1887

Participation in a Year-Long CURE Embedded into Major Core Genetics and Cellular and Molecular Biology Laboratory Courses Results in Gains in Foundational Biological Concepts and Experimental Design Skills by Novice Undergraduate Researchers

    Authors: Marcy A. Peteroy-Kelly1,*, Matthew R. Marcello1, Erika Crispo1, Zafir Buraei1, Daniel Strahs1, Marisa Isaacson1, Leslie Jaworski2, David Lopatto2, David Zuzga3
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: Department of Biology, Pace University, NY, NY 10038; 2: Department of Psychology, Grinnell College, Grinnell, IA 50112; 3: Department of Biology, LaSalle University, Philadelphia, PA 19141
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Received 26 August 2016 Accepted 16 October 2016 Published 21 April 2017
    • ©2017 Author(s). Published by the American Society for Microbiology.

    • [open-access] This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/ and https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.
    • †Supplemental materials available at http://asmscience.org/jmbe
    • *Corresponding author. Mailing address: Department of Biology, Pace University, 1 Pace Plaza, Room W330, New York, NY 10038. Phone: 212-346-1353. Fax: 212-346-1256. E-mail: [email protected].
    Source: J. Microbiol. Biol. Educ. April 2017 vol. 18 no. 1 doi:10.1128/jmbe.v18i1.1226
MyBook is a cheap paperback edition of the original book and will be sold at uniform, low price.
  • HTML
    101.14 Kb
  • XML
    107.77 Kb
  • PDF
    637.83 Kb

    Abstract:

    This two-year study describes the assessment of student learning gains arising from participation in a year-long curriculum consisting of a classroom undergraduate research experience (CURE) embedded into second-year, major core Genetics and Cellular and Molecular Biology (CMB) laboratory courses. For the first course in our CURE, students used micro-array or RNAseq analyses to identify genes important for environmental stress responses by . The students were tasked with creating overexpressing mutants of their genes and designing their own original experiments to investigate the functions of those genes using the overexpression and null mutants in the second CURE course. In order to evaluate student learning gains, we employed three validated concept inventories in a pretest/posttest format and compared gains on the posttest versus the pretest with student laboratory final grades. Our results demonstrated that there was a significant correlation between students earning lower grades in the Genetics laboratory for both years of this study and gains on the Genetics Concept Assessment (GCA). We also demonstrated a correlation between students earning lower grades in the Genetics laboratory and gains on the Introductory Molecular and Cell Biology Assessment (IMCA) for year 1 of the study. Students furthermore demonstrated significant gains in identifying the variable properties of experimental subjects when assessed using the Rubric for Experimental (RED) design tool. Results from the administration of the CURE survey support these findings. Our results suggest that a year-long CURE enables lower performing students to experience greater gains in their foundational skills for success in the STEM disciplines.

