Authentic Research Experiences Research Articles

Developing and Gathering Validity Evidence for an Instrument to Measure How High School Students Identify as Researchers

AbstractThe authentic research experience, which provides students with meaningful collaborative research opportunities designed to promote discovery and innovation under the guidance of mentors, is increasing as a way to attract and engage students in STEM fields. However, despite the increase in authentic research experiences offered to students, there has been little research, particularly at the high school level, investigating students’ attitudes about themselves as researchers. To address this need, we developed a theory (or construct) for how high school age students self-identify as researchers and a companion survey to measure their identity. After three iterative development cycles, 823 high school students from diverse backgrounds were administered the 12-item survey, the Researcher Identity Survey—Form G (RISG). The partial credit Rasch model (1960/1980) was used to analyze the survey data. The results indicate that the survey identifies and locates high school age students as researchers validly and reliably along an easy to use and interpret scale. The survey holds promise as an important element for use in programs designed to broaden the entryway for students into the STEM disciplines.

Innovate and empower: the malate dehydrogenase course-based undergraduate research experiences and community of practice.

College science programs exhibit high rates of student attrition, especially among Students of Color, women, members of the LGBTQ+ community, and those with disabilities. Many of the reasons students choose to leave or feel pushed out of science can be mitigated through participation in faculty-mentored research. However, faculty resources are limited, and not every student has access to faculty mentoring due to systemic or structural barriers. By bringing authentic scientific research into the classroom context, course-based undergraduate research experiences (CUREs) expand the number of students who participate in research and provide benefits similar to faculty-mentored research. Instructors also benefit from teaching CUREs. Using a systematic review of 14 manuscripts concerning the Malate Dehydrogenase CUREs Community (MCC) and malate dehydrogenase (MDH) CUREs, we demonstrate that CUREs can be implemented flexibly, are authentic research experiences, generate new scientific discoveries, and improve student outcomes. Additionally, CURE communities offer substantial advantages to faculty wishing to implement CUREs.

Introductory course-based research experience for university sophomores: Using testicular-feminized mice to identify genes underlying brain sexual differentiation

Like many educators, we are striving to incorporate more active learning and inquiry-driven exercises into our STEM curricula. Course-based undergraduate research experiences (CUREs) have become more common in undergraduate laboratory courses in many STEM fields. Here we detail a new CURE developed in a sophomore-level undergraduate molecular neuroendocrinology course at California State University Long Beach. The course centered on the mouse model carrying testicular feminization mutation ( Tfm). This mutation, resulting from a single base deletion, produces a nonfunctional androgen receptor (AR) protein. Thus, Tfm mice are insensitive to androgen through ARs, providing an excellent model to probe the physiological role of ARs in the development of the brain and behavior. Since AR is the main mediator of androgen activity by acting as a hormonal transcription regulator, gene expression profiling has been measured in the brains of Tfm mice and normal controls to identify the potential AR-regulated genes as downstream molecular effectors. Our CURE took a similar approach, aiming to determine (1) if the selected genes were expressed differentially between the sexes and (2) if their expression could be altered by loss of AR in specific brain regions. Three broad goals of having students think, communicate, and perform like scientists were organized in the learning objectives for the CURE. All participating students (n=21) were pursuing a biology or related major, and none had any experience conducting independent laboratory research. Here students first used polymerase chain reaction (PCR) genotyping to screen the mice carrying the Tfm mutation and their sexes. They next conducted a literature search and review, through which they learned how to select databases and how to combine key words to create a productive search string for identifying the potential AR-regulated genes. Last, students performed RT-qPCR in the wild-type and Tfm mouse hypothalamus and measured sex- and AR-dependent gene expression. These modules cover not only key concepts in genetics, molecular biology, and neuroendocrinology, but also the development of methods and techniques, including DNA/RNA extraction, electrophoresis, and RT-PCR/qPCR. We designed the CURE for a semester timeline with a single three-hour laboratory section meeting once a week for 15 weeks. All modules were taught and conducted in a research laboratory containing all materials and equipment necessary for research. At the end, students constructed and presented posters on their results. To assess how well students achieved the learning goals, we administered pre- and post-course surveys. Students reported striking gains related to the learning goals, with a high degree of satisfaction. Students also perceived the improved understanding of the scientific backgrounds and methods in the CURE. This CURE course illustrates that authentic research experiences, which use complex molecular techniques, can be offered to sophomore students. The course can serve as a template to ignite students’ intellectual curiosity and improve their understanding of the scientific process by engaging them in novel research. This work was supported by the Keck Undergraduate Research Experiences (KURE) Incubator funding. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Development of an Undergraduate Cell Biology Laboratory to Assess Pigmentation and Cell Size in a Zebrafish Model of Uveal Melanoma.

