Authentic Research Research Articles

Addressing the Dunning-Kruger Effect through Research Logs

abstract: This article describes how and why the Dunning-Kruger effect, in which novice students fail to recognize their own lack of research skills, often occurs with the one-shot library instruction mode. In contrast, we offer a holistic model of instruction that emphasizes closer information literacy connections to higher education curricula. Through collaboration, embedded librarianship, and using class time to address ACRL Framework concepts, such instruction promotes deeper, student-centered, authentic inquiry. A case study using research logs and a learning community approach indicated that students acquired a deeper understanding of the research process. The collaborative use of research logs highlights one approach to avoiding the Dunning-Kruger effect, even with limited class time.

Brand Authenticity: A 21-Year Bibliometric Review and Future Outlook

Brand Authenticity plays a crucial role in marketing activities. Over the past two decades, considerable progress has been made in the academic research on Brand Authenticity. However, a more comprehensive investigation on this subject still needs to be done. This paper aims to conduct a literature review using a bibliometric approach to summarize articles published between 2003 and 2023. The aim is to identify the publication trends, key authors, pivotal literature, significant journals, research clusters, intellectual base, and topic trends. We intend to establish a foundation for future agendas by consolidating existing achievements and identifying gaps. We employed two analysis tools, VOSviewer and Bibliometrix, to analyze and visualize 880 selected articles. The result indicates an overall increasing trend in publications; several authoritative scholars have emerged, and international collaborations are extensive. Several knowledge groups have also been formed, focusing on tourism, food and retail, and marketing/management. There need to be more significant breakthroughs, prompting the exploration of new topics to expand the scope of brand authenticity research. Some potential areas of investigation include exploring more antecedents and consequences variables, cross-cultural marketing, specific product authenticity, and the impact of corporate social responsibility on perceived authenticity. By addressing these directions, we can advance the understanding of brand authenticity and enrich the existing knowledge on this topic, thereby contributing to its future development.

University teaching of mass spectrometry as a key practical technique within the context of a fully integrated, spiral curriculum

RationaleMass spectrometry (MS) is introduced to high school students in the UK in many pre‐university course syllabi. As such, we have identified the use of MS as a key technique that should be taught practically to undergraduates from the outset of their studies. This mini‐review describes how we introduce and develop students' use of MS throughout our three‐year undergraduate spiral curriculum practical programme, using atmospheric pressure chemical ionization MS (APCI‐MS).MethodsWe have used an Advion ExpressionL spectrometer, fitted with an atmospheric solids analysis probe or a Plate Express TLC sampler for sample introduction.ResultsWe have successfully demonstrated the use of APCI‐MS in a range of practicals and experiments covering organic and organometallic chemistries, with large cohorts of students gaining hands‐on instrumental experience in authentic research settings.ConclusionsAPCI‐MS has proven to be an easy‐to‐use and valuable addition to our undergraduate practical course. The robustness of the spectrometer enables routine use by large cohorts of students with minimal supervision, and routine maintenance can be carried out by non‐specialist technicians. Students can readily process and interpret results for a series of routine analyses, as well as demonstrate uses in problem‐solving exercises.

Discrimination of cow, goat, and sheep milk by femtosecond and nanosecond laser-induced breakdown spectroscopy

In the present work, femtosecond Laser Induced Breakdown Spectroscopy, fs-LIBS, is applied for the first time for the analysis of the inorganic content and the identification of the animal origin of milk samples (i.e., cow, goat, and sheep). The fs-LIBS spectra were analyzed by different machine learning algorithms (i.e., multivariate statistical analysis), and their performance was assessed. The obtained classification accuracies of the milk samples based on the animal origin were found to attain values up to 95 %, depending on the algorithm used. For comparison purposes, LIBS experiments were also carried out employing nanosecond laser pulses, ns-LIBS. The obtained results from both the fs- and ns-LIBS experiments were found to be in excellent agreement between them. The present findings, using fs laser excitation, demonstrate and extend the capabilities of LIBS technique, for the identification of the animal origin of milk samples, thus making fs- and/or ns-LIBS technique a powerful and useful tool for milk authentication, quality, and safety control related research.

Molecular and genetics inquiry program using Drosophila eyes absent gene.

