Supporting the democratization of science during a pandemic: genomics Course-based Undergraduate Research Experiences (CUREs) as an effective remote learning strategy
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Published:2023-12-14
Issue:3
Volume:24
Page:
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ISSN:1935-7877
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Container-title:Journal of Microbiology & Biology Education
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language:en
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Short-container-title:J Microbiol Biol Educ.
Author:
Lopatto David1, Silver Key S. Catherine2, Van Stry Melanie3, Siders Jamie4, Leung Wilson5, Sandlin Katie M.6, Rele Chinmay P.6, Reed Laura K.6ORCID, Hare-Harris Abby E., Haberman Adam, Kleinschmit Adam J., Yu Alder, Sawa Alexa, Nagengast Alexis, Howard Alisha, Alma E, Estrada Rodriguez, Hark Amy T., Almeida Ana, Arsham Andrew M., Corsi Ann K., Allen Anna K., Aragon Anthony D., Sreenivasan Aparna, Yowler Brian, Howell Carina E., Reinke Catherine, McKenna Chelsey C., Fleet Christine M., Jones Christopher J., Arrigo Cindy, Wolfe Cindy, Uhde-Stone Claudia, Barnard Daron, Don Paetkau Enrique Rodriguez-Borrero, Merkhofer Evan, Mellgren Eve M., Safadi-Chamberlain Farida, Findlay Geoffrey D., McNeil Gerard, Bretscher Heidi S., Ullah Hemayet, Mistry Hemlata, Howard Xu H., Bose Indrani, Vincent Jack, Kagey Jacob D., Wittke-Thompson Jacqueline K., Bedard James E. J., Godde James S., Price James V., Dyer Jamie O., Roecklein-Canfield Jennifer A., Jemc Jennifer, Kennell Jennifer, Gillard Jeroen, Braverman John M., Stanga John P., Stamm Joyce, Martínez-Cruzado Juan C., Leatherman Judith, DiAngelo Justin R., Thackeray Justin, Schmeichel Karen L., Teeter Katherine C., Bieser Kayla, Agrimson Kellie S., Saville Kenneth, Paliulis Leocadia, Long Lindsey J., Kadlec Lisa, Logan Johnson M., Sustacek Maire K., Santisteban Maria, Montes-Matias Marie, Burg Martin G., Smith Mary Ann V., Skerritt Matthew, Wawersik Matthew, Yang Melinda A., Rubin Michael R., Eller Michele, Hall-Woods Monica L., Minkovsky Natalie, Velmeshev Nicole Salazar, Kokan Nighat P., Tsotakos Nikolaos, Velazquez-Ulloa Norma, Croonquist Paula, Glaser Rivka L., Drewell Robert A., Elgin Sarah C. R., Justice Sarah, Tanner Scott, Page Shallee T., Fung