This study outlines a 2-week laboratory module for an authentic cell biology undergraduate research experience that uses zebrafish (Danio rerio), a popular model organism for research. Previous research has indicated that course-based undergraduate research experiences such as this one increase student confidence, active learning, and retention. During this research experience, students investigate variations in pigmentation in the caudal fins of wild type (WT) and transgenic fish [Tg(mitfa:GNAQQ209L)]. The transgenic fish express a hyperactive Gα protein, GNAQQ209L, under the melanocyte-specific mitfa promoter, offering insights into uveal melanoma, a common eye cancer. Students specifically analyze the black pigmented cells, melanophores, within the caudal fin. We determined that the transgenic zebrafish have increased pigmentation in their caudal fins, but smaller melanophores. These results suggest there are more melanophores in the Tg(mitfa:GNAQQ209L) fish compared to the WT. Future undergraduate research could investigate these cellular differences. This research experience imparts microscopy and image analysis skills and instills the ability to grapple with large datasets, statistical tests, and data interpretation in alignment with biology education principles. Post-laboratory surveys reveal students attain confidence in the above skills and in handling animals, along with a deeper appreciation for model organism research and its relevance to cancer cell biology.

97 BUILD EXITO: a successful collaborative training program for STEM undergraduates to improve workforce diversity

OBJECTIVES/GOALS: To truly improve health equity and accessibility, we must develop a diverse and inclusive workforce. The BUILD EXITO program developed as a collaboration between a network of undergraduate programs and a CTSA hub and now has become a sustainable resource that will outlive NIH funding. We will disseminate our successful model. METHODS/STUDY POPULATION: The BUILD EXITO program has completed 10 years of NIH funding, a partnership between OCTRI and Portland State University (PSU), to create a new model of research training for underrepresented and disadvantaged students. This model provides an opportunity to learn about clinical and translational research academic careers; participate in a research enhancement and professional development curriculum;have a long-term authentic research experience; and receive enhanced mentorship. BUILD EXITO includes PSU, and local and 3 US Pacific territory 2-year colleges. We have developed a sustainable plan that includes these core elements after NIH support for the program ends. We have tracked long-term student outcomes for entry into graduate programs and the research workforce. RESULTS/ANTICIPATED RESULTS: We will describe the experimental model and the network of university and community colleges in BUILD EXITO, including PSU, U of Alaska, and colleges in US territories of Guam, Northern Mariana Islands, and American Samoa. All these universities and colleges have high proportions of underrepresented and disadvantaged students. We will present data on characteristics of the >600 students who have participated in BUILD EXITO to demonstrate the diversity of the cohort. We will also describe 4-year degree completion, engagement in the research workforce, and entry into graduate or professional programs. We will show how this has positively affected faculty inclusion of students in research, institutional policies at the 2-year and 4-year programs, and how this model has become sustainable. DISCUSSION/SIGNIFICANCE: The BUILD EXITO program developed as a collaboration of the CTSA hub at OHSU and a highly diverse undergraduate programs. We have developed a successful model for training a diverse research workforce and will disseminate this sustainable model.

Let's talk posters: a novel role-playing activity to prepare undergraduate researchers for poster presentations.