The aim of this study was to develop molecular genetics inquiry programs using the eyes absent gene of Drosophila melanogaster. The program was composed of various molecular genetics experiments, including mutation observation, cross-breeding, searching for genetic information in web databases, gDNA extraction, and PCR. Each experiment was designed to include a reasoning process, thus aligning the program closely with the structure of authentic scientific research. This program was also developed with a modular design to provide flexibility in its implementation. The program was implemented for middle school students affiliated with a university science education institute for the gifted, and surveys indicated that students had positive experiences with the program. Our findings suggest that the program provides students with a contextual understanding of how authentic research is conducted. Finally, we suggest ways to implement the program effectively.

The Effect of Art Therapy in Reduction anxiety by creating Pre-Drawn Mendala, Mandala with Zentangle, Unstructured Mandala and Free Form Mandala

Art therapy is fluctuating, and many more techniques of art therapy are being introduced in the field of interventions for many psychological issues. Likewise, the mandala art therapy technique is worldwide appreciated for reducing anxiety and negative self-talk. Most of the authentic research work on mandala art therapy supports that mandala techniques produced meditative effect on participants which let them to calm and relax their mind and body resulting in reduced psychological issue. The goal of this investigation was to develop effective intervention Art Therapy that reduces anxiety, negative self-talk and enhancing mindfulness among Pakistani young adults (M =17.36, SD =.52) of Pakistan. Sixty participants were divided into four groups. The present study is quantitative. On random sampling Pre-Post experimental research design was used wherein pre and post assessments were conducted. Participants included college students from private and public institutions. Responses were collected on state trait anxiety inventory, mindfulness and negative self-talk questionnaires. Analysis were conducted using SPSS 23. Results shown that the complexity and structure of mandala schemas described the participants into contemplative state that relaxed and helped them to forget their daily life issues and helped them reducing anxiety and negative thoughts about them.

Voices from Graduate School and the Workforce: Identified Student Outcomes from Completing a Multi-Semester Undergraduate Research Experience Capstone

Recent reforms in undergraduate science education have highlighted the need for student-centered learning that challenges students to take ownership of the scientific process through conducting authentic research. As such, Undergraduate Research Experiences (UREs) have become more prevalent in higher education. However, extensive variations in the structures, durations, and contexts of UREs exist and long-term implications are not well documented. We used the Social Cognitive Career Theory to guide our exploration of student outcomes from completing a required three-semester capstone URE at a predominantly undergraduate institution located in the Midwest, United States. We sought to answer two central research questions: (1) What skills and competencies do alumni perceive to have gained from completing the URE capstone, and (2) What is the impact of the URE capstone on alumni success in the workforce and/or graduate school? We conducted in-depth, one-on-one interviews with 16 alumni who recently completed their undergraduate research capstone and who were currently in a science-based career or attending graduate school. Results indicate long-term benefits from URE capstones and are described through three primary themes: technical skill acquisition and future application, soft skill acquisition and future application, and scientific pursuits.

Efficacy of First-Line Treatment With Pertuzumab and Trastuzumab in Advanced Human Epidermal Growth Factor Receptor 2-Positive Breast Cancer in Routine Clinical Practice.

The first-line treatment for human epidermal growth factor receptor 2-positive (HER2+) metastatic breast cancer (MBC) involves a combination of trastuzumab, pertuzumab, and a taxane (TPH). This study assessed the efficacy of trastuzumab and pertuzumab (PH) in routine practice, following the treatment protocols of Uruguay's National Resources Fund (FNR), akin to clinical trials. Patients with advanced MBC treated with PH between 2008 and 2022 per FNR protocols were evaluated. The Kaplan-Meyer method and log-rank test were utilized for analyzing overall survival (OS). Demographic and clinical variables, including age, menopausal status, and hormone receptors (HR), were analyzed. The study included 318 PH-treated patients. The median age was 56 years, with 63.2% being postmenopausal and 60.4% HR and HER-2 positive. With a median follow-up of 17.2 months, the median OS was 29 months. OS varied based on HR status and the presence of metastases at different sites, significantly lower in patients with brain, cutaneous/subcutaneous, and pulmonary metastases. Additionally, OS was higher in patients treated at private institutions compared to public ones. This study demonstrates the disparity in oncological treatment efficacy between clinical trials and clinical reality in Uruguay, emphasizing the importance of authentic environment research for more representative and effective medicine in Latin America.

