Research Experiences For Students Research Articles

Don't Pop It! Modifying the Balloon Analogue Risk Task for a Course-Based Research Experience

Background Relatively few studies focus on Course-Based Undergraduate Research Experiences (CUREs) to improve retention of knowledge and enhance student research experience in the social sciences. Objective We introduced a modified, manual version of the Balloon Analogue Risk Task (BART), in which students engaged in all phases of a research project, including the development of a risk-taking assessment, participant recruitment, scale administration, presentation of the modified BART, data collection, and data entry and analysis. Method To determine the effectiveness of the CUREs, students self-reported their research knowledge and skills using pre–post measures. Additionally, we measured attitudes and perceptions of the student's experience with the research project. Results Results from the learning outcomes demonstrated increased research knowledge and skills and a positive overall experience with the project. Conclusion The modified BART is an effective CURE for engaging undergraduate psychology students enrolled in research methods courses. Teaching Implications Engagement through hands-on research project design and data collection, as demonstrated with the modified BART, may serve to increase the overall retention of information and enhance class experience, potentially creating a pipeline for further engagement in high-impact practices for undergraduate psychology students.

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.

Learning Outcomes, Benefits, and Challenges of International Research Experiences for Students (IRES): An Exploratory Study of an IRES Program in China

Despite the increasing number of international programs targeting students’ learning of research and intercultural skills, there has been limited holistic investigation of students’ experiences employing both qualitative and quantitative methods. In this study, we incorporated several measures to explore students’ experiences in an International Research Experiences for Students (IRES) program, which benefited from the existing partnership between Virginia Tech in the U.S. and Shandong University in China. We examined students’ intercultural competence and interdisciplinary research skills and explored students’ stories of their lived experiences across three cohorts, each with five students, who completed the IRES program. Both open-ended survey responses and interview data demonstrate that the experience allowed students to learn skills involving the various tools, methods, and processes needed to conduct experiments and solve interdisciplinary problems. In particular, qualitative data further demonstrated the influence of the program on students’ desire to pursue graduate degrees and navigate the research process. While the behavioral dimension of cultural intelligence did not show a major improvement, student interviews suggested enhanced student abilities in interpersonal interactions, including non-verbal and verbal means for effective communication. We provide explanations for the differences between quantitative and qualitative results. Reflecting on the results, we elaborate on the importance of structural elements necessary for creating international experiences for students and the need to examine students' learning processes using different means of data collection.

7216 Absence Of Weight Gain In C57Bl/67 Female Mice On A High-Fat Diet Protects The Skeleton From Bone Loss

Abstract Disclosure: C. McAndrews: None. C. Chlebek: None. S. Costa: None. C.J. Rosen: None. Background: Obesity is associated with both systemic metabolic changes that increase the risk of comorbidities and reduced bone quality that increases the risk of fracture. The effects of high-fat diet consumption have been well studied in preclinical models where high-fat diet-feeding induces obesity, but there have been no studies to investigate the effects of high-fat diet-feeding in animals that do not become obese. Therefore, we characterized components of systemic metabolism and bone mineral content in non-obese C57Bl/6J mice that were fed a high-fat diet. Methods: Female C57Bl/6J mice aged 8 weeks received either a high-fat (60% kcal fat, n = 31) or control (10% kcal fat, n = 17) diet for 12 weeks. Body composition, areal bone mineral density (BMD) and bone mineral composition (BMC) were assessed after the feeding period using dual energy x-ray absorptiometry (Faxitron UltraFocus-DXA). Glucose (GTT) and insulin (ITT) tolerance testing were performed at the conclusion of the study. Changes in body weight were calculated as the difference between baseline and experiment end. High-fat diet-fed animals were classified as obese (HFD-O, n = 24) if they weighed more than 25 g or had greater than 25% body fat as evaluated via DXA, and were otherwise considered non-obese (HFD-NO, n = 7). In a small subset of animals, subcutaneous inguinal fat pads were harvested and weighed (n=5-7/group). Differences between groups were assessed with one-way ANOVAs and Tukey post-hoc analyses. Results: HFD-O mice weighed more than HFD-NO and control animals, whereas the body weights of HFD-NO mice were not significantly different from control (p < 0.001). Fat percent was increased in HFD-O mice compared to HFD-NO and control animals (p < 0.001). Subcutaneous inguinal fat mass was increased in both HFD-O and HFD-NO mice compared to control (p < 0.001). Fasting blood glucose did not significantly differ between groups. Glucose tolerance was worsened in both HFD-O and HFD-NO mice compared to control (p < 0.001), but there were no significant differences in insulin tolerance between groups. BMD was decreased in HFD-O mice compared to HFD-NO and control animals (p < 0.001). DISCUSSION: The consumption of a high-fat diet in mice induces deleterious metabolic changes irrespective of weight gain. However, high-fat diet-induced bone loss does not occur in the absence of weight gain. These findings suggest that certain adipokines derived from larger adipose depots may drive high-fat diet-induced bone loss and warrant further investigation. Acknowledgements: This work was supported by the 2023 Endocrine Society Research Experiences for Graduate and Medical Students (REGMS) Program. Presentation: 6/1/2024