Calls to increase undergraduate involvement in research have led to a significant increase in student participation via course-based undergraduate research experiences (CUREs). These CUREs provide students an authentic research experience, which often involves dissemination of research by public speaking. For instance, the First-year Research Immersion (FRI) program at Binghamton University is a three-semester CURE sequence that prepares students for scientific research and effective communication of their findings. After one semester of research, students from the FRI program are tasked with presenting their research to hundreds of faculty members, staff, friends, and family at the annual FRI poster session. However, our students, and undergraduates in general, report high anxiety and fear around public speaking such as this. To better prepare our students for public speaking at a research poster session, we developed a workshop that includes a novel role-play activity to mimic a fast-paced poster session or conference in order to address students' fears and increase confidence levels. The role-play activity gives students iterative practice such that they are prepared for the realities of a poster session including variation of poster attendees. During the activity, students switch roles between presenter and audience member. In the role of an audience member, students are given Pokèmon-like role-playing cards that explain the traits and abilities of various types of poster-goers that students might come across (faculty in and out of discipline, staff, family, friends, etc.). Students improvise and enact their card-assigned role as they engage with their classmates who are practicing their poster presentations. To assess student outcomes, students were given three surveys: pre-activity, post-activity, and post-poster presentation. Immediately following the activity, 64% of students reported the highest level of confidence, and following the poster session, 93% of students reported extreme confidence in their poster presentation abilities. These data show that this role-play activity can help address student confidence and better prepare students to communicate their research.

Consequential insights for advancing informal STEM learning and outcomes for students from historically marginalized communities

Consequential STEM experiences in informal settings can address issues of equity by fully engaging historically marginalized high school students in complex socio-scientific issues. However, inclusive and effective programs are in high demand, and there is little research on what specific aspects, context, and timeframes are most important when scaling these experiences. Using a mixed method approach, this study demonstrates that students make significant gains, in the short and long term, through in-person and remote informal programs ranging between 22-h and 320-h. Progress across STEM learning constructs is attributed to authentic research experiences, students’ connections to STEM professionals, direct hands-on participation in projects, and group work. Relative to formal education settings, research-based informal STEM programs can be implemented with minimal resources, can maintain effectiveness while scaling, and work towards addressing the societal challenge of improving STEM learning and outcomes for high school students from historically marginalized communities.

Pairing a bioinformatics-focused course-based undergraduate research experience with specifications grading in an introductory biology classroom.

Introducing bioinformatics-focused concepts and skills in a biology classroom is difficult, especially in introductory biology classrooms. Course-based Undergraduate Research Experiences (CUREs) facilitate this process, introducing genomics and bioinformatics through authentic research experiences, but the many learning objectives needed in scientific research and communication, foundational biology concepts, and bioinformatics-focused concepts and skills can make the process challenging. Here, the pairing of specifications grading with a bioinformatics-focused CURE developed by the Genomics Education Partnership is described. The study examines how the course structure with specifications grading facilitated scaffolding of writing assignments, group work, and metacognitive activities; and describes the synergies between CUREs and specifications grading. CUREs require mastery of related concepts and skills for working through the research process, utilize common research practices of revision and iteration, and encourage a growth mindset to learning-all of which are heavily incentivized in assessment practices focused on specifications grading.

A Model of Science, Technology, Engineering, and Mathematics Remote Research-Based Learning

Opportunities for research-based learning at the high school level are limited, and with the COVID-19 pandemic, these have been further reduced. Such opportunities are particularly scarce for authentic research experiences (AREs), which allow students to identify as scientists by collecting data that contributes to scientists’ research. In response to the COVID-19 pandemic, we adapted two of our AREs for classroom settings, as remote independent research experiences for students to conduct from home. User guides and protocols from the AREs, Genotype-to-Phenotype Research with Corn and Discover Volvox Development, were adapted to instruct high school students to work on their own with the guidance of scientists and ARE coordinators. These independent authentic research experiences (IAREs) were implemented in the summer of 2020 and have since been available to students. Student responses to reflection questions and the Laboratory Course Assessment Survey indicate that IAREs provide students with significant gains including learning science content and research practices, collaborating with scientists, facing and resolving challenges, and contributing to scientific research.

A card-sorting tool to measure expert versus novice thinking in scientific research.