Developing a Gain-in-research-ability Test to Navigate and Assess Course-based Undergraduate Research Experiences

Course-based undergraduate research experiences (CUREs) benefit student learning by providing accessible authentic research opportunities. However, the uniqueness of each disciple and variation in instructors’ perception of CUREs make it challenging to reach a consensus on how to effectively assess students’ research abilities in a CURE laboratory. To address this question, we developed a Gain in Research Ability Test (GRAT) based on seven areas of competencies in research (Identify, Question, Plan, Conduct, Analyze, Conclude, and Communicate). The GRAT framework orchestrates the learning objectives and research activities, providing a quantitative assessment of student learning outcomes. The GRAT scores before and after the interventions revealed a significant growth in students’ research abilities, consistent with students’ perception of the GRAT-navigated research experience. As the seven areas of competencies in research are commonly observed across disciplines, the GRAT framework circumvents disciplinary boundaries and sets universal milestones for the assessment of CURE. Future larger-scale and cross-discipline studies are warranted to explore the potential of GRAT to provide a common metric for substance and consistency in the assessment of students’ gain in research ability across disciplines.

Observing Interviewees’ Inner Self: How Authenticity Cues in Job Interviews Relate to Interview and Job Performance

AbstractJob interviews are among the most popular selection methods. Previous research suggests that interviewees who are perceived as being authentic are evaluated more favorably in job interviews. However, little is known about which behavioral cues elicit perceptions of authenticity in others and whether interviewees who exhibit such authenticity cues are more likely to perform better in the job interview and on their actual job. Drawing from person perception theories, the purpose of this study is to introduce the concept of authenticity cues to interview research and to examine the extent to which authenticity cues are related to (a) raters’ perceptions of interviewee authenticity, (b) interviewer ratings of interview performance, and (c) supervisor ratings of job performance. We used video recordings from 181 employed individuals participating in a mock interview to observe and rate interviewees’ authenticity cues. Results indicate that observers can distinguish between verbal and para/nonverbal authenticity cues and that both verbal and para/nonverbal cues influence the extent to which interviewees are perceived as authentic by independent raters. Moreover, we found that interviewees’ para/nonverbal authenticity cues were particularly relevant to predicting interview performance, whereas only verbal authenticity cues were related to job performance. In our analyses, we further considered the role of first impressions in the interview, interviewees’ verbal cognitive ability, and interviewees’ extraversion. Implications for theories of person perception, authenticity research, and interview practice are discussed.

Energizing a Sustainability Inquiry

An elementary teacher integrated mathematics and science to engage fourth graders in an authentic inquiry exploring sustainability solutions for their school.

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.

New Perspectives of Reciprocity in Community-Engaged Learning: A Case Study of a First-Year Post-Secondary Knowledge Exchange Project in an Over-researched Urban Community

This paper describes key discoveries and lessons learned about the practice of reciprocity in community-engaged learning (CEL). We draw from an example of a multi-partner, multi-year, CEL project that addresses a community-identified priority to access jargon-free research findings about their community. Our project benefits community members in an over-researched, equity-deserving, inner-city neighborhood without requiring the direct presence of large numbers of university students in the community. In this collaboration, first-year undergraduate students in introductory academic writing courses at the [Canadian post-secondary institution] create publicly accessible infographic summaries of research articles arising from studies that have taken place in [an over-researched inner-city] neighborhood. First-year students, in their position as novice scholars, bring helpful perspectives to the task of knowledge translation. As apprentice researchers not yet immersed in disciplinary languages, they are cognizant that the specialized types of discourse used in research writing are often not accessible to readers outside the academy. Pairing students with community-engaged researchers leads to multi-directional benefits: students develop their knowledge translation skills in an authentic research writing situation; researchers benefit from publication of supervised, student-authored infographics of their scholarship; and over-researched communities gain access to relevant research findings. A community-embedded institutional unit is crucial to the project’s success, providing the resources, relationships, and boundary-spanning expertise required to ensure this project is successful from the perspective of the community and the university.

Collaborative Professional Development on Authentic Science May Reduce Barriers to Implementation in High School Classrooms

Teachers face challenges implementing authentic high school science lessons, particularly around inquiry practices and contemporary context. We created a collaborative curriculum design workshop to integrate authentic science activities on local invasive species into their classrooms while supplementing content knowledge via field trips to research sites and invasive species infestations. 36 teachers attended then implemented lessons they revised at the workshop in their classrooms. After implementation, we interviewed participants about barriers to lesson implementation. Teachers reported barriers of standardized testing, district mandates, time, and collaboration with other educators, all identified in previous literature. We also identified physical proximity as a barrier. Following professional development, several of the barriers were reduced or expected to be reduced for implementation of authentic science lessons, including collaboration, time, and physical proximity. We demonstrate the power of authentic science practice-based teacher professional development workshops that emphasize collaborative planning time for teachers while incorporating content presentations, in line with recommendations for teacher professional development writ large. We recommend collaborative professional development designs bringing together personnel from the same job site or district as well as from different districts while partnering with universities to retain university campus features such as access to active, authentic research sites.