References & Citations

1. American Association for the Advancement of Science 2011 Vision and Change in Undergraduate Biology Education: A Call to Action: a summary of recommendations made at a national conference organized by the American Association for the Advancement of Science, July 15–17, 2009 Washington, DC
2. National Research Council 2011 Expanding underrepresented minority participation: American’s science and technology talent at the crossroads The National Academies Press Washington, DC http://www.nap.edu/read/12984/
3. Olson S, Riordan DG 2012 Engage to excel: producing one million additional college graduates with degrees in science, technology, engineering, and mathematics President’s council of advisors on science and technology Executive Office of the President Washington, DC
4. Vilorio D 2014 STEM 101: Intro to tomorrow’s jobs Occupational Outlook Quarterly https://www.bls.gov/careeroutlook/2014/spring/art01.pdf
5. Hunter AB, Laursen SL, Seymour E 2007 Becoming a scientist: the role of undergraduate research in students’ cognitive, personal, and professional development Sci Educ 91 36 74 10.1002/sce.20173 http://dx.doi.org/10.1002/sce.20173
6. Laursen D, Hunter AB, Seymour E, Thiry H, Melton G 2010 Undergraduate research in the sciences: engaging students in real science Wiley Publishing San Francisco, CA
7. Seymour E, Hunter AB, Laursen SL, DeAntoni T 2004 Establishing the benefits of research experiences for undergraduates in the sciences: first findings from a three-year study Sci Educ 88 493 534 10.1002/sce.10131 http://dx.doi.org/10.1002/sce.10131
8. Harrison M, Dunbar D, Ratmansky L, Boyd K, Lopatto D 2011 Classroom-based science research at the introductory level: changes in career choices and attitude CBE Life Sci Educ 10 279 286 10.1187/cbe.10-12-0151 21885824 3164567 http://dx.doi.org/10.1187/cbe.10-12-0151
9. Lopatto D 2010 Science in solution: the impact of undergraduate research on student learning Council on Undergraduate Education Washington, DC
10. Brownell SE, Kloser MJ, Fukami T, Shavelson R 2012 Undergraduate biology lab courses: comparing the impact of traditionally based “cookbook” and authentic research-based course on student lab experiences J Coll Sci Teach 41 36 45
11. Lopatto D 2007 Undergraduate research experiences support science career decisions and active learning CBE Life Sci Educ 6 297 306 10.1187/cbe.07-06-0039 18056301 2104507 http://dx.doi.org/10.1187/cbe.07-06-0039
12. Russell SH, Hancock MP, McCullough J 2007 Benefits of undergraduate research experiences Science 316 548 549 10.1126/science.1140384 17463273 http://dx.doi.org/10.1126/science.1140384
13. Bangera G, Brownell SE 2014 Course-based undergraduate research experiences can make scientific research more inclusive CBE Life Sci Educ 13 602 606 10.1187/cbe.14-06-0099 25452483 4255347 http://dx.doi.org/10.1187/cbe.14-06-0099
14. Eagan MK, Hurtado S, Chang MJ, Garcia GA, Herrera FA, Garibay JC 2013 Making a difference in science education: the impact of undergraduate research programs Am Educ Res J 50 683 713 10.3102/0002831213482038 http://dx.doi.org/10.3102/0002831213482038
15. Estrada M, Woodcock A, Hernandez PR, Wesley P 2011 Toward a model of social influence that explains minority student integration into the scientific community J Educ Psychol 103 206 222 10.1037/a0020743 http://dx.doi.org/10.1037/a0020743
