Undergraduate Research ◽  
Linguistic Analysis ◽  
Student Experiences ◽  
Quantitative Methodology ◽  
Research Experience ◽  
Research Experiences ◽  
Working Definition ◽  
Undergraduate Research Experiences ◽  
Student Interview ◽  
Research Opportunity

We used computational linguistic and content analyses to explore the concept of project ownership for undergraduate research. We used linguistic analysis of student interview data to develop a quantitative methodology for assessing project ownership and applied this method to measure degrees of project ownership expressed by students in relation to different types of educational research experiences. The results of the study suggest that the design of a research experience significantly influences the degree of project ownership expressed by students when they describe those experiences. The analysis identified both positive and negative aspects of project ownership and provided a working definition for how a student experiences his or her research opportunity. These elements suggest several features that could be incorporated into an undergraduate research experience to foster a student's sense of project ownership.

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