Course-based Undergraduate Research Experiences Research Articles

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Participatory science and course-based undergraduate research experience to improve research-informed teaching of evolution and palaeontology

AbstractThis study introduces a participatory science-inspired approach to teaching and curriculum design, involving undergraduate students directly in active research. Using a case study on dinosaur eye size, integrated into a first-year undergraduate course in Geology and Palaeontology at a UK university, this study presents the advantages and disadvantages of this approach for both teachers and learners. As part of the study, 22 undergraduate students were involved in data collection, analysis, and the subsequent publication processes, emphasizing active student participation in research. A subsequent survey demonstrated high student engagement and perceived relevance of this participatory science-style teaching approach. Results indicate that students found the approach appealing, engaging, and beneficial for understanding scientific concepts and methods. The case study shows that a participatory science approach through a course-based research experience can enhance student engagement and learning by providing meaningful, hands-on research experiences. This approach allowed students to apply theoretical knowledge in a realistic context, fostering their understanding of evolutionary theory through active data collection and analysis. However, care should be taken concerning data accuracy and ethical aspects, such as exploitation of labour and the recognition of knowledge creators and participants. Despite these challenges, the benefits of integrating such approaches into higher education curricula can be substantial, offering a valuable model for teaching evolutionary theory and related topics.

A Course-Based Undergraduate Research Experience (CURE) in Statistics: Enhancing Educational Outcomes and Promoting Access to Data-Driven Careers

Course-based undergraduate research experiences (CUREs) have been shown to help students gain research skills. Few studies, however, have evaluated the impact of CUREs on long-term educational and employment outcomes. This article examines postgraduation outcomes for students enrolling in introductory statistics delivered as a CURE compared with those taking a traditional mathematics-based introductory statistics course. Participating in the CURE was found to be associated with a higher likelihood of holding a job in which a primary responsibility was working with data, greater confidence in working with data, and a higher likelihood of earning more than $100K annually. This study suggests that CUREs may not only impart technical skills but also boost students’ self-efficacy in applying statistical methods and analyzing data.

A Pilot Project to Promote Research Competency in Medical Students Through Journal Clubs: Mixed Methods Study.

Undergraduate medical students often lack hands-on research experience and fundamental scientific research skills, limiting their exposure to the practical aspects of scientific investigation. The Cerrahpasa Neuroscience Society introduced a program to address this deficiency and facilitate student-led research. The primary goal of this initiative was to enhance medical students' research output by enabling them to generate and publish peer-reviewed papers within the framework of this pilot project. The project aimed to provide an accessible, global model for research training through structured journal clubs, mentorship from experienced peers, and resource access. In January 2022, a total of 30 volunteer students from various Turkish medical schools participated in this course-based undergraduate research experience program. Students self-organized into 2 groups according to their preferred study type: original research or systematic review. Two final-year students with prior research experience led the project, developing training modules using selected materials. The project was implemented entirely online, with participants completing training modules before using their newly acquired theoretical knowledge to perform assigned tasks. Based on student feedback, the project timeline was adjusted to allow for greater flexibility in meeting deadlines. Despite these adjustments, participants successfully completed their tasks, applying the theoretical knowledge they had gained to their respective assignments. As of April 2024, the initiative has culminated in 3 published papers and 3 more under peer review. The project has also seen an increase in student interest in further involvement and self-paced learning. This initiative leverages globally accessible resources for research training, effectively fostering research competency among participants. It has successfully demonstrated the potential for undergraduates to contribute to medical research output and paved the way for a self-sustaining, student-led research program. Despite some logistical challenges, the project provided valuable insights for future implementations, showcasing the potential for students to engage in meaningful, publishable research.

A plant mutant screen CURE integrated with core biology concepts showed effectiveness in course design and students' perceived learning gains.