16. Hernandez PR, Schultz PW, Estrada M, Woodcock A, Chance RC 2013 Sustaining optimal motivation: a longitudinal analysis of interventions to broaden participation of underrepresented students in STEM J Educ Psychol 105 89 107 10.1037/a0029691 http://dx.doi.org/10.1037/a0029691
17. Rodenbusch SE, Hernandez PR, Simmons SL, Dolan EL 2016 Early engagement in course-based research increases graduation rates and completion of science, engineering, and mathematics degrees CBE Life Sci Educ 15 1 10 10.1187/cbe.16-03-0117 http://dx.doi.org/10.1187/cbe.16-03-0117
18. Auchincloss LC, Laursen SL, Branchaw JL, Eagan K, Graham M, Hanauer DI, Lawrie G, McLinn CM, Pelaez N, Rowland S, Towns M, Trautmann NM, Varma-Nelson P, Weston TJ, Dolan EL 2014 Assessment of course-based undergraduate research experiences: a meeting report CBE Life Sci Educ 13 29 40 10.1187/cbe.14-01-0004 24591501 3940459 http://dx.doi.org/10.1187/cbe.14-01-0004
19. Wei CA, Woodin T 2011 Experiences in biology: alternatives to the apprenticeship model CBE Life Sci Educ 10 123 131 10.1187/cbe.11-03-0028 21633057 3105915 http://dx.doi.org/10.1187/cbe.11-03-0028
20. Boomer S, Dutton B 2002 Bacterial diversity studies using the 16S rRNA gene provide a powerful research-based curriculum for molecular biology laboratory J Microbiol Biol Educ 3 1 6 10.1128/154288102X14285807655107 http://dx.doi.org/10.1128/154288102X14285807655107
21. Drew JC, Triplett EW 2008 Whole genome sequencing in the undergraduate classroom: outcomes and lessons from a pilot course J Microbiol Biol Educ 9 3 11 10.1128/jmbe.v9.89 23653818 3577148 http://dx.doi.org/10.1128/jmbe.v9.89
22. Howard DR, Miskowski JA 2005 Using a module-based laboratory to incorporate inquiry into a large cell biology course CBE Life Sci Educ 4 249 260 10.1187/cbe.04-09-0052 http://dx.doi.org/10.1187/cbe.04-09-0052
23. Schaffer CD, Alvarez C, Bailey C, Barnard D, Dhalla S, Chandrasekaran C, Chandrasekaran V, Chung HM, Dorer DR, Du C, Eckdahl TT, Poet JL, Frohlich D, Goodman AL, Gosser Y, Hauser C, Hoopes LL, Johnson D, Jones CJ, Kaehler M, Kokan N, Kopp OR, Kuleck GA, McNeil G, Moss R, Myka JL, Nagengast A, Morris R, Overvoorde PJ, Shoop E, Parrish S, Reed K, Regisford EG, Revie D, Rosenwald AG, Saville K, Schroeder S, Shaw M, Skuse G, Smith C, Smith M, Spana EP, Spratt M, Stamm J, Thompson JS, Wawersik M, Wilson BA, Youngflom J, Leung W, Buhler J, Mardis ER, Lopatto D, Elgin SC 2010 The genomics education partnership: successful integration of research into laboratory classes at a diverse group of undergraduate institutions CBE Life Sci Educ 9 55 69 10.1187/09-11-0087 http://dx.doi.org/10.1187/09-11-0087
24. Hanauer DI, Jacobs-Sera D, Pedulla SG, Cresawn S, Hendrix RW, Hatfull GF 2006 Inquiry learning: teaching scientific inquiry Science 314 1880 1881 10.1126/science.1136796 17185586 http://dx.doi.org/10.1126/science.1136796
25. Hatfull GF, Pedulla ML, Jacobs-Sera D, Cichon PM, Foley A, Ford ME, Gonda RM, Houtz JM, Hryckowian AJ, Kelchner VA, Namburi S, Pajcini KV, Popovich MG, Schleicher DT, Simanek BZ, Smith AL, Zdanovicz GM, Kumar V, Peebles CL, Jacobs WR Jr, Lawrence JG, Handrix RW 2006 Exploring the mycobacteriophage metaproteome: phage genomics as an educational platform PLoS Genet 2 835 847 10.1371/journal.pgen.0020092 http://dx.doi.org/10.1371/journal.pgen.0020092