Training the Future: Themes From a Content Analysis of Psychology Research Lab Manuals

Background Lab manuals help researchers and students share a common understanding of the rules, guidelines, and expectations related to being involved with a research laboratory. However, no formal guidelines direct the creation of lab manuals in psychology. Objective In this study, we conducted qualitative analyses of 10 psychology lab manuals to provide some broad guidelines for crafting a lab manual that would improve the research experience for undergraduate students. Method Taking an inductive approach, a team of researchers created codes from the contents of the manuals, and then derived themes from those codes. Results Themes included lab philosophy and direction, expectations and roles in the lab, communication inside and outside the lab, ethics, preparing for research, conducting research, presenting research, networking, and benefits of undergraduate research. Conclusion We defined and provided specific examples of each theme for consideration by educators and discussed limitations of our approach. Teaching Implications Ultimately, these themes could serve as a modest outline from which teacher-scholars can create their lab manuals from scratch or to revise/expand current manuals.

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.

Using drawing to study student research experiences

The communities of practice (COP) framework describes learning as a process of navigating one’s position of membership within a community of professionals pursuing a set of common goals using established practices. As students navigate their membership within a community like a physics research group, they develop a mental model of the community of practice and use this model to guide their future career decisions. Drawing has been shown to illustrate students’ perspectives and experiences, offering important benefits as a source of qualitative information. In this proof-of-concept paper, we explore how a drawing survey can be used to identify elements of a student’s COP model in the context of a research group. We describe the development and validation of this drawing survey using the response process evaluation method. This method establishes the degree to which students interpret survey prompts as intended. We then review a sample of seven student drawings made in response to the survey to investigate the degree to which the survey generates sufficient data to examine a student’s COP model. Finally, we demonstrate a use case examining N=23 drawings that allow us to identify patterns and possible differences in responses from different student groups (physics majors and biology majors). We then reflect on this use of a drawing survey by highlighting important aspects of the process and discussing limitations. Published by the American Physical Society 2024

Insights into research activities of senior dental students in the Middle East: A multicenter preliminary study

BackgroundDespite the increasing recognition of the importance of research in undergraduate dental education, limited studies have explored the nature of undergraduate research activities in dental schools in the Middle East region. This study aimed to evaluate the research experience of final year dental students from three dental schools in the Middle East.MethodsA descriptive, cross-sectional study was conducted among final-year dental students from three institutions, namely Jordan University of Science and Technology, University of Sharjah (UAE), and Oman Dental College. Participants were asked about the nature and scope of their research projects, the processes involved in the research, and their perceived benefits of engaging in research.Results A total of 369 respondents completed the questionnaire. Cross-sectional studies represented the most common research type (50.4%), with public health (29.3%) and dental education (27.9%) being the predominant domains. More than half of research proposals were developed via discussions with instructors (55.0%), and literature reviews primarily utilized PubMed (70.2%) and Google Scholar (68.5%). Regarding statistical analysis, it was usually carried out with instructor’s assistance (45.2%) or using specialized software (45.5%). The students typically concluded their projects with a manuscript (58.4%), finding the discussion section most challenging to write (42.0%). The research activity was considered highly beneficial, especially in terms of teamwork and communication skills, as well as data interpretation skills, with 74.1% of students reporting a positive impact on their research perspectives.ConclusionsThe research experience was generally positive among surveyed dental students. However, there is a need for more diversity in research domains, especially in qualitative studies, greater focus on guiding students in research activities s, especially in manuscript writing and publication. The outcomes of this study could provide valuable insights for dental schools seeking to improve their undergraduate research activities.

Building a Simplistic Automatic Extruder: Instrument Development Opportunities for the Laboratory.