Course-based undergraduate research experiences (CUREs) provide students with valuable opportunities to engage in research in a classroom setting, expanding access to research opportunitiesfor undergraduates, fostering inclusive research and learning environments, and bridging the gap between the research and education communities. While scientific practices, integral to the scientific discovery process, have been widely implemented in CUREs, there have been relatively few reports emphasizing the incorporation of core biology concepts into CURE curricula. In this study, we present a CURE that integrates core biology concepts, including genetic information flow, phenotype-genotype relationships, mutations and mutants, and structure-function relationships, within the context of mutant screening and gene loci identification. The design of this laboratory course aligns with key CURE criteria, as demonstrated by data collected through the laboratory course assessment survey (LCAS). The survey of undergraduate research experiences (SURE) demonstrates students' learning gains in both course-directed skills and transferrable skills following their participation in the CURE. Additionally, concept survey data reflect students' self-perceived understanding of the aforementioned core biological concepts. Given that genetic mutant screens are central to the study of gene function in biology, we anticipate that this CURE holds potential value for educators and researchers who are interested in designing and implementing a mutant screen CURE in their classrooms. This can be accomplished through independent research or by establishing partnerships between different units or institutions.

Addressing the need to facilitate undergraduate research experiences for community college transfer students in science.

Community college transfer students face numerous challenges, including gaining access to undergraduate research experiences. In this Perspectives piece, we articulate the benefits of undergraduate research experiences for community college transfer students, some of the common barriers for engaging transfer students in undergraduate research, and how 4-year institutions can address these problems through the development of transfer-specific programs. We specifically discuss the LEAP Scholars program, which we designed for low-income community college transfer students. The LEAP Scholars program helped students learn about undergraduate research through their participation in a science education course-based undergraduate research experience and facilitated student access to undergraduate research experiences in science faculty member research labs.

A student-partnered approach to design a course-based undergraduate research experience (CURE) in biological sciences

Immersive research opportunities allow students to take ownership of their learning, explore based on curiosity, and engage in the scientific process while developing confidence and skills. However, research positions for biology undergraduates are limited, and conventional teaching labs are often restricted to pre-designed experiments without opportunities for curiosity-driven research. Course-based undergraduate research experiences (CUREs) are discovery-based research experiences that provide students with accessible avenues to explore research. Here we describe a unique student-partnered approach to the design of a foundation-level CURE in biological sciences (BIO-CURE). As student partners, we were mentored by faculty as we designed CURE projects that considered the interests and abilities of our peers to create a course structured around student-driven scientific exploration. We anticipate that this case study of our approach and experiences as the student partners of the CURE design team will serve as a helpful resource for other departments and institutions.

An undergraduate research experience in CRISPR-Cas9 mediated eukaryotic genome editing to teach fundamental biochemistry techniques.

CRISPR-Cas9 technology is an established, powerful tool for genome editing through the ability to target specific DNA sequences of interest for introduction of desired genetic modifications. CRISPR-Cas9 is utilized for a variety of purposes, ranging from a research molecular biology tool to treatment for human diseases. Due to its prominence across a variety of applications, it is critical that undergraduates in the life sciences are educated on CRISPR-Cas9 technology. To this end, we created an intensive eight-week long course-based undergraduate research experience (CURE) designed for students to understand CRISPR-Cas9 genome editing and perform it in Saccharomyces cerevisiae. Students enrolled in the CURE participate in 2, 3-h sessions a week and are engaged in the entire process of CRISPR-Cas9 genome editing, from preparation of genome editing reagents to characterization of mutant yeast strains. During the process, students master fundamental techniques in the life sciences, including sterile technique, Polymerase Chain Reaction (PCR), primer design, sequencing requirements, and data analysis. The course is developed with flexibility in the schedule for repetition of techniques in the event of a failed experiment, providing an authentic research experience for the students. Additionally, we have developed the course to be easily modified for the editing of any yeast gene, offering the potential to expand the course in research-driven classroom or laboratory settings.

