The Collaborative Undergraduate Research Lab: Using Yeast Genetics To Create An Authentic Research Experience For Freshman

Abstract

In the last several years, there has been a growing recognition of the value of discovery‐driven research experiences for undergraduates. The benefits are well‐documented, including better learning outcomes, higher overall GPAs, and increased persistence in STEM disciplines. Notably, while the data are compelling for students in general, there appear to be particularly strong benefits for students who come from historically underrepresented backgrounds. A key component of persistence in STEM, particularly for traditionally underrepresented students, is their ability to identify as scientists (See for example Estrada‐Hollenbeck et al. J. Educ. Psychology 2011). To this end, and with the support of the Howard Hughes Medical Institute (HHMI) Professors program, we have developed the Collaborative Undergraduate Research Lab (CURL) to provide first year students with a discovery‐based, authentic research experience within a classroom setting.The CURL is an introductory course that provides research training for up to 22 students in a 10‐week quarter and includes complementary instruction in genetics, molecular biology, and bioinformatics. Additionally, the course includes intensive focus on laboratory ethics, science writing (grants and manuscripts), and research presentation—all of which are key components of research science. The CURL is closely aligned with my laboratory's research, which focuses on understanding the process of RNA splicing. The students in the CURL address the basic question: How does the cellular machinery that carries out RNA splicing (the spliceosome) work? Using the genetically tractable model organism Saccharomyces cerevisiae (budding yeast) the students perform a genetic screen to generate mutants that they then characterize using molecular genetics approaches. At the end of the quarter, when the mutants have been identified and characterized, the students present their research findings to each other and to a panel of faculty observers and prepare their contributions for a publication that includes all of the students as co‐authors, which is currently in preparation.Our initial assessment indicates that engaging early‐stage students in inquiry based research experiences that mirror the activities of professional research scientists can have a profound effect on student learning outcomes, identification as scientists, and the propensity to pursue research opportunities in STEM disciplines. The results of these assessments will be presented here.Support or Funding InformationHoward Hughes Medical Institute (HHMI) Award# 52008140