26. Jordan TC, Burnett SH, Carson S, Caruso SM, Clase K, DeJong RJ, Dennehy JJ, Denver DR, Dunbar D, Elgin SCR, Findley AM, Gissendanner CR, Golebiewska UP, Guild N, Hartzog GA, Grillo WH, Hollowell GP, Hughes LE, Johnson A, King RA, Lweis LO, Li W, Rosenzweig F, Rubin MR, Saha MR, Saba MS, Sandoz J, Shaffer CD, Taylor B, Temple L, Vazquez E, Ware VC, Barker LP, Bradley KW, Jacobs-Sera D, Pope WH, Russell DA, Cresawn SG, Lopatto D, Bailey CP, Hatfull GF 2014 A broadly implementable research course in phage discovery and genomics for first-year undergraduate students mBio 5 e01051 13 10.1128/mBio.01051-13 24496795 3950523 http://dx.doi.org/10.1128/mBio.01051-13
27. Brownell SE, Hekmat-Scafe DS, Singla V, Seawell PC, Iman JFC, Eddy SL, Stearns T, Cyert MS 2015 A high-enrollment course-based undergraduate research experience improves student conceptions of scientific thinking and ability to interpret data CBE Life Sci Educ 14 1 14 10.1187/cbe.14-05-0092 http://dx.doi.org/10.1187/cbe.14-05-0092
28. Myers MJ, Burgess AB 2003 Inquiry-based laboratory course improves students’ ability to design experiments and interpret data Adv Physiol Educ 27 26 33 10.1152/advan.00028.2002 12594071 http://dx.doi.org/10.1152/advan.00028.2002
29. Ronsheim ML, Pregnall MA, Schwarz J, Schlessman MA, Raley-Susman KM 2009 Teaching outside the can: a new approach to introductory biology Bioscene J Coll Biol Teach 35 12 22
30. Caruso JP, Isreal N, Rowland K, Lovelace MJ, Saunders MJ 2016 Citizen science: the Small World Initiative improved lecture grades and California Critical Thinking Skills test scores of non-science major students at Florida Atlantic University J Microbiol Educ 17 156 162 10.1128/jmbe.v17i1.1011 http://dx.doi.org/10.1128/jmbe.v17i1.1011
31. Linn MC, Palmer E, Baranger A, Gerard E, Stone E 2015 Undergraduate research experiences: impacts and opportunities Science 347 1261757 10.1126/science.1261757 http://dx.doi.org/10.1126/science.1261757
32. Smith MK, Wood WB, Knight JK 2008 The genetics concept assessment: a new concept inventory for gauging student understanding of genetics CBE Life Sci Educ 7 422 430 10.1187/cbe.08-08-0045 19047428 2592048 http://dx.doi.org/10.1187/cbe.08-08-0045
33. Shi J, Wood WB, Marin JM, Guild NA, Vicens Q, Knight JK 2010 A diagnostic assessment for introductory molecular and cell biology CBE Life Sci Educ 9 453 461 10.1187/cbe.10-04-0055 21123692 2995763 http://dx.doi.org/10.1187/cbe.10-04-0055
34. Dasgupta AP, Anderson TR, Palaez N 2014 Development and validation of a rubric for diagnosing students’ experimental design knowledge and difficulties CBE Life Sci Educ 13 265 284 10.1187/cbe.13-09-0192 4041504 http://dx.doi.org/10.1187/cbe.13-09-0192
35. Emmert E 2013 Biosafety guidelines for handling microorganisms in the teaching laboratory: development and rationale J Microbiol Biol Educ 14 78 83 10.1128/jmbe.v14i1.531 23858356 3706168 http://dx.doi.org/10.1128/jmbe.v14i1.531
36. Landis JR, Koch GG 1977 The measurement of observer agreement for categorical data Biometrics 33 159 174 10.2307/2529310 843571 http://dx.doi.org/10.2307/2529310
37. Kline P 2000 The handbook of psychological testing 2nd ed 13 Routledge London, England
38. Feldman A, Divoll KA, Rogan-Klyve A 2013 Becoming researchers: the participation of undergraduate and graduate students in scientific research groups Sci Educ 97 218 243 10.1002/sce.21051 http://dx.doi.org/10.1002/sce.21051
39. Thiry H, Weston TJ, Laursen SL, Hunter AB 2012 The benefits of multi-year research experiences: differences in novice and experienced students’ reported gains from undergraduate research CBE Life Sci Educ 11 260 272 10.1187/cbe.11-11-0098 22949423 3433299 http://dx.doi.org/10.1187/cbe.11-11-0098

