Course-based Undergraduate Research Experiences Research Articles

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.

Characterization of the Structural Requirements for the NADase Activity of Bacterial Toll/IL-1R domains in a Course-based Undergraduate Research Experience.

TLRs initiate innate immune signaling pathways via Toll/IL-1R (TIR) domains on their cytoplasmic tails. Various bacterial species also express TIR domain-containing proteins that contribute to bacterial evasion of the innate immune system. Bacterial TIR domains, along with the mammalian sterile α and TIR motif-containing protein 1 and TIRs from plants, also have been found to exhibit NADase activity. Initial X-ray crystallographic studies of the bacterial TIR from Acinetobacter baumannii provided insight into bacterial TIR structure but were unsuccessful in cocrystallization with the NAD+ ligand, leading to further questions about the TIR NAD binding site. In this study, we designed a Course-Based Undergraduate Research Experience (CURE) involving 16-20 students per year to identify amino acids crucial for NADase activity of A. baumannii TIR domain protein and the TIR from Escherichia coli (TIR domain-containing protein C). Students used structural data to identify amino acids that they hypothesized would play a role in TIR NADase activity, and created plasmids to express mutated TIRs through site-directed mutagenesis. Mutant TIRs were expressed, purified, and tested for NADase activity. The results from these studies provide evidence for a conformational change upon NAD binding, as was predicted by recent cryogenic electron microscopy and hydrogen-deuterium exchange mass spectrometry studies. Along with corroborating recent characterization of TIR NADases that could contribute to drug development for diseases associated with dysregulated TIR activity, this work also highlights the value of CURE-based projects for inclusion of a diverse group of students in authentic research experiences.

Promoting inclusivity in ecology, evolution, and behavioral biology education through course-based undergraduate research experiences.

Access to independent research experiences is a persistent barrier that stifles the recruitment and retention of students from diverse backgrounds in ecology, evolution, and behavioral biology. The benefits of field experiences are not equitably available to historically excluded and minoritized students. In this article, we summarize evidence that indicates course-based undergraduate research experiences (CUREs) provide a solution to ensure equitable access to independent research experiences in the life sciences. We draw from our own experiences of teaching CUREs in ecology, evolution, and behavioral biology and provide the complete curriculum for our effective and largely materials-free CURE in behavioral ecology (CURE-BxEco). We advocate for greater access to and synthesize the benefits of CUREs to promote inclusivity in education. The proliferation of such innovative pedagogical practices benefits science because these classroom methods are critical in recruiting and retaining historically excluded and minoritized students, who offer diverse perspectives in research.

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.

Activity for CUREs to increase student understanding and application of responsible authorship and publication practices.

Professional development of scientists is enhanced by training students in responsible conduct of research earlier in their careers. One aspect of responsible conduct of research is authorship ethics, which concerns granting of credit to those who make intellectual contributions to the research. The activity discussed in this article emphasizes how authorship ethics can be integrated with Course-based Undergraduate Research Experience (CURE) and includes an adaption that could also be used for independent research students. The activity allows students to reflect upon inequalities and problems seen in scientific authorship, including gender bias, failure to credit effort (ghostwriters), and inclusion of authors that did not meaningfully contribute to the work (honorary/gift authorship). Themes seen in student reflections on how they could demonstrate ethics in authorship included: determining authorship by contribution, appropriate attributions on curriculum vitas (CV) and posters, different credit levels, understanding authorship criteria, and tracking contributions. Themes seen in student reflections on the importance of authorship were proper authorship credit distribution, authorship impacting career opportunities, and accountability in research. In the activity, students also created attributions for a poster to be presented from their research. We found that most students were able to create attributions that were correctly formatted, included the same authors, and positioned authors in the same order as other group members, matching what was presented on the finalized poster. We found that students' reflection on authorship and this professionalization of their activities in their CURE led to modest increases in their view of themselves as scientists.

The West African lungfish secretes a living cocoon during aestivation with uncertain antimicrobial function.

One of the most exceptional adaptations to extreme drought is found in the sister group to tetrapods, the lungfishes (Dipnoi), which can aestivate inside a mucus cocoon for multiple years at reduced metabolic rates with complete cessation of ingestion and excretion. However, the function of the cocoon tissue is not fully understood. Here we developed a new more natural laboratory protocol for inducing aestivation in the West African lungfish, Protopterus annectens, and investigated the structure and function of the cocoon. We used electron microscopy and imaging of live tissue-stains to confirm that the inner and outer layers of the paper-thin cocoon are composed primarily of living cells. However, we also repeatedly observed extensive bacterial and fungal growth covering the cocoon and found no evidence of anti-microbial activity in vitro against E. coli for the cocoon tissue in this species. This classroom discovery-based research, performed during a course-based undergraduate research experience course (CURE), provides a robust laboratory protocol for investigating aestivation and calls into the question the function of this bizarre vertebrate adaptation.