This work presents an automatic extruder as a research experience for undergraduate students. The system offers a user-friendly approach to preparing vesicles, such as liposomes or polymersomes, with a defined size and polydispersity-properties crucial for research in biology and macromolecules. It comprises two syringe pumps connected by a membrane filter. The setup is controlled by software. Compared to manual extrusion, this automated system provides advantages, such as precisely controlled variables. The project describes a tool to enhance undergraduate learning in science and engineering laboratories. Building an automatic extruder serves as a simplified model of a complex industrial process. It offers a clear advantage: automating a well-understood manual extrusion process. To make this project accessible, it is broken down into three manageable tasks: software development, hardware assembly, and testing procedures. This breakdown describes the software created, the hardware components used, and the testing procedures conducted for this project. All project data, including software code, testing data, and procedures, are freely available online. This allows undergraduate students to not only begin their own projects but also contribute to this educational instrument's ongoing development.

MicroPublication Biology: An introduction to Publishing and Teaching with a Small-Format, Peer-Reviewed Journal.

microPublication Biology (micropublication.org) is a non-profit, community-focused, peer-reviewed journal dedicated to publishing small (single-figure) reports of data, methods and software related to a variety of model organisms. A workshop on microPublications at the Faculty for Undergraduate Neuroscience (FUN) conference in Summer 2023 focused on 1) publishing data-especially student research experiences, and data gathered through course-based research, and 2) using the microPublication platform and article template in teaching and learning. In this article, we further describe the microPublication platform and workflow and how PI's can use this venue to publish student work. We also provide examples of how the microPublication format can be adapted and adopted as tools for undergraduate teaching and learning.

A multi-tiered mentoring community approach to research experiences for local students from disadvantaged and underrepresented minority backgrounds

IntroductionA research and mentoring program was developed to provide local first-generation students, students returning to school after a professional experience, and underrepresented minority students resources and relationships to guide them toward a STEM degree from a four-year university.MethodsA multi-tiered mentoring community was formed including direct mentoring from graduate students and faculty advisors, peer mentoring among undergraduate students from different colleges and universities, and high school students to increase the accessibility of research opportunities for this demographic. Local students were recruited from Northwest Arkansas Community College and Upward Bound to combine community college and high school students in a novel manner. The programs were integrated whenever possible to emphasize peer mentoring, including mentoring lunches, research meetings, presentation sessions, conference presentations, and professional development mentoring sessions.ResultsOn the post-program survey, students indicated the community formed in the program supported their STEM identity development, provided them with quality relationships, and developed skills valuable to completion of a STEM degree. This identity development was further evidenced by the students presenting their work at a conference and obtaining additional research positions after the summer program ended.ConclusionThe post-program scores and continued efforts of different demographics of students to pursue STEM highlight the versatility of the multi-tiered mentoring community model to serve students from different ages, backgrounds, and demographics.

Challenges and opportunities of research in the COVID-19 pandemic: the lived experience of students of Ferdowsi University of Mashhad

Objective: The efficiency and quality of higher education, which has the serious responsibility of developing human resources and developing society, can affected by many factors, including the social and economic conditions of the society. The outbreak of COVID-19 in December 2019 affected various aspects of human life, including the quantity and quality of higher education. Based on this, the purpose of this research is to study and understand the lived research experience of students of Ferdowsi University of Mashhad during the COVID-19 pandemic. Materials and methods: The research method is the qualitative and descriptive phenomenological approach. To conduct research from Ferdowsi University of Mashhad, as the field of research, 16 people were selected purposefully and based on the snowball method. The findings of the research were collected using structured interviews and analyzed with Colaizzi's (1973) method. The reliability of the findings (credibility, transferability, reliability, and verifiability) was verified through the description by peers, review by members, the use of thoughtful notes, and a rich and detailed description of the research process. Result & Discussion: The higher education system in the present era is affected by technological progress, and economic, cultural, and social changes in society, as COVID-19 in December 2019 affected different dimensions of higher education, including research. The findings of this study were presented in two areas of research challenges of students during the COVID-19 period in the form of 4 themes 'Physical and mental problems', 'Non-cooperation of some professors, university, subjects and researchers', 'Weak informational, network and scientific infrastructures' and 'Creating a negative attitude while not mastering the research' most important opportunities in the form of 4 themes 'facilitating library and office facilities', 'virtual communication equivalent to face-to-face', 'saving Time and money and convenience of virtual communication' and 'Strengthening writing, analytical, knowledge and communication skills'. Undoubtedly, strengthening educational, technological, and research infrastructures, developing ethics standards and mutual duties of supervisors and advisors-students, reviewing the curriculum of research- based units, and establishing an electronic library are among the most important strategies to reduce challenges and strengthening research opportunities in the COVID-19 pandemic and even after it.