Undergraduate research and laboratory experiences provide a wide range of benefits to student learning in science and are integral to imbed authentic research experiences in biology labs. While the benefit of courses with research experience is widely accepted, it can be challenging to measure conceptual research skills in a quick and easily scalable manner. We developed a card-sorting task to differentiate between novice and expert conceptualization of research principles. There were significant differences in the way faculty/postdocs, graduate students, and undergraduate students organized their information, with faculty/postdocs more likely to use deep feature sorting patterns related to research approach. When provided scaffolding of group names reflecting expert-like organization, participant groups were better able to sort by that organization, but undergraduate students did not reach expert levels. Undergraduates with Advanced Placement experience were more likely to display expert-like thinking than undergraduates without Advanced Placement Biology experience and non-PEER (persons excluded because of their Ethnicity or Race) students displayed more expert-like thinking than PEER students. We found evidence of undergraduates in various stages of development toward expert-like thinking in written responses. This card-sorting task can provide a framework for analyzing student's conceptualizations of research and identify areas to provide added scaffolding to help shift from novice-like to expert-like thinking.

Relevance of Science, Conceptualization of Scientists, and Contextualized "Failure" as Mediators in the Development of Student Science Identity.

The Research Experiences in Marine Science (REMS) Program is a Hawai'i place-based CURE (course-based undergraduate research experience) for late high school and early undergraduate students wherein students conduct independent research that draws upon the history, culture, and ecosystem of their local communities. In addition to providing meaningful access to marine science education and training, REMS addresses a fear of failure expressed by students who view their culture and personal identity as incompatible with undergraduate science pathways. Data about student attitudes toward and conceptualizations of science and scientists were collected through pre- and postprogram open-ended survey items, Draw-a-Scientist Tests, and postprogram interviews. Results suggest the combination of place-based elements and an authentic research experience shifted students' conceptualization of scientists to a "humanized" construct. The emergence of this theme coincided with students recognizing themselves as scientists, gaining confidence in content understanding and research skills, increasing interest in science as a career pathway, and recognizing how science affects their communities. This study demonstrates how a CURE that emphasizes the cultural relevance of science, an inclusive conceptualization of a "scientist", and contextualized role of "failure" in science, may contribute to historically marginalized students recognizing themselves as scientists and ultimately persisting in science careers.

A systemic transformation of an arts and sciences curriculum to nurture inclusive excellence of all students through course-based research experiences

IntroductionWe describe herein a large-scale, multidisciplinary course-based undergraduate research experience program (CRE) developed at Lawrence Technological University (LTU). In our program, all students enrolled in CRE classes participate in authentic research experiences within the framework of the curriculum, eliminating self-selection processes and other barriers to traditional extracurricular research experiences.MethodsSince 2014, we have designed and implemented more than 40 CRE courses in our College of Arts and Sciences involving more than 30 instructors from computer science, mathematics, physics, biology, chemistry, English composition, literature, philosophy, media communication, nursing, and psychology.ResultsAssessment survey data indicates that students who participate in CRE courses have an enhanced attitude towards research and discovery, as well as increased self-efficacy. This intervention is particularly relevant for non-traditional students, such as students who commute and/or have significant work or childcare commitments, who often experience limited access to research activities.DiscussionHerein we highlight the importance of a systemic institutional change that has made this intervention sustainable and likely to outlast the external funding phase. Systemic change can emerge from a combination of conditions, including: (1) developing a critical mass of CRE courses by providing instructors with both incentives and training; (2) developing general principles on which instructors can base their CRE activities; (3) securing and maintaining institutional support to promote policy changes towards a more inclusive institution; and (4) diversifying the range of the intervention, both in terms of initiatives and disciplines involved.

Long non-coding RNA and ribosomal protein genes in a yeast ageing model: an investigation for undergraduate research-based learning.