Supplemental Material

Loading

Article metrics loading...

/content/journal/jmbe/10.1128/jmbe.v18i1.1226
2017-04-21
2020-09-18

Abstract:

This two-year study describes the assessment of student learning gains arising from participation in a year-long curriculum consisting of a classroom undergraduate research experience (CURE) embedded into second-year, major core Genetics and Cellular and Molecular Biology (CMB) laboratory courses. For the first course in our CURE, students used micro-array or RNAseq analyses to identify genes important for environmental stress responses by . The students were tasked with creating overexpressing mutants of their genes and designing their own original experiments to investigate the functions of those genes using the overexpression and null mutants in the second CURE course. In order to evaluate student learning gains, we employed three validated concept inventories in a pretest/posttest format and compared gains on the posttest versus the pretest with student laboratory final grades. Our results demonstrated that there was a significant correlation between students earning lower grades in the Genetics laboratory for both years of this study and gains on the Genetics Concept Assessment (GCA). We also demonstrated a correlation between students earning lower grades in the Genetics laboratory and gains on the Introductory Molecular and Cell Biology Assessment (IMCA) for year 1 of the study. Students furthermore demonstrated significant gains in identifying the variable properties of experimental subjects when assessed using the Rubric for Experimental (RED) design tool. Results from the administration of the CURE survey support these findings. Our results suggest that a year-long CURE enables lower performing students to experience greater gains in their foundational skills for success in the STEM disciplines.

Highlighted Text: Show | Hide
Loading full text...

Full text loading...

/deliver/fulltext/jmbe/18/1/jmbe-18-1.html?itemId=/content/journal/jmbe/10.1128/jmbe.v18i1.1226&mimeType=html&fmt=ahah

Author and Article Information

  • Received 26 August 2016 Accepted 16 October 2016 Published 21 April 2017
  • ©2017 Author(s). Published by the American Society for Microbiology.

  • [open-access] This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/ and https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.
  • †Supplemental materials available at http://asmscience.org/jmbe
  • *Corresponding author. Mailing address: Department of Biology, Pace University, 1 Pace Plaza, Room W330, New York, NY 10038. Phone: 212-346-1353. Fax: 212-346-1256. E-mail: [email protected].

Figures

Participation in a Year-Long CURE Embedded into Major Core Genetics and Cellular and Molecular Biology Laboratory Courses Results in Gains in Foundational Biological Concepts and Experimental Design Skills by Novice Undergraduate Researchers
[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/author/jmbe/10.1128/jmbe.v18i1.1226-1,webId=/content/author/jmbe/10.1128/jmbe.v18i1.1226-1,properties={foaf_givenname=Marcy A., foaf_name=Marcy A. Peteroy-Kelly, foaf_surname=Peteroy-Kelly, pub_correspondenceLink=*, pub_isAffiliatedWith=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v18i1.1226-aff1]]}], com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/author/jmbe/10.1128/jmbe.v18i1.1226-2,webId=/content/author/jmbe/10.1128/jmbe.v18i1.1226-2,properties={foaf_givenname=Matthew R., foaf_name=Matthew R. Marcello, foaf_surname=Marcello, pub_isAffiliatedWith=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v18i1.1226-aff1]]}], com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/author/jmbe/10.1128/jmbe.v18i1.1226-3,webId=/content/author/jmbe/10.1128/jmbe.v18i1.1226-3,properties={foaf_givenname=Erika, foaf_name=Erika Crispo, foaf_surname=Crispo, pub_isAffiliatedWith=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v18i1.1226-aff1]]}], com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/author/jmbe/10.1128/jmbe.v18i1.1226-4,webId=/content/author/jmbe/10.1128/jmbe.v18i1.1226-4,properties={foaf_givenname=Zafir, foaf_name=Zafir Buraei, foaf_surname=Buraei, pub_isAffiliatedWith=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v18i1.1226-aff1]]}], com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/author/jmbe/10.1128/jmbe.v18i1.1226-5,webId=/content/author/jmbe/10.1128/jmbe.v18i1.1226-5,properties={foaf_givenname=Daniel, foaf_name=Daniel Strahs, foaf_surname=Strahs, pub_isAffiliatedWith=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v18i1.1226-aff1]]}], com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/author/jmbe/10.1128/jmbe.v18i1.1226-6,webId=/content/author/jmbe/10.1128/jmbe.v18i1.1226-6,properties={foaf_givenname=Marisa, foaf_name=Marisa Isaacson, foaf_surname=Isaacson, pub_isAffiliatedWith=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v18i1.1226-aff1]]}], com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/author/jmbe/10.1128/jmbe.v18i1.1226-7,webId=/content/author/jmbe/10.1128/jmbe.v18i1.1226-7,properties={foaf_givenname=Leslie, foaf_name=Leslie Jaworski, foaf_surname=Jaworski, pub_isAffiliatedWith=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v18i1.1226-aff2]]}], com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/author/jmbe/10.1128/jmbe.v18i1.1226-8,webId=/content/author/jmbe/10.1128/jmbe.v18i1.1226-8,properties={foaf_givenname=David, foaf_name=David Lopatto, foaf_surname=Lopatto, pub_isAffiliatedWith=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v18i1.1226-aff2]]}], com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/author/jmbe/10.1128/jmbe.v18i1.1226-9,webId=/content/author/jmbe/10.1128/jmbe.v18i1.1226-9,properties={foaf_givenname=David, foaf_name=David Zuzga, foaf_surname=Zuzga, pub_isAffiliatedWith=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v18i1.1226-aff3]]}]]
Citation: Peteroy-Kelly M, Marcello M, Crispo E, Buraei Z, Strahs D, Isaacson M, Jaworski L, Lopatto D, Zuzga D. 2017. Participation in a year-long cure embedded into major core genetics and cellular and molecular biology laboratory courses results in gains in foundational biological concepts and experimental design skills by novice undergraduate researchers . J. Microbiol. Biol. Educ. 18(1): doi:10.1128/jmbe.v18i1.1226
/content/jmbe/10.1128/jmbe.v18i1.1226.f1-jmbe-18-1
FIGURE 1