Characteristics of contemporary health research practice: A shift from ivory tower to collaborative power

Abstract The academic world is rapidly changing due to multiple influences, including COVID-19, technological advancement, tertiary competition, shifting government policies, and emerging research practices and priorities. Given this rapidly changing tertiary-education landscape, added importance is placed on the need for emerging research leaders to understand contemporary research practices which likely exceeds the skills displayed by their supervisors and mentors. Consequently, reflecting on 80+ years of collective post-PhD research experience, we identify and discuss six common characteristics of contemporary health research practice, with the aim of guiding and empowering higher degree by research students and emerging early career researchers as they develop their research identities and shape their approaches and values on the path to becoming research leaders in health. Indicative of today’s dynamic and exacting research environment, we propose that best practice contemporary health research should be: Diverse; Creative; Collaborative; Authentic; Respectful; and, Trusting. By understanding a diverse range of research approaches, and through working in collaborative and creative teams, diversity of thought, approach, and methods can become a cornerstone of practice. By blending this understanding with questions and research approaches that facilitate the pathway of translation uptake for the next-user, emerging research leaders can deliver authentic research with the requisite ingredients for impact.

Co-operative inquiry: Qualitative methodology transforming research ‘about’ to research ‘with’ people

Co-operative inquiry, pioneered by Heron and Reason, is a qualitative, participatory methodology that powerfully transforms research from inquiring about people to inquiring with people. Contemporary qualitative research is increasingly trending from studying others to engaging all participants in research processes as equal collaborators. Consequently, many qualitative researchers are looking to participatory methodologies such as co-operative inquiry to create authentic research partnerships between researchers, professional practitioners and people with lived experience. This methodology engages participants in the entire research process as co-researchers, co-inquirers, co-participants and co-authors, generating new knowledge by analysing rich understandings of people and their experiences. This article analyses and self-evaluates four co-operative inquiries. They demonstrate the utility, accessibility and knowledge base of the methodology, its ethical strengths, and how it is particularly appropriate for fostering co-design and co-production by eliciting varied and broad perspectives regarding complex phenomena.

541 A Framework for Multicultural and Multidisciplinary Near-Peer Mentoring for Artificial Intelligence in Healthcare Education: A University of Florida Friend Group

OBJECTIVES/GOALS: This work aims to explore how citizen science serves as a transformative frame work to bridge scientific knowledge, focusing on its potential to enhance transdisciplinary learning in artificial intelligence (AI) biomedical and clinical sciences by facilitating near-peer mentoring. METHODS/STUDY POPULATION: Our group of eight friends comprise a multicultural and multidisciplinary cohort including students from the USA, Philippines, Indonesia, and Guatemala pursuing PhD degrees in electrical and computer engineering, epidemiology, physics, and MD, PharmD, and DMD degrees. We engage in shared online courses, collaborative projects, and abstract submissions. Employing our collective knowledge, we design interactive learning experiences, support each other’s initiatives, and collaboratively develop lectures and presentations. We in tend to expand collaborations in biomedical AI education while fostering principles of experiential and collaborativelearning, constructivism, and authentic inquiry. RESULTS/ANTICIPATED RESULTS: Our recent successes include submittedconference abstracts on data science and AI education in pharmacy and the facilitation of a guest lecture in health informatics. Additionally, we are currently collaborating on seven biomedical machine learning projects in radio frequency engineering, aiming for conference submissions. Moving forward, our goal is to expand our group, support the formation of similar communities, and promote data science and AI literacy in biomedical and clinical contexts. We aspire to extend this knowledge to families, classmates, and eventually patients, facilitating a broader understanding of the role of AI in healthcare. DISCUSSION/SIGNIFICANCE: We believe diverse expertise and pedagogical theories can help demonstrate the potential of citizen science to democratize scientific experience. By nurturing collaborative networks our efforts aim to bridge gaps between disciplines and enhance the broader public’s understanding of AI in healthcare.

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.