1887

Open Inquiry versus Broadly Relevant Short-Term Research Experiences for Non-Biology Majors

    Authors: Sadie Hebert1,#,*, Jessamina E. Blum1,#, Deena Wassenberg1, David Marks2, Kate Barry1, Sehoya Cotner1
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: Department of Biology Teaching and Learning, University of Minnesota, Minneapolis, MN 55455; 2: Department of Plant and Microbial Biology, University of Minnesota, Saint Paul, MN 55108
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Received 22 May 2020 Accepted 16 November 2020 Published 29 January 2021
    • ©2021 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: University of Minnesota, 3-154 MCB, 420 Washington Ave. SE, Minneapolis, MN 55455. E-mail: [email protected].
    • # These authors contributed equally to this work.
    Source: J. Microbiol. Biol. Educ. January 2021 vol. 22 no. 1 doi:10.1128/jmbe.v22i1.2167
MyBook is a cheap paperback edition of the original book and will be sold at uniform, low price.
  • XML
    111.61 Kb
  • PDF
    924.74 Kb
  • HTML
    80.49 Kb

    Abstract:

    Undergraduate student participation in course-based research experiences results in many positive outcomes, but there is a lack of evidence demonstrating which elements of a research experience are necessary, especially for non-biology majors. Broad relevance is one element that can be logistically challenging to incorporate into research experiences in large-enrollment courses. We investigated the impacts of broad relevance in a short-term research experience in an introductory biology course for non-majors. Students either participated in an open-inquiry research experience (OI-RE), where they developed their own research question, or a broadly relevant research experience (BR-RE), where they investigated a question assigned to them that was relevant to an ongoing research project. We found a significant association between the type of research project experienced and students’ preference for an experience, with half of the students in the OI-RE group and nearly all students in the BR-RE group preferring a broadly relevant research experience. However, since science confidence increased over the course for both groups, these findings indicate that while students who participated in a BR-RE valued it, broadly relevant research experiences may not be necessary for positive outcomes for non-majors.