N,N′-Dibenzylethylenediammonium dichloride

The isolation and crystalline structure of N,N′-dibenzylethylenediammonium dichloride, C16H22N2 2+·2Cl−, is reported. This was obtained as an unintended product of an attempted Curtius rearrangement that involved benzylamine as one of the reagents and 1,2-dichloroethane as the solvent. Part of a series of reactions of a course-based undergraduate research experience (CURE), this was not the intended reaction outcome. The goal of the course was to engage students as active participants in a laboratory experience which applies the foundational techniques of a synthetic organic laboratory, using the Curtius rearrangement as a tool for the assembly of medicinally significant scaffolds. The isolation of the title compound, N,N′-dibenzylethylenediammonium dichloride, the result of the 1,2-dichloroethane solvent outcompeting the Curtius isocyanate intermediate in the reaction with the nucleophilic amine, confirms the importance of conducting research at the undergraduate level where the outcome is not predetermined. The solid-state structure of N,N′-dibenzylethylenediammonium dichloride was found to feature an all-trans methylene-ammonium backbone. Strong N—H...Cl hydrogen bonds and C—H...Cl interactions lead to a layered structure with pseudo-translational symmetry emulating a C-centered setting. Different phenyl torsion angles at each end of the molecule enable a more stable packing by allowing stronger hydrogen-bonding interactions, leading to a more ordered but lower symmetry and modulated structure in P21/n.

Visible Local Stakeholders in a Natural Resources Course-Based Undergraduate Research Experience in General Chemistry II Laboratory

Visible Local Stakeholders in a Natural Resources Course-Based Undergraduate Research Experience in General Chemistry II Laboratory

A Pilot Study from A Course-Based Undergraduate Research Experience for Online Degree-Seeking Astronomy Students

Research-based active learning approaches are critical for the teaching and learning of undergraduate STEM majors. Course-based undergraduate research experiences (CUREs) are becoming more commonplace in traditional, in-person academic environments, but have only just started to be utilized in online education. Online education has been shown to create accessible pathways to knowledge for individuals from nontraditional student backgrounds, and increasing the diversity of STEM fields has been identified as a priority for future generations of scientists and engineers. We developed and instructed a rigorous, six-week curriculum on the topic of observational astronomy, dedicated to educating second year online astronomy students in practices and techniques for astronomical research. Throughout the course, the students learned about telescopes, the atmosphere, filter systems, adaptive optics systems, astronomical catalogs, and image viewing/processing tools. We developed a survey informed by previous research validated assessments aimed to evaluate course feedback, course impact, student self-efficacy, student science identity and community values, and student sense of belonging. The survey was administered at the conclusion of the course to all eleven students yielding eight total responses. Although preliminary, the results of our analysis indicate that students’ confidence in utilizing the tools and skills taught in the course was significant. Students also felt a great sense of belonging to the astronomy community and increased confidence in conducting astronomical research in the future.

Graduate teaching assistants' beliefs and practices regarding mentoring in the context of an online introductory biology CURE: an exploratory study.

Course-based undergraduate research experiences (CUREs) have been identified as a promising approach to engage large numbers of students in discovery-based investigations in the biological sciences. As the prevalence of CUREs continues to increase nationwide, the role of graduate teaching assistants (TAs) in facilitating these courses has simultaneously grown. In addition to serving as instructors of CUREs, previous research suggests that educators-including TAs-must also adopt additional roles, including that of a mentor. However, few studies have explicitly examined CURE TAs' beliefs and practices regarding mentorship. To address this need, we conducted an exploratory, concurrent mixed methods study to better understand TAs' self-reported mentoring skills levels and their experiences acting as potential mentors in the context of an online introductory biology SEA-PHAGES CURE. Results indicate that TAs (N = 12) believed themselves most skilled in areas related to listening and communication, building rapport with students, and encouraging independence with respect to student research projects. Analysis of open-ended survey data further demonstrated that the overwhelming majority of TAs (n = 10) considered themselves to be mentors, citing a diversity of rationales reflective of both psychosocial and instrumental forms of mentoring support. Collectively, these outcomes contribute to a growing body of literature on the nature and level of involvement of TAs within CURE learning environments, particularly with respect to their posited role as mentors.

Dipping Your Toe in The CURE Pool: Longitudinal Tracking of Instructors Suggests Use of a Short-Duration CURE Can Catalyze Expansion to Longer CURE Experiences.

