Abstract
ABSTRACTCourse-based undergraduate research experiences (CURE) offer the chance for students to experience authentic research investigation in a classroom setting. Such hands-on experiences afford unique opportunities work on a semi-independent research project in an efficient, structured environment. We have developed a CRISPR CURE in which undergraduate and graduate students use in silico, in vitro, and in vivo techniques to edit a fungal genome. During the development of this course, we have found that the asynchronous nature of the CRISPR CURE activities can be disruptive and lead to unproductive class time. To overcome this challenge, we have developed stay-on-task exercises (SOTEs). These short low-stakes assessments provide structured activities that are performed during these asynchronous incubation periods. SOTE activities leverage potentially unproductive class time and complement the CURE learning objectives. We have found SOTEs to be one method of maintaining classroom structure during a CURE. Furthermore, SOTE complexity, length, and subject can be easily modified to match course learning objectives.
Highlights
Course-based undergraduate research experiences (CUREs) provide opportunities for students to gain valuable lab or field experience performing guided independent research during a course [1]
The exercise as designed edits the Candida albicans genome, but similar CRISPR systems are available for many fungal species, and the principles outlined in Appendix 1 in Text S1 and in this article could be adapted to those systems
CUREs provide students with an opportunity to participate in innovative research projects in the organized confines of a classroom
Summary
Course-based undergraduate research experiences (CUREs) provide opportunities for students to gain valuable lab or field experience performing guided independent research during a course [1]. As with all instructional techniques, CUREs come with challenges [4]. Given the relatively short period of investigation and inexperience of the investigators, clarity and swiftness by which results can be obtained take on added importance compared to the case with more senior lead investigations. Another challenge inherent in molecular biology CUREs is that such techniques often require incubation periods long enough to be performed in a typical class period. It is unlikely that every student will be working on the same step of the project, and incubation periods have the potential to become unproductive class time.
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