References & Citations

1. Ballen CJ, Thompson SK, Blum JE, Newstrom NP, Cotner S 2018 Discovery and broad relevance may be insignificant components of course-based undergraduate research experiences (CUREs) for non-biology majors J Microbiol Biol Educ 19 2 10.1128/jmbe.v19i2.1515 29854065 5976029 http://dx.doi.org/10.1128/jmbe.v19i2.1515
2. Cotner S, Thompson S, Wright R 2017 Do biology majors really differ from non-STEM majors? CBE Life Sci Educ 16 3 ar48 10.1187/cbe.16-11-0329 28798210 5589428 http://dx.doi.org/10.1187/cbe.16-11-0329
3. Marshman EM, Kalender ZY, Nokes-Malach T, Schunn C, Singh C 2018 Female students with A’s have similar physics self-efficacy as male students with C’s in introductory courses: a cause for alarm? Phys Rev Phys Educ Res 14 020123 10.1103/PhysRevPhysEducRes.14.020123 http://dx.doi.org/10.1103/PhysRevPhysEducRes.14.020123
4. Lopatto D 2004 Survey of undergraduate research experiences (SURE): first findings Cell Biol Educ 3 270 277 10.1187/cbe.04-07-0045 15592600 533131 http://dx.doi.org/10.1187/cbe.04-07-0045
5. Russell SH, Hancock MP, McCullough J 2007 The pipeline: benefits of undergraduate research experiences Science 316 548 549 10.1126/science.1140384 17463273 http://dx.doi.org/10.1126/science.1140384
6. 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
7. Wilson AE, Pollock JL, Billick I, Domingo C, Fernandez-Figueroa EG, Nagy ES, Steury TD, Summers A 2018 Assessing science training programs: structured undergraduate research programs make a difference BioScience 68 529 534 10.1093/biosci/biy052 http://dx.doi.org/10.1093/biosci/biy052
8. Brownell SE, Hekmat-Scafe DS, Singla V, Chandler Seawell P, Conklin Imam JF, 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 ar21. 10.1187/cbe.14-05-0092 26033869 4477737 http://dx.doi.org/10.1187/cbe.14-05-0092
9. 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
10. 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 ar20. 10.1187/cbe.16-03-0117 27252296 4909342 http://dx.doi.org/10.1187/cbe.16-03-0117
11. Shaffer CD, Alvarez CJ, Bednarski AE, Dunbar D, Goodman AL, Reinke C, Rosenwald AG, Wolyniak MJ, Bailey C, Barnard D, Bazinet C, Beach DL, Bedard JEJ, Bhalla S, Braverman J, Burg M, Chandrasekaran V, Chung H-M, Clase K, DeJong RJ, DiAngelo JR, Du C, Eckdahl TT, Eisler H, Emerson JA, Frary A, Frohlich D, Gosser Y, Govind S, Haberman A, Hark AT, Hauser C, Hoogewerf A, Hoopes LLM, Howell CE, Johnson D, Jones CJ, Kadlec L, Kaehler M, Silver Key SC, Kleinschmit A, Kokan NP, Kopp O, Kuleck G, Leatherman J, Lopilato J, MacKinnon C, Martinez-Cruzado JC, McNeil G, Mel S, Mistry H, Nagengast A, Overvoorde P, Paetkau DW, Parrish S, Peterson CN, Preuss M, Reed LK, Revie D, Robic S, Roecklein-Canfield J, Rubin MR, Saville K, Schroeder S, Sharif K, Shaw M, Skuse G, Smith CD, Smith MA, Smith ST, Spana E, Spratt M, Sreenivasan A, Stamm J, Szauter P, Thompson JS, Wawersik M, Youngblom J, Zhou L, Mardis ER, Buhler J, Leung W, Lopatto D, Elgin SCR 2014 A course-based research experience: how benefits change with increased investment in instructional time CBE Life Sci Educ 13 111 130 10.1187/cbe-13-08-0152 24591510 3940452 http://dx.doi.org/10.1187/cbe-13-08-0152
12. Deci EL, Ryan RM 2015 Self-determination theory 486 491 Wright JD International encyclopedia of the social & behavioral sciences 2nd ed Elsevier Oxford 10.1016/B978-0-08-097086-8.26036-4 http://dx.doi.org/10.1016/B978-0-08-097086-8.26036-4
13. Ryan RM, Connell JP, Deci EL 1985 A motivational analysis of self-determination and self-regulation in education Res Motiv Educ Classr Milieu 2 13 51
14. Hanauer DI, Nicholes J, Liao FY, Beasley A, Henter H 2018 Short-term research experience (SRE) in the traditional lab: qualitative and quantitative data on outcomes CBE Life Sci Educ 17 ar64. 10.1187/cbe.18-03-0046 30496032 6755894 http://dx.doi.org/10.1187/cbe.18-03-0046
15. Bandura A 1971 Social learning theory Prentice Hall Englewood Cliffs, NJ
16. Brown JS, Collins A, Duguid P 1989 Situated cognition and the culture of learning Educ Res 18 32 42 10.3102/0013189X018001032 http://dx.doi.org/10.3102/0013189X018001032
17. Dewey J 1897 My pedagogic creed Sch J 54 77 80
18. 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
19. 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
20. Kirkpatrick C, Schuchardt A, Baltz D, Cotner S 2019 Computer-based and bench-based undergraduate research experiences produce similar attitudinal outcomes CBE Life Sci Educ 18 ar10. 10.1187/cbe.18-07-0112 30821601 6757217 http://dx.doi.org/10.1187/cbe.18-07-0112
21. Glynn SM, Brickman P, Armstrong N, Taasoobshirazi G 2011 Science motivation questionnaire II: validation with science majors and nonscience majors J Res Sci Teach 48 1159 1176 10.1002/tea.20442 http://dx.doi.org/10.1002/tea.20442
22. Knight JK, Smith MK 2010 Different but equal? How nonmajors and majors approach and learn genetics CBE Life Sci Educ 9 34 44 10.1187/cbe.09-07-0047 20194806 2830160 http://dx.doi.org/10.1187/cbe.09-07-0047
23. Sundberg MD, Dini ML, Li E 1994 Decreasing course content improves student comprehension of science and attitudes towards science in freshman biology J Res Sci Teach 31 679 693 10.1002/tea.3660310608 http://dx.doi.org/10.1002/tea.3660310608