The unicellular yeasts Saccharomyces cerevisiae and Schizosaccharomyces pombe are widely used eukaryotic model organisms. Research exploiting the tractability of these model systems has contributed significantly to our understanding of a wide range of fundamental processes. In this article, we outline the features of yeast that have similarly been exploited for undergraduate research training. We selected examples from published literature that demonstrate the utility of the yeast system for research-based learning embedded in the curriculum. We further describe a project which we designed for the team-based final-year dissertation projects module on our transnational joint programme, which investigates whether the expression and functions of the budding yeast RPL36 ribosomal protein paralogs are influenced by the overlapping long non-coding RNA genes. Students carry out the experimental procedures in a 2-week timetabled teaching block and exercise widely applicable biochemical techniques, including aseptic yeast cell culture and sample collection, RNA isolation, qRT-PCR quantitation, protein extraction and Western blot analysis, and cell cycle progression patterns using light microscopy and flow cytometry. It is challenging to design training programmes for undergraduates that are meaningful as well as practical and economical, but it is possible to transform active research projects into authentic research experiences. We consider yeast to be an ideal model organism for such projects. These can be adapted to the constraints of course schedules and explore fundamental biochemical topics which are evolutionarily conserved from yeast to mammals.

Mentoring Applications From Applied Plant Systems Research Experiences With Undergraduates

Research experiences for undergraduate (REU) students are valuable for exploring STEM professions. Students from underrepresented groups and non-research institutions may not have the opportunities to engage in hands-on research. A primary goal of our Applied Plant Systems REU was to provide authentic research experiences for students who may not have the chance. Mentoring is key to the success of a REU, yet intentional mentoring is not often prioritized. Over three summers, we explored student perception of the value of mentoring within an agricultural STEM REU. Pre- and post-survey responses were analyzed, and we found that the students valued specific aspects of mentoring during their REU. Interestingly, at the end of the REU, the survey result showed that the students placed a higher importance on items such as mentoring being a systematic process and that mentoring is based on friendship. There is clear indication that students know good mentoring when they experience it, even if it is not verbalized. Based on the survey responses and comments from students involved in this REU, we developed practical mentoring items which can be incorporated into research programs to enhance the mentoring experience.

Fish in a Dish: Using Zebrafish in Authentic Science Research Experiences for Under-represented High School Students from West Virginia.

Early research experiences positively affect students' interest in STEM careers, and develop practical science and critical thinking skills. However, outreach opportunities are not equally accessible for all students. In states like West Virginia, where many students live in rural Appalachian communities, opportunities for engaging in STEM experiences are limited. In addition, rural teachers may not be equipped to provide authentic research experiences for students due to lack of resources or support. For many students in West Virginia, the Health Sciences and Technology Academy (HSTA) is a major opportunity for STEM engagement. Since its inception in 1998, HSTA has spread to 26 of 55 counties in West Virginia. The program recruits first-generation, low-socioeconomic status, rurally living, and African American high school students who are under-represented in STEM fields. Our research laboratory partnered with HSTA to implement an innovative, hands-on research camp using zebrafish for students participating in their annual junior-level biomedical sciences summer camp. Our camp was held in-person and adapted to an online format during the Covid-19 pandemic. We used pre-post surveys in both camps to assess impacts on science confidence and to collect information about general perceptions of zebrafish, research, and STEM fields. We found that students participating in the in-person and online camps experienced similar overall gains in science confidence. We also identified strong interest in zebrafish, research, and STEM degrees among online students. Online students did not prefer virtual learning experiences; however, they still enjoyed our camp. We also surveyed high school teachers volunteering for HSTA to identify factors that would encourage use of zebrafish in classrooms. The most prominent needs include classroom supplies, experience, and funding. Our successful science-education partnership demonstrates that zebrafish research experiences foster positive outcomes for under-represented students, and can inform future outreach efforts and collaborations with teachers.

Using Connected Learning Principles to Foster Authentic STEM Research Experiences Remotely

Using Connected Learning Principles to Foster Authentic STEM Research Experiences Remotely

