A Broadly Implementable Research Course in Phage Discovery and Genomics for First-Year Undergraduate Students-Reference-Cited by-同舟云学术

A Broadly Implementable Research Course in Phage Discovery and Genomics for First-Year Undergraduate Students

Published:2014-02-28 Issue:1 Volume:5 Page:
ISSN:2161-2129
Container-title:mBio
language:en
Short-container-title:mBio

Author:

Jordan Tuajuanda C.¹,Burnett Sandra H.²,Carson Susan³,Caruso Steven M.⁴,Clase Kari⁵,DeJong Randall J.⁶,Dennehy John J.⁷,Denver Dee R.⁸,Dunbar David⁹,Elgin Sarah C. R.¹⁰,Findley Ann M.¹¹,Gissendanner Chris R.¹²,Golebiewska Urszula P.¹³,Guild Nancy¹⁴,Hartzog Grant A.¹⁵,Grillo Wendy H.¹⁶,Hollowell Gail P.¹⁶,Hughes Lee E.¹⁷,Johnson Allison¹⁸,King Rodney A.¹⁹,Lewis Lynn O.²⁰,Li Wei²¹,Rosenzweig Frank²²,Rubin Michael R.²³,Saha Margaret S.²⁴,Sandoz James⁴,Shaffer Christopher D.¹⁰,Taylor Barbara⁸,Temple Louise²⁵,Vazquez Edwin²³,Ware Vassie C.²⁶,Barker Lucia P.²⁷,Bradley Kevin W.²⁷,Jacobs-Sera Deborah²⁸,Pope Welkin H.²⁸,Russell Daniel A.²⁸,Cresawn Steven G.²⁹,Lopatto David³⁰,Bailey Cheryl P.²⁷,Hatfull Graham F.²⁸

Affiliation:

1. College of Arts and Sciences, Lewis and Clark College, Portland, Oregon, USA

2. Department of Microbiology and Molecular Biology, Brigham Young University, Provo, Utah, USA

3. Biotechnology Program and Department of Plant and Microbial Biology, North Carolina State University, Raleigh, North Carolina, USA

4. Department of Biological Sciences, University of Maryland, Baltimore County, Baltimore, Maryland, USA

5. Technology Leadership and Innovation, Agricultural and Biological Engineering, Purdue University, West Lafayette, Indiana, USA

6. Department of Biology, Calvin College, Grand Rapids, Michigan, USA

7. Department of Biology, Queens College and the Graduate Center of the City University of New York, Flushing, New York, USA

8. Department of Zoology, Oregon State University, Corvallis, Oregon, USA

9. Department of Biology, Cabrini College, Radnor, Pennsylvania, USA

10. Department of Biology, Washington University in St. Louis, St. Louis, Missouri, USA

11. Department of Biology, University of Louisiana at Monroe, Monroe, Louisiana, USA

12. Department of Basic Pharmaceutical Sciences, University of Louisiana at Monroe, Monroe, Louisiana, USA

13. Department of Biology Sciences and Geology, Queensborough Community College, City University of New York, New York, New York, USA

14. Department of Molecular, Cellular and Developmental Biology, University of Colorado at Boulder, Boulder, Colorado, USA

