Evaluation of Cost-Conscious Course-Embedded Research Projects in a Freshman Biochemistry and Molecular Biology Course

Autor/inn/en	Stewart, John F.; Gustafson, John E.; Moore, Michael E.; Forshee, J. Lance; Canaan, Patricia; French, Donald P.
Titel	Evaluation of Cost-Conscious Course-Embedded Research Projects in a Freshman Biochemistry and Molecular Biology Course
Quelle	In: American Biology Teacher, 85 (2023) 6, S.327-333 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-7685
Schlagwörter	College Freshmen; Majors (Students); Science Education; Cost Effectiveness; Biochemistry; Molecular Biology; Scientific Research; Science Laboratories; Laboratory Training; Scientific Concepts; Science Process Skills; Science Activities; Feedback (Response); Introductory Courses + Suchen Sie Ihr Suchwort? Studienanfänger; Naturwissenschaftliche Bildung; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Biochemie; Molekularbiologie; Laborkunde; Einführungskurs
Abstract	Students who experience research as undergraduates tend to remain in science, technology, engineering, and mathematics fields. Since course-based undergraduate research experiences (CUREs) are often expensive to implement, we developed a relatively inexpensive first-semester research course for majors entitled "Freshman Research in Biochemistry," in which approximately 100 students participated in an ongoing research project each year. During this course, students conducted laboratory work related to multiple research veins, and graduate teaching assistants (TAs) and the instructor ensured that sufficient data from the laboratory were made available to the students to analyze. During three unique course iterations, students worked on faculty research projects that included connecting contigs of the draft genome of a native Oklahoma bacterial Arhodomonas isolate capable of degrading petroleum hydrocarbons, cloning antibiotic resistance genes from the genus Elizabethkingia, and analyzing RNAseq data from Elizabethkingia anopheles challenged with cell wall-active antibiotics to determine gene function, gene differential expression, and relative gene genome location. During the course, students scored results, analyzed data, maintained laboratory notebooks, and presented posters in a symposium to faculty and graduate TAs. To determine positive impacts of the course on students, they completed the Laboratory Course Assessment Survey in two course sections. Survey data indicated/students agreed that the course included elements of Iteration, Collaboration, and Discovery and Relevance. Students also reported that they gained scientific skills but were ambivalent about whether instructor feedback was harsh. Examination of Student Survey of Instruction responses showed students thought positively about the course, but some considered it too difficult. Biochemistry and Molecular Biology and Biochemistry major cohort tracking revealed no effect of Freshman Research in Biochemistry on student persistence in the major or institution. Nonetheless, we consider the course a cost-conscious model for biochemistry and molecular biology departments for introducing research to first-year students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01