Authentic research experience through mock grant application roleplay

Many universities resort to online teaching due to the COVID-19 pandemic. It is a challenging endeavour, especially in Biology courses that require lab access. Mock grant application roleplay is one alternative to lab-based activities. Although using mock grant applications as an assessment tool is not new, there have been few studies on students’ opinions. To the best of our knowledge, this is the first time that it has been used in place of lab-based exercises and in conjunction with virtual lab modules. Students are engaged in three aspects: (i) targeted literature review, (ii) research proposal writing and (iii) 5-min project pitching. The design of this module is flexible, and other lab-based courses can adopt it. This module encourages undergraduate students to explore the lab techniques and concisely present their research proposals. Compared to the previous semester before COVID-19, the number of students that achieved the “Distinction” grade or higher increased by 6.3%, whilst the failures decreased by 3.2%. A similar trend was observed in 2021, the second year this activity was carried out. A survey amongst students who took this unit reported that student satisfaction with this unit has improved by 11.1%. This improvement could be attributed to this mock grant activity because the format and difficulty level of the student assessments had remained constant. Furthermore, qualitative analysis conducted via focus group interviews indicated that students agreed that the mock grant proposal assessment was useful in preparing them for future careers and was relevant to the course learning outcomes. Several participants pointed to the assessment’s potential usefulness for careers in research. In conclusion, this roleplay module can fulfil the learning objectives of this course whilst providing an authentic research experience without lab-based activities.

Crisscrossing Learning Experiences in an Undergraduate Research-Based Laboratory Course to Promote Reciprocal Peer Learning

In an effort to improve student learning, authentic research experiences have been incorporated into introductory laboratory courses as a means to teach students scientific inquiry and engage them in the scientific process. Here, we describe the development and implementation of a novel undergraduate research-based laboratory course for first-year students where students swap projects midsemester. Swapping research projects establishes reciprocal peer learning partnerships, thereby empowering students to simultaneously be both peer teachers and active learners in an introductory laboratory course. Our Crisscrossing Learning Experience (CCLE) course was designed to promote a high level of collaboration, sense of ownership, and science identity among first-year students through the learning by teaching paradigm and close mentoring.

Care-full and reproducible research: Teaching research skills and ethics to undergraduate researchers using critical replication studies

Course-based replication studies facilitate broad student participation in science, allowing early-career researchers a direct and fast route to impactful research questions and high-quality methods and analyses. They also provide students opportunities for exciting hands-on experience engaging with contemporary research questions as both theorists and experimentalists. However, reproducibility requires thoughtful attention to generalizability, and new scholars must be taught to critically consider study motivations, assumptions and goals. Teaching reproducibility in this way promotes public trust in science as well as productive skepticism. We discuss a reproducibility-focused undergraduate course where the goal is to provide a meaningful, authentic, and responsible research experience for students. While a heavy emphasis on replication can lead to an uncritical reproduction of harmful science, the present course emphasizes a more inclusive approach to knowledge production, where research skills development is inseparable from education on responsible conduct of research, social justice, and open science values and practices. We cover topics including: selecting a study for replication, intentional development of students’ collaboration skills, finding a balance between replication and extension, students’ reflexivity practice and positionality, human participants considerations, the responsible dissemination of students’ research, course learning outcomes and assessment, and research mentoring “at scale.”

Reflective Keys of Integrative Research Studies in A Graduate Design Management Program, Thailand

This research aims to investigate the keys of research learning based on advanced-case studies in the graduate Design, Business and Technology Management (DBTM) program, Thammasat University, Thailand. Specifically, these advanced case studies are previously completed theses selected to represent certain research typologies that reflect the program goals. The program takes a novel approach in motivating students to creatively pursue their own research questions by engaging them with in-depth group discussions, content presentations from academic and practitioner experts, authentic, project-based practices in collaboration with different private and public-sector stakeholders, and the advanced research case studies. The methodology of this paper follows a qualitative research approach that relies on Stufflebeam’s CIPP model consisting of context, input, process and product elements. Along with class activities, the context of programs and learning types are first explored in relation to class and research inputs from 7 advanced case studies (theses) that focus on different components of the DBTM program. Then, the process of using focus groups in the classes to provide the students with exposure to authentic research experiences, culminating in their own research proposal presentations is discussed. Each of the student’s research proposals must include elements of multi-context research and are evaluated by a faculty committee and external experts, based on the study themes of DBTM and learning types. Most students tend to focus more on design and business concepts in their research proposals with less emphasis on the technology and management fields. A reflective key of the case study approach is the learning of a combination of cognitive, meaning and connectivism concepts to improve research understanding. To support this pedagogical approach, class activities are delivered through a combination of short lectures, sharing discussions for meaning learning, and well-rounded literature review for connectivism learning. These key findings contribute directly to the sustainable development of the master’s curriculum in the Design, Business and Technology Management program.