Comparison between year 1 and year 2 Genetics and CMB laboratory grades. Comparison bars indicate statistically significant differences in grades earned. Error bars represent standard error of the mean. CMB = Cellular and Molecular Biology

jmbe/18/1/jmbe-18-1f1_thmb.gif
jmbe/18/1/jmbe-18-1f1.gif
Image of FIGURE 1

Click to view

FIGURE 1

Comparison between year 1 and year 2 Genetics and CMB laboratory grades. Comparison bars indicate statistically significant differences in grades earned. Error bars represent standard error of the mean. CMB = Cellular and Molecular Biology

Source: J. Microbiol. Biol. Educ. April 2017 vol. 18 no. 1 doi:10.1128/jmbe.v18i1.1226
Download as Powerpoint
/content/jmbe/10.1128/jmbe.v18i1.1226.f2-jmbe-18-1
FIGURE 2

Comparison of year 1 and year 2 pretest vs posttest scores on the CGA ( 38 ) and the IMCA ( 37 ) concept inventories. Comparison bars indicate statistically significant differences in grades earned. Corresponding Wilcoxon signed-rank test values are reported in Table 2 . Error bars represent standard error of the mean. GCA = Genetics Concept Assessment; IMCA = Introductory Molecular and Cell Biology Assessment.

jmbe/18/1/jmbe-18-1f2_thmb.gif
jmbe/18/1/jmbe-18-1f2.gif
Image of FIGURE 2

Click to view

FIGURE 2

Comparison of year 1 and year 2 pretest vs posttest scores on the CGA ( 38 ) and the IMCA ( 37 ) concept inventories. Comparison bars indicate statistically significant differences in grades earned. Corresponding Wilcoxon signed-rank test values are reported in Table 2 . Error bars represent standard error of the mean. GCA = Genetics Concept Assessment; IMCA = Introductory Molecular and Cell Biology Assessment.

Source: J. Microbiol. Biol. Educ. April 2017 vol. 18 no. 1 doi:10.1128/jmbe.v18i1.1226
Download as Powerpoint
/content/jmbe/10.1128/jmbe.v18i1.1226.f3-jmbe-18-1
FIGURE 3

Correlations between (A) year 1 Genetics, (B) year 1 CMB, (C) year 2 Genetics, and (D) year 2 CMB laboratory final grades and gains on the GCA and IMCA. Corresponding Spearman rank correlation values are reported in Table 3 . GCA = Genetics Concept Assessment; IMCA = Introductory Molecular and Cell Biology Assessment; CMB = Cellular and Molecular Biology.

jmbe/18/1/jmbe-18-1f3_thmb.gif
jmbe/18/1/jmbe-18-1f3.gif
Image of FIGURE 3

Click to view

FIGURE 3

Correlations between (A) year 1 Genetics, (B) year 1 CMB, (C) year 2 Genetics, and (D) year 2 CMB laboratory final grades and gains on the GCA and IMCA. Corresponding Spearman rank correlation values are reported in Table 3 . GCA = Genetics Concept Assessment; IMCA = Introductory Molecular and Cell Biology Assessment; CMB = Cellular and Molecular Biology.