Student Perspectives on the Undergraduate Medical Student Research Experience at a Single United States Allopathic Institution.

Introduction The purpose of this study was to identify student-reported institutional facilitators and barriers to successful research experiences at a single United States allopathic institution. Residency applications have increasingly become more competitive, and with the United States Medical Licensing Examination (USMLE) Step 1 exam's transition to pass/fail, factors such as research experience and outcomes may become more important to increase residency application competitiveness. This study sought to explore factors that impact successful research experiences leading to tangible outcomes for medical students at our medical school, the Joe R. & Teresa Lozano Long School of Medicine. Methods A cross-sectional survey was developed and administered via REDCap to 853 students in May 2022. Survey question domains included demographics, past and present research participation, perceived barriers/facilitators to research, tangible outcomes (e.g., publications and posters), and overall satisfaction with research comparing subjectively "best" and "worst" experiences. The Institutional Review Board (IRB) deemed this project as non-regulated research. Results We had a 24% (n = 204/853) response rate. The responses were distributed equally among the four classes. A big portion of the participants (71%, n = 59/83) identified a tangible outcome as the most important measure of success. Regarding facilitators, students identified having a mentor (89%, n = 165/184) and departmental connections (85%, n = 156/184) as the most important when looking for a project. Barriers included SMART goals (Specific, Measurable, Achievable, Relevant, and Time-Bound) lacking in 31% (n = 24/75) of worst projects, followed by a clear timeline in 29% (n = 22/76) and hours of commitment in 27% (n = 21/78). The best projects were more likely to have resulted in a publication (61% (27/44) vs. 32% (14/44)) or have a poster (64% (28/44) vs. 36% (16/44)). Conclusions Medical students are interested in participating in research, with important facilitators including mentorship and departmental connections. Modifiable variables include lack of clear timelines, well-defined roles and responsibilities, and time commitments. This information may be useful for faculty who mentor medical students or medical schools interested in designing medical student research programs.

An Undergraduate Course in CRISPR/Cas9-Mediated Gene Editing in Zebrafish.

We have developed a one-credit semester-long research experience for undergraduate students that involves the use of CRISPR/Cas9 to edit genes in zebrafish. The course is available to students at all stages of their undergraduate training and can be taken up to four times. Students select a gene of interest to edit as the basis of their semester-long project. To select a gene, exploration of developmental processes and human disease is encouraged. As part of the course, students use basic bioinformatic tools, design guide RNAs, inject zebrafish embryos, and analyze both the molecular consequences of gene editing and phenotypic outcomes. Over the 10 years we have offered the course, enrollment has grown from less than 10 students to more than 60 students per semester. Each year, we choose a different gene editing strategy to explore based on recent publications of gene editing methodologies. These have included making CRISPants, targeted integrations, and large gene deletions. In this study, we present how we structure the course and our assessment of the course over the past 3 years.

Using Unity for Scientific Visualization as a Course-based Undergraduate Research Experience.

We have developed a series of course-based undergraduate research experiences for students integrated into course curriculum centered around the use of 3D visualization and virtual reality for science visualization. One project involves the creation and use of a volumetric renderer for hyperstack images, paired with a biology project in confocal microscopy. Students have worked to develop and test VR enabled tools for confocal microscopy visualization across headset based and CAVE based VR platforms. Two applications of the tool are presented: a rendering of Drosophila primordial germ cells coupled with automated detection and counting, and a database in development of 3D renderings of pollen grains. Another project involves the development and testing of point cloud renderers. Student work has focused on performance testing and enhancement across a range of 2D and 3D hardware, including native Quest apps. Through the process of developing these tools, students are introduced to scientific visualization concepts, while gaining practical experience with programming, software engineering, graphics, shader programming, and cross-platform design.

An interdisciplinary course on computer-aided drug discovery to broaden student participation in original scientific research.