Changing Attitudes Towards Research Through a Course-based Undergraduate Research Experience

Changing Attitudes Towards Research Through a Course-based Undergraduate Research Experience

Course-based undergraduate research experiences (CUREs) and student interest development: a longitudinal study investigating the roles of challenge, frustration, and meaning making

ABSTRACT Course-based research experiences (CUREs) are shown to be more engaging for college students, lead to better academic performance, and increase students’ intent to persist in science. This especially holds true when compared to lecture-based science courses with standard lab assignments. Less attention has been given, however, to the nuanced week-by-week experiences of students participating in CURE courses over a semester. This study addresses why it is crucial to understand how student interest is sustained throughout the CURE course, despite potential challenges and frustrations. Conducted over a 15-week period, this longitudinal study examines enrolled students (N = 170) who had one of 13 instructors from six institutions. The results indicate that students’ high frustration with participation in CUREs moderates the relationship between perceived challenge and interest. In addition, higher levels of the variable ‘meaning making’ among students have significant associations with week-by-week interest maintenance throughout the semester. Findings suggest that to sustain high levels of student interest over a semester, CURE instructors should focus more on reducing student frustration within CURE course operations. To further support student interest, these findings also suggest that instructors need to foster and emphasize the connections of CURE course content to students’ own lives and personal goals to sustain their interest.

A CURE Lab in Introductory Biology at a Regional Comprehensive University Negatively Impacts Student Success in the Associated Lecture Course Among Students from Groups Underrepresented in Science.

Course-based undergraduate research experiences (CUREs) have been proposed as a mechanism to democratize access to the benefits of apprentice-style scientific research to a broader diversity of students, promoting inclusivity and increasing student success and retention. As we evaluate CUREs, it is essential to explore their effectiveness within the environments of regional comprehensive universities and community colleges, because they are important access points for a wide variety of students. It is also important to address the potential influence of volunteer bias, where students can opt to enroll in either the CURE or a traditional lab, on the outcomes of CUREs. We evaluated a CURE at a regional comprehensive university under conditions both with and without volunteer bias. We find that nonvolunteer students report a lower sense of discovery and relevance of the CURE compared with students who volunteered for the course. Importantly, we also find that our replacement of the traditional lab class with a CURE resulted in lower scores on exams in the associated lecture course among students who are both BIPOC and Pell eligible. We call for additional research on the effects of CUREs at nonresearch-intensive institutions and without volunteer bias, to better understand the impact of these classes.

Who is Represented in the Research on Undergraduate Research Experiences in the Natural Sciences? A Review of Literature.

Positive outcomes from undergraduate research experiences (UREs) have resulted in calls to broaden and diversify participation in research. However, we have little understanding of what demographics are reported and considered in the analyses of student outcomes from UREs. Without this information, it is impossible to assess whether participation in UREs has been diversified and how outcomes may vary by participant identity. Through a comprehensive literature search, we systematically identified 147 peer-reviewed research articles on student participation in UREs in the natural sciences, published between 2014 and 2020. We coded each paper to document which student demographic variables are reported and considered in analyses. The majority (88%) of articles on UREs reported at least one demographic variable and 62% incorporate demographics into their analyses, but demographics beyond gender and race/ethnicity were infrequently considered. Articles on independent research apprenticeships included demographics in their analyses more frequently than studies on course-based undergraduate research experiences (CUREs). Trends in reporting and analyzing demographics did not change from 2014 to 2020. Future efforts to collect these data will help assess whether goals to diversify UREs are being met and inform how to design UREs to meet the needs of diverse student groups.

Retention and Graduation of STEM Students at a Majority Hispanic Serving Institution: Effect of Participation in a Freshman Course-based Undergraduate Research Experiences Sequence.

Research training is an important intervention for preparing undergraduate students to pursue further studies and develop research skills. Furthermore, there is mounting evidence indicating that mentored research impacts student success metrics. At the University of Texas at El Paso, a Freshman Year Research Intensive Sequence (FYRIS) was developed to prepare first-year students for research experiences. The FYRIS courses combine research foundations and research-intensive courses. In this manuscript, we present findings demonstrating the impact of FYRIS and subsequent mentored research experiences on 4-year retention and graduation. Results suggest that participation in FYRIS and independent mentored research has a large positive impact on 4-year retention and graduation, while other historical socioeconomic variables have minimal to no impact.

Synthesis and Assay of Vibrio Quorum Sensing Inhibitors.

Bacteria detect local population numbers using quorum sensing, a method of cell-cell communication broadly utilized to control bacterial behaviors. In Vibrio species, the master quorum sensing regulators LuxR/HapR control hundreds of quorum sensing genes, many of which influence virulence, metabolism, motility, and more. Thiophenesulfonamides are potent inhibitors of LuxR/HapR that bind the ligand pocket in these transcription factors and block downstream quorum sensing gene expression. This class of compounds served as the basis for the development of a set of simple, robust, and educational procedures for college students to assimilate their chemistry and biology skills using a CURE model: course-based undergraduate research experience. Optimized protocols are described that comprise three learning stages in an iterative and multi-disciplinary platform to engage students in a year-long CURE: (1) design and synthesize new small molecule inhibitors based on the thiophenesulfonamide core, (2) use structural modeling to predict binding affinity to the target, and (3) assay the compounds for efficacy in microbiological assays against specific Vibrio LuxR/HapR proteins. The described reporter assay performed in E. coli successfully predicts the efficacy of the compounds against target proteins in the native Vibrio species.