Source: J. Microbiol. Biol. Educ. April 2017 vol. 18 no. 1 doi:10.1128/jmbe.v18i1.1226
Download as Powerpoint
/content/jmbe/10.1128/jmbe.v18i1.1226.f4-jmbe-18-1
FIGURE 4

Measurement of student ability to design experiments. The year 2 students were asked to answer two separate sets of questions that each described experimental scenarios (the and as described in 6). Student answers were probed and coded by two independent raters for responses in five different key areas of experimental design as defined by Dasgupta’s RED. The five key areas are: variable property of experimental subject, manipulation of variables, measurement of outcome, accounting for variability, and scope of inference. Students earned a score of one point if they provided evidence that they successfully identified elements to satisfy each area of experimental design for each experimental scenario. Therefore, for each area of experimental design, students could receive a maximum of two points. Comparison bars indicate statistically significant differences in grades earned. Error bars represent standard error of the mean.

jmbe/18/1/jmbe-18-1f4_thmb.gif
jmbe/18/1/jmbe-18-1f4.gif
Image of FIGURE 4

Click to view

FIGURE 4

Measurement of student ability to design experiments. The year 2 students were asked to answer two separate sets of questions that each described experimental scenarios (the and as described in 6). Student answers were probed and coded by two independent raters for responses in five different key areas of experimental design as defined by Dasgupta’s RED. The five key areas are: variable property of experimental subject, manipulation of variables, measurement of outcome, accounting for variability, and scope of inference. Students earned a score of one point if they provided evidence that they successfully identified elements to satisfy each area of experimental design for each experimental scenario. Therefore, for each area of experimental design, students could receive a maximum of two points. Comparison bars indicate statistically significant differences in grades earned. Error bars represent standard error of the mean.

Source: J. Microbiol. Biol. Educ. April 2017 vol. 18 no. 1 doi:10.1128/jmbe.v18i1.1226
Download as Powerpoint
/content/jmbe/10.1128/jmbe.v18i1.1226.f5-jmbe-18-1
FIGURE 5

Mean ratings by a cohort of students from both years of this study (n = 16) of their perceived gains in the 25 course element areas of the CURE survey ( 21 ). Course elements that are matched to our CURE course gains appear on the left side of the figure. Mean ratings are derived from student responses to a Likert-type scale survey, where a score of 1 was equivalent to the student perception that he or she had no experience or felt inexperienced in the element and a score of 5 was equivalent to the student perception that he or she had much experience or had mastered the element. Error bars represent standard error of the mean. CURE = course-based undergraduate research experience.

jmbe/18/1/jmbe-18-1f5_thmb.gif
jmbe/18/1/jmbe-18-1f5.gif
Image of FIGURE 5

Click to view

FIGURE 5

Mean ratings by a cohort of students from both years of this study (n = 16) of their perceived gains in the 25 course element areas of the CURE survey ( 21 ). Course elements that are matched to our CURE course gains appear on the left side of the figure. Mean ratings are derived from student responses to a Likert-type scale survey, where a score of 1 was equivalent to the student perception that he or she had no experience or felt inexperienced in the element and a score of 5 was equivalent to the student perception that he or she had much experience or had mastered the element. Error bars represent standard error of the mean. CURE = course-based undergraduate research experience.

Source: J. Microbiol. Biol. Educ. April 2017 vol. 18 no. 1 doi:10.1128/jmbe.v18i1.1226
Download as Powerpoint

Back to top
This is a required field
Please enter a valid email address
Please check the format of the address you have entered.
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error