24. Ballen CJ, Blum JE, Brownell S, Hebert S, Hewlett J, Klein JR, McDonald EA, Monti DL, Nold SC, Slemmons KE, Soneral PAG, Cotner S 2017 A call to develop course-based undergraduate research experiences (CUREs) for nonmajors courses CBE Life Sci Educ 16 mr2. 10.1187/cbe.16-12-0352 28450449 5459265 http://dx.doi.org/10.1187/cbe.16-12-0352
25. Mader CM, Beck CW, Grillo WH, Hollowell GP, Hennington BS, Staub NL, Delesalle VA, Lello D, Merritt RB, Griffin GD, Bradford C, Mao J, Blumer LS, White SL 2017 Multi-institutional, multidisciplinary study of the impact of course-based research experiences J Microbiol Biol Educ 18 2 10.1128/jmbe.v18i2.1317 28861141 5577972 http://dx.doi.org/10.1128/jmbe.v18i2.1317
26. Cotner S, Hebert S 2016 Bean beetles make biology research sexy Am Biol Teach 78 233 240 10.1525/abt.2016.78.3.233 http://dx.doi.org/10.1525/abt.2016.78.3.233
27. Chopra R, Johnson EB, Emenecker R, Cahoon EB, Lyons J, Kliebenstein DJ, Daniels E, Dorn KM, Esfahanian M, Folstad N, Frels K, McGinn M, Ott M, Gallaher C, Altendorf K, Berroyer A, Ismail B, Anderson JA, Wyse DL, Ulmasov T, Sedbrook JC, Marks MD 2020 Identification and stacking of crucial traits required for the domestication of pennycress Nat Food 1 84 91 10.1038/s43016-019-0007-z http://dx.doi.org/10.1038/s43016-019-0007-z
28. Britt AB 2020 From stinkweed to oilseed Nat Food 1 24 25 10.1038/s43016-019-0016-y http://dx.doi.org/10.1038/s43016-019-0016-y
29. Chopra R, Johnson EB, Daniels E, McGinn M, Dorn KM, Esfahanian M, Folstad N, Amundson K, Altendorf K, Betts K, Frels K, Anderson JA, Wyse DL, Sedbrook JC, David Marks M 2018 Translational genomics using Arabidopsis as a model enables the characterization of pennycress genes through forward and reverse genetics Plant J Cell Mol Biol 96 1093 1105 10.1111/tpj.14147 http://dx.doi.org/10.1111/tpj.14147
30. McCormick S 2018 Ta ta for now: Thlapsi arvense (pennycress), an emerging model for genetic analyses Plant J 96 1091 1092 10.1111/tpj.14172 30537377 http://dx.doi.org/10.1111/tpj.14172
31. Moore SA, Wells MS, Gesch RW, Becker RL, Rosen CJ, Wilson ML 2020 Pennycress as a cash cover-crop: improving the sustainability of sweet corn production systems Agronomy 10 614 10.3390/agronomy10050614 http://dx.doi.org/10.3390/agronomy10050614
32. Phippen WB, Phippen ME 2012 Soybean seed yield and quality as a response to field pennycress residue Crop Sci 52 2767 2773 10.2135/cropsci2012.03.0192 http://dx.doi.org/10.2135/cropsci2012.03.0192
33. Hanauer DI, Dolan EL 2014 The project ownership survey: measuring differences in scientific inquiry experiences CBE Life Sci Educ 13 149 158 10.1187/cbe.13-06-0123 24591513 3940455 http://dx.doi.org/10.1187/cbe.13-06-0123
34. Robnett RD, Chemers MM, Zurbriggen EL 2015 Longitudinal associations among undergraduates’ research experience, self-efficacy, and identity J Res Sci Teach 52 847 867 10.1002/tea.21221 http://dx.doi.org/10.1002/tea.21221
35. R Core Team 2019 R: A language and environment for statistical computing R Foundation for Statistical Computing Vienna, Austria
36. George D, Mallery 1999 SPSS for windows step by step: a simple guide and reference 1st ed Allyn & Bacon Needham Heights, Massachusetts
37. Theobald E 2018 Students are rarely independent: when, why, and how to use random effects in discipline-based education research CBE Life Sci Educ 17 rm2 10.1187/cbe.17-12-0280 30142053 6234830 http://dx.doi.org/10.1187/cbe.17-12-0280
38. Bates D, Machler M, Bolker B, Walker S 2015 Fitting linear mixed-effects models using lme4 J Stat Softw 67 1 48 10.18637/jss.v067.i01 http://dx.doi.org/10.18637/jss.v067.i01
39. Bartoń K 2019 MuMIn: multi-model inference https://CRAN.R-project.org/package=MuMin
40. Burnham KP, Anderson DR 2004 Multimodel inference: understanding AIC and BIC in model selection Sociol Methods Res 33 261 304 10.1177/0049124104268644 http://dx.doi.org/10.1177/0049124104268644
41. Wagenmakers EJ, Farrell S 2004 AIC model selection using Akaike weights Psychon Bull Rev 11 192 196 10.3758/BF03206482 15117008 http://dx.doi.org/10.3758/BF03206482
42. Saldana J 2012 The coding manual for qualitative researchers SAGE
43. 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
44. Corwin LA, Runyon CR, Ghanem E, Sandy M, Clark G, Palmer GC, Reichler S, Rodenbusch SE, Dolan EL 2018 Effects of discovery, iteration, and collaboration in laboratory courses on undergraduates’ research career intentions fully mediated by student ownership CBE Life Sci Educ 17 ar20. 10.1187/cbe.17-07-0141 http://dx.doi.org/10.1187/cbe.17-07-0141
45. Adedokun OA, Parker LC, Childress A, Burgess W, Adams R, Agnew CR, Leary J, Knapp D, Shields C, Lelievre S, Teegarden D 2014 Effect of time on perceived gains from an undergraduate research program CBE Life Sci Educ 13 139 148 10.1187/cbe.13-03-0045 24591512 3940454 http://dx.doi.org/10.1187/cbe.13-03-0045
46. Corwin LA, Dolan EL, Graham MJ, Hanauer DI, Pelaez N 2018 The need to be sure about CUREs: discovery and relevance as critical elements of CUREs for nonmajors J Microbiol Biol Educ 19 3 10.1128/jmbe.v19i3.1683 30377476 6203632 http://dx.doi.org/10.1128/jmbe.v19i3.1683