We present a new highly interdisciplinary project-based course in computer aided drug discovery (CADD). This course was developed in response to a call for alternative pedagogical approaches during the COVID-19 pandemic, which caused the cancellation of a face-to-face summer research program sponsored by the Louisiana Biomedical Research Network (LBRN). The course integrates guided research and educational experiences for chemistry, biology, and computer science students. We implement research-based methods with publicly available tools in bioinformatics and molecular modeling to identify and prioritize promising antiviral drug candidates for COVID-19. The purpose of this course is three-fold: I. Implement an active learning and inclusive pedagogy that fosters student engagement and research mindset; II. Develop student interdisciplinary research skills that are highly beneficial in a broader scientific context; III. Demonstrate that pedagogical shifts (initially incurred during the COVID-19 pandemic) can furnish longer-term instructional benefits. The course, which has now been successfully taught a total of five times, incorporates four modules, including lectures/discussions, live demos, inquiry-based assignments, and science communication.

Summer Cancer Research Experience for High School Students from Historically Marginalized Populations in Kansas City.

The Accelerate Cancer Education (ACE) summer research program at The University of Kansas Cancer Center (KUCC) is a six-week, cancer-focused, summer research experience for high school students from historically marginalized populations in the Kansas City metropolitan area. Cancer affects all populations and continues to be the second leading cause of death in the United States, and a large number of disparities impact racial and ethnic minorities, including increased cancer incidence and mortality. Critically, strategies to bolster diversity, equity, inclusion, and accessibility are needed to address persistent cancer disparities. The ACE program offers an educational opportunity for a population of students who otherwise would not have easy access onto a medical center campus to make connections with cancer physicians and researchers and provides a vital response to the need for a more diverse and expansive oncology workforce. Students grow their technical, social, and professional skills and develop self-efficacy and long-lasting connections that help them matriculate and persist through post-secondary education. Developed in 2018, the ACE program has trained 37 high school junior and senior students. This article describes the need for and how we successfully developed and implemented the ACE program.

Beyond the curriculum: unveiling medical students' drivers and barriers to research participation at Alfaisal University.

Medical education continually adapts to the needs of future health care professionals, with student motivation in research being a pivotal aspect. This study at Alfaisal University aimed to explore the motivations, benefits, and challenges faced by medical students in extracurricular research activities. Using a mixed-method approach, we combined quantitative surveys with qualitative group interviews. Findings revealed that both extrinsic (e.g., enhancing postgraduate training prospects) and intrinsic (e.g., personal interest and skill refinement) factors significantly motivate students to be involved in research activities. Participants unanimously acknowledged skill enhancement, particularly in literature comprehension, creative ideation, and networking. However, challenges such as conflicts with course scheduling, lack of hands-on experiences, and mentorship issues were identified as potential barriers to research participation. Addressing these barriers and understanding motivations can inform the design of research programs, enhancing the overall student research experience. This study underscores the importance of research in medical education, emphasizing the need for institutions to prioritize addressing challenges and leveraging benefits to prepare medical students for a research-integrated clinical future.NEW & NOTEWORTHY This article examines the motivating factors and obstacles of extracurricular research in Alfaisal University, Saudi Arabia. The study utilizes a mixed methodology of online surveys and in-person group interviews to gain insights from the medical students of the university. We revealed several extrinsic and intrinsic motivators that drove the students; however, there remain several challenges to students during their research journey. Addressing these challenges will help the students obtain a more fruitful, educational research experience.

Lake in a Tube: a microcosm system to support Course-Based Research Experiences for Undergraduate students in Biology

Lake in a Tube: a microcosm system to support Course-Based Research Experiences for Undergraduate students in Biology

YEvo: A modular eukaryotic genetics and evolution research experience for high school students.

The resources for carrying out and analyzing microbial evolution experiments have become more accessible, making it possible to expand these studies beyond the research laboratory and into the classroom. We developed five connected, standards-aligned yeast evolution laboratory modules, called "yEvo," for high school students. The modules enable students to take agency in answering open-ended research questions. In Module 1, students evolve baker's yeast to tolerate an antifungal drug, and in subsequent modules, investigate how evolved yeasts adapted to this stressful condition at both the phenotype and genotype levels. We used pre- and post-surveys from 72 students at two different schools and post-interviews with students and teachers to assess our program goals and guide module improvement over 3 years. We measured changes in student conceptions, confidence in scientific practices, and interest in STEM careers. Students who participated in yEvo showed improvements in understanding of activity-specific concepts and reported increased confidence in designing a valid biology experiment. Student experimental data replicated literature findings and has led to new insights into antifungal resistance. The modules and provided materials, alongside "proof of concept" evaluation metrics, will serve as a model for other university researchers and K - 16 classrooms interested in engaging in open-ended research questions using yeast as a model system.