Course-based undergraduate research experiences (CUREs) are an effective method of engaging large numbers of students in authentic research but are associated with barriers to adoption. Short CURE modules may serve as a low-barrier entryway, but their effectiveness in promoting expansion has not been studied. The Prevalence of Antibiotic Resistance in the Environment (PARE) project is a modular CURE designed to be a low-barrier gateway into CURE use. In a series of interviews, we track and characterize use of PARE in 19 PARE-interested instructors throughout the Innovation-Decision Process described by Rogers' Diffusion of Innovations theory. The majority (16/19) implement PARE at least once, and a majority of these implementers (11/16) expanded use by the final interview. Three of four cases of discontinuance were due to a disruption such as moving institutions or a change in course assignment and occurred for community college faculty. Expanders expressed fewer personal challenges than nonexpanders. Overall analysis shows that perception of barriers is nuanced and impacted by the innovation itself, the institutional context, and one's own experiences. These results suggest that a short duration, low barrier CURE can serve as a catalyst for implementation of a longer duration CURE.

Design and implementation of an asynchronous online course-based undergraduate research experience (CURE) in computational genomics.

As genomics technologies advance, there is a growing demand for computational biologists trained for genomics analysis but instructors face significant hurdles in providing formal training in computer programming, statistics, and genomics to biology students. Fully online learners represent a significant and growing community that can contribute to meet this need, but they are frequently excluded from valuable research opportunities which mostly do not offer the flexibility they need. To address these opportunity gaps, we developed an asynchronous course-based undergraduate research experience (CURE) for computational genomics specifically for fully online biology students. We generated custom learning materials and leveraged remotely accessible computational tools to address 2 novel research questions over 2 iterations of the genomics CURE, one testing bioinformatics approaches and one mining cancer genomics data. Here, we present how the instructional team distributed analysis needed to address these questions between students over a 7.5-week CURE and provided concurrent training in biology and statistics, computer programming, and professional development. Scores from identical learning assessments administered before and after completion of each CURE showed significant learning gains across biology and coding course objectives. Open-response progress reports were submitted weekly and identified self-reported adaptive coping strategies for challenges encountered throughout the course. Progress reports identified problems that could be resolved through collaboration with instructors and peers via messaging platforms and virtual meetings. We implemented asynchronous communication using the Slack messaging platform and an asynchronous journal club where students discussed relevant publications using the Perusall social annotation platform. The online genomics CURE resulted in unanticipated positive outcomes, including students voluntarily discussing plans to continue research after the course. These outcomes underscore the effectiveness of this genomics CURE for scientific training, recruitment and student-mentor relationships, and student successes. Asynchronous genomics CUREs can contribute to a more skilled, diverse, and inclusive workforce for the advancement of biomedical science.

Engaging Undergraduate Students in Course-based Research Improved Student Learning of Course Material.

Course-based undergraduate research experiences (CUREs) offer students opportunities to engage in critical thinking and problem solving. However, quantitating the impact of incorporating research into undergraduate courses on student learning and performance has been difficult since most CUREs lack a comparable traditional course as a control. To determine how course-based research impacts student performance, we compared summative assessments of the traditional format for our upper division immunology course (2013-2016), in which students studied known immune development and responses, to the CURE format (2017-2019), in which students studied the effects of genetic mutations on immune development and responses. Because the overall class structure remained unaltered, we were able to quantitate the impact of incorporating research on student performance. Students in the CURE format class performed significantly better on quizzes, exams, and reports. There were no significant differences in academic levels, degree programs, or grade point averages, suggesting improved performance was due to increased engagement of students in research.

A Course-Based Undergraduate Research Experience (CURE) using a Viral Emerging Amphibian Infection

A Course-Based Undergraduate Research Experience (CURE) using a Viral Emerging Amphibian Infection

Interactive Notebooks Improve Students' Understanding of Developmental Neurobiology, Attitudes Toward Research, and Experimental Design Competency in a Lecture-Based Neuroscience Course.

Recent efforts to engage postsecondary science, technology, engineering, and mathematics (STEM) students in the rigors of discovery-driven inquiry have centered on the integration of course-based undergraduate research experiences (CUREs) within the biology curricula. While this method of laboratory education is demonstrated to improve students' content knowledge, motivations, affect, and persistence in STEM, CUREs may present as cost- and/or resource-prohibitive. Likewise, not all lecture courses have a concomitant laboratory requirement. With these caveats in mind, we developed the NeuroNotebook intervention, which provided students enrolled in a standalone Developmental Neurobiology course with an immersive, semester-long "dry-lab" experience incorporating many of the same elements as a CURE (e.g., collaboration, use of experimental design skills, troubleshooting, and science communication). Quantitative and qualitative assessment of this intervention revealed positive pre-/post-semester gains in students' content knowledge, attitudes toward the research process, and development of science process skills. Collectively, these data suggest that interventions such as the NeuroNotebook can be an effective alternative to a "wet-lab" experience.