15. Department of Molecular, Cell and Developmental Biology, University of California, Santa Cruz, California, USA

16. Department of Biology, North Carolina Central University, Durham, North Carolina, USA

17. Department of Biological Sciences, University of North Texas, Denton, Texas, USA

18. Center for the Study of Biological Complexity, Virginia Commonwealth University, Richmond, Virginia, USA

19. Department of Biology, Western Kentucky University, Bowling Green, Kentucky, USA

20. Department of Biological Sciences, University of Mary Washington, Fredericksburg, Virginia, USA

21. Master of Physician Assistant Studies Program, Indiana University, Indianapolis, Indiana, USA

22. Department of Biological Sciences, University of Montana, Missoula, Montana, USA

23. Department of Biology, University of Puerto Rico at Cayey, Cayey, Puerto Rico

24. Department of Biology, College of William and Mary, Williamsburg, Virginia, USA

25. Department of Integrated Science and Technology, James Madison University, Harrisonburg, Virginia, USA

26. Department of Biological Sciences, Lehigh University, Bethlehem, Pennsylvania, USA

27. Undergraduate and Graduate Science Education, Howard Hughes Medical Institute, Chevy Chase, Maryland, USA

28. Department of Biological Sciences, University of Pittsburgh, Pittsburgh, Pennsylvania, USA

29. Department of Biology, James Madison University, Harrisonburg, Virginia, USA

30. Department of Psychology, Grinnell College, Grinnell, Iowa, USA

Abstract

ABSTRACT Engaging large numbers of undergraduates in authentic scientific discovery is desirable but difficult to achieve. We have developed a general model in which faculty and teaching assistants from diverse academic institutions are trained to teach a research course for first-year undergraduate students focused on bacteriophage discovery and genomics. The course is situated within a broader scientific context aimed at understanding viral diversity, such that faculty and students are collaborators with established researchers in the field. The Howard Hughes Medical Institute (HHMI) Science Education Alliance Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) course has been widely implemented and has been taken by over 4,800 students at 73 institutions. We show here that this alliance-sourced model not only substantially advances the field of phage genomics but also stimulates students’ interest in science, positively influences academic achievement, and enhances persistence in science, technology, engineering, and mathematics (STEM) disciplines. Broad application of this model by integrating other research areas with large numbers of early-career undergraduate students has the potential to be transformative in science education and research training. IMPORTANCE Engagement of undergraduate students in scientific research at early stages in their careers presents an opportunity to excite students about science, technology, engineering, and mathematics (STEM) disciplines and promote continued interests in these areas. Many excellent course-based undergraduate research experiences have been developed, but scaling these to a broader impact with larger numbers of students is challenging. The Howard Hughes Medical Institute (HHMI) Science Education Alliance Phage Hunting Advancing Genomics and Evolutionary Science (SEA-PHAGES) program takes advantage of the huge size and diversity of the bacteriophage population to engage students in discovery of new viruses, genome annotation, and comparative genomics, with strong impacts on bacteriophage research, increased persistence in STEM fields, and student self-identification with learning gains, motivation, attitude, and career aspirations.

Publisher

American Society for Microbiology

Subject

Virology,Microbiology

Link

https://journals.asm.org/doi/pdf/10.1128/mBio.01051-13

Reference58 articles.

1. President’s Council on Science and Technology . 2012. Report to the President. Engage to excel: producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. Executive Office of the President, Washington, DC.

2. National Academy of Sciences, National Academy of Engineering, and Institute of Medicine of the National Academies . 2007. Rising above the gathering storm: energizing and employing America for a brighter economic future. National Academies Press, Washington, DC.

3. National Research Council of the National Academies . 2003. BIO2010: transforming undergraduate education for future research biologists. National Academies Press, Washington, DC.

4. American Association for the Advancement of Science . 2009. Vision and change in undergraduate biology education: a call to action. American Association for the Advancement of Science, Washington, DC.

5. Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three-year study

Cited by 424 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Graduate teaching assistants’ beliefs and practices regarding mentoring in the context of an online introductory biology CURE: an exploratory study;Journal of Microbiology & Biology Education;2024-09-13

2. Genome sequence of Xenia2 a DV cluster phage that infects Gordonia rubripertincta;Microbiology Resource Announcements;2024-09-10

3. Dipping Your Toe in The CURE Pool: Longitudinal Tracking of Instructors Suggests Use of a Short-Duration CURE Can Catalyze Expansion to Longer CURE Experiences;CBE—Life Sciences Education;2024-09

4. Nine Cluster E mycobacteriophages isolated from soil;Microbiology Resource Announcements;2024-08-30

5. An inclusive Research and Education Community (iREC) model to facilitate undergraduate science education reform;Frontiers in Education;2024-08-21