Assistant Professor (fixed-term) Michigan State University East lansing, Michigan
Body of Abstract: One of the approaches to fostering next-generation scientists is to provide opportunities to involve them in scientific research. Course-based Undergraduate Research Experiences (CUREs) as a pedagogy can broaden research participation and help to bridge research with education. We recently developed part of a plant chloroplast lipid signaling project into a mutant screen CURE for an introductory cell and molecular biology laboratory course. There are three major modules included in this CURE curriculum: general molecular biology and laboratory techniques building, performing scientific practice and applying the concept , and introduction to bioinformatics techniques. Core biological concepts, such as genetic information flow, genotype and phenotype, mutations and mutants, and structure and function, were covered throughout the curriculum. Students then applied their learning to practice by asking questions, forming hypothesis, conducting experiments, analyzing data, drawing conclusions, and communicating their findings.
We assessed the design of this CURE and its impact on students learning by administering three self-reported instruments and questionnaire to students: The Laboratory Course Assessment Survey (LCAS), the concept survey designed by the authors, and the Survey of Undergraduate Research Experience (SURE). The data showed that students perceived the course design as meeting the criteria of a CURE, their self-reported learning in the covered concepts improved after taking this course, and the students self-reported gain in scientific practice skills were comparable to other studies at the national level.
This CURE showcases an approach to broaden research participation and foster inclusive research opportunities while building a research-learning community that benefits both undergraduates and scientists.