A computational materials science paradigm for a Course-based Undergraduate Research Experience (CURE)

Abstract Course-based Undergraduate Research Experiences (CUREs) bring the excitement of research into the classroom to improve learning and the sense of belonging in the field. They can reach more students, earlier in their studies, than typical undergraduate research. Key aspects are: students learn and use research methods, give input into the project, generate new research data, and analyze it to draw conclusions that are not known beforehand. CUREs are common in other fields but have been rare in materials science and engineering. I propose a paradigm for computational material science CUREs, enabled by web-based simulation tools from nanoHUB.org that require minimal computational skills. After preparatory exercises, students each calculate part of a set of closely related materials, following a defined protocol to contribute to a novel class dataset which they analyze, and also calculate an additional property of their choice. This approach has been used successfully in several class projects. Graphical abstract

Course-Based Undergraduate Research Experience on the Design of Conductive Biopolymeric Nanocomposites for Enhanced Microbial Fuel Cells Performance

Microbial fuel cells (MFCs) have emerged as renewable energy sources due to their intrinsic properties to directly convert organic substrates into electrical energy. However, sub-optimal power density, limited long-term stability, and high operational costs have stunted integration at the industrial scale. These systems function through the exploitation of catalytic events of microbes under anaerobic conditions. The bacterial interactions at the electrode interface and associated electron transfer mechanisms directly impact fuel cell performance. The prominent issue is the formation of non-productive biofilms at the anode. This work focuses on the strategic design of a conductive polysaccharide-based (i.e., cellulose, agar, alginate, pectin) nanocomposite material to increase productive interactions at the anode-microbe interface. Results have shown that upon exposure to E. coli, the conducting polymer nanocomposite demonstrates enhanced current flow. Furthermore, the electrode surface was modified via non-covalent linkages of organic fuels, such as glucose, with TiO2 nanoparticles to decrease bacteria-substrate repulsions. The sugar-functionalized nanoparticle electrodes also exhibited an increased electrical response with enhanced photochemical activity. This phenomenon was observed through decreased fluorescence intensity without a decrease in cell viability and open circuit potential in the presence of light. Lastly, the “blurred” disciplinary boundaries were exploited as a model for developing an active Course-based Undergraduate Research Experience (CURE). This experience emphasized the importance of interdisciplinary problem-solving, experimental design, and the development of essential critical thinking skills.

Teaching Scientific Literature Analysis: A Systematic Adoption of Skill-Building Methods to Enrich Research Training for Undergraduate Students.

Teaching scientific literature analysis skills is a critical step in research training. Here I describe a 6-week skill-building module on understanding scientific literature, incorporated into a 10-week undergraduate honors research practice course in Neuroscience. Key pedagogical components include: 1) student-centered active-learning, skill-building and community-building activities; 2) persistent adoption of a proven CREATE method and a novel curate scientific summary (CSS) method for teaching scientific literature analysis skills; 3) collaborative class organization consisting of persistent learning pods (PLPs) to facilitate student-driven participation and peer learning; and, 4) role play of a real research lab. Skill development was assessed using a self-assessment survey (SAS) and longitudinal evaluation of the CREATE and CSS methods application by the PLPs to analyze primary research articles (PRAs) over four weeks. Outcomes demonstrate alleviation of pre-existing student anxiety to read complex scientific literature and advancement of critical-thinking and collaborative skills. Specifically, the SAS responses indicate that student perception about reading scientific literature transformed from being a daunting task to an enjoyable activity; this enhanced their confidence in evaluating scientific literature. PLPs fostered student engagement, peer instruction, and community building, and contributed to skill development. Weekly assessment of CREATE and CSS application highlighted marked improvements in students' abilities to analyze and critique complicated scientific material. Role playing a research lab setting with a focused research theme facilitated integrative understanding of a frontier topic in Neuroscience. The outlined innovative approach can be adopted in Course-based Undergraduate Research Experience (CURE) and should help contribute to systematizing didactic practices to train neuroscientists.