Supplemental Material

Loading

Article metrics loading...

/content/journal/jmbe/10.1128/jmbe.v22i1.2167
2021-01-29
2021-05-17

Abstract:

Undergraduate student participation in course-based research experiences results in many positive outcomes, but there is a lack of evidence demonstrating which elements of a research experience are necessary, especially for non-biology majors. Broad relevance is one element that can be logistically challenging to incorporate into research experiences in large-enrollment courses. We investigated the impacts of broad relevance in a short-term research experience in an introductory biology course for non-majors. Students either participated in an open-inquiry research experience (OI-RE), where they developed their own research question, or a broadly relevant research experience (BR-RE), where they investigated a question assigned to them that was relevant to an ongoing research project. We found a significant association between the type of research project experienced and students’ preference for an experience, with half of the students in the OI-RE group and nearly all students in the BR-RE group preferring a broadly relevant research experience. However, since science confidence increased over the course for both groups, these findings indicate that while students who participated in a BR-RE valued it, broadly relevant research experiences may not be necessary for positive outcomes for non-majors.

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

Full text loading...

/deliver/fulltext/jmbe/22/1/jmbe-22-3.html?itemId=/content/journal/jmbe/10.1128/jmbe.v22i1.2167&mimeType=html&fmt=ahah

Author and Article Information

  • Received 22 May 2020 Accepted 16 November 2020 Published 29 January 2021
  • ©2021 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: University of Minnesota, 3-154 MCB, 420 Washington Ave. SE, Minneapolis, MN 55455. E-mail: [email protected].
  • # These authors contributed equally to this work.

Figures

Open Inquiry versus Broadly Relevant Short-Term Research Experiences for Non-Biology Majors
[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/author/jmbe/10.1128/jmbe.v22i1.2167-1,webId=/content/author/jmbe/10.1128/jmbe.v22i1.2167-1,properties={foaf_givenname=Sadie, foaf_name=Sadie Hebert, foaf_surname=Hebert, pub_correspondenceLink=*, pub_hasAuthorNote=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/note/jmbe/10.1128/jmbe.v22i1.2167-note1]], pub_isAffiliatedWith=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v22i1.2167-aff1]]}], com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/author/jmbe/10.1128/jmbe.v22i1.2167-2,webId=/content/author/jmbe/10.1128/jmbe.v22i1.2167-2,properties={foaf_givenname=Jessamina E., foaf_name=Jessamina E. Blum, foaf_surname=Blum, pub_hasAuthorNote=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/note/jmbe/10.1128/jmbe.v22i1.2167-note1]], pub_isAffiliatedWith=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v22i1.2167-aff1]]}], com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/author/jmbe/10.1128/jmbe.v22i1.2167-3,webId=/content/author/jmbe/10.1128/jmbe.v22i1.2167-3,properties={foaf_givenname=Deena, foaf_name=Deena Wassenberg, foaf_surname=Wassenberg, pub_isAffiliatedWith=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v22i1.2167-aff1]]}], com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/author/jmbe/10.1128/jmbe.v22i1.2167-4,webId=/content/author/jmbe/10.1128/jmbe.v22i1.2167-4,properties={foaf_givenname=David, foaf_name=David Marks, foaf_surname=Marks, pub_isAffiliatedWith=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v22i1.2167-aff2]]}], com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/author/jmbe/10.1128/jmbe.v22i1.2167-5,webId=/content/author/jmbe/10.1128/jmbe.v22i1.2167-5,properties={foaf_givenname=Kate, foaf_name=Kate Barry, foaf_surname=Barry, pub_isAffiliatedWith=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v22i1.2167-aff1]]}], com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/author/jmbe/10.1128/jmbe.v22i1.2167-6,webId=/content/author/jmbe/10.1128/jmbe.v22i1.2167-6,properties={foaf_givenname=Sehoya, foaf_name=Sehoya Cotner, foaf_surname=Cotner, pub_isAffiliatedWith=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v22i1.2167-aff1]]}]]
Citation: Hebert S, Blum J, Wassenberg D, Marks D, Barry K, Cotner S. 2021. Open inquiry versus broadly relevant short-term research experiences for non-biology majors . J. Microbiol. Biol. Educ. 22(1): doi:10.1128/jmbe.v22i1.2167
/content/jmbe/10.1128/jmbe.v22i1.2167.f1-jmbe-22-3
FIGURE 1
(A to D) Box plots of project ownership survey items showing students’ level of agreement (1 = strongly disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree, 5 = strongly agree). (E) Box plots of project ownership survey items showing students’ level of investment (1 = not at all invested, 2 = minimally invested, 3 = somewhat invested, 4 = very invested, 5 = extremely invested). **, < 0.01; ***, < 0.001.
jmbe/22/1/jmbe-22-3f1_thmb.gif
jmbe/22/1/jmbe-22-3f1.gif
Image of FIGURE 1

Click to view

FIGURE 1

(A to D) Box plots of project ownership survey items showing students’ level of agreement (1 = strongly disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree, 5 = strongly agree). (E) Box plots of project ownership survey items showing students’ level of investment (1 = not at all invested, 2 = minimally invested, 3 = somewhat invested, 4 = very invested, 5 = extremely invested). **, < 0.01; ***, < 0.001.

Source: J. Microbiol. Biol. Educ. January 2021 vol. 22 no. 1 doi:10.1128/jmbe.v22i1.2167
Download as Powerpoint
/content/jmbe/10.1128/jmbe.v22i1.2167.f2-jmbe-22-3
FIGURE 2
Percentages of students who prefer an open inquiry or broadly relevant research experience. Students who participated in an OI-RE or BR-RE are represented by blue and green bars, respectively.
jmbe/22/1/jmbe-22-3f2_thmb.gif
jmbe/22/1/jmbe-22-3f2.gif
Image of FIGURE 2

Click to view

FIGURE 2

Percentages of students who prefer an open inquiry or broadly relevant research experience. Students who participated in an OI-RE or BR-RE are represented by blue and green bars, respectively.

Source: J. Microbiol. Biol. Educ. January 2021 vol. 22 no. 1 doi:10.1128/jmbe.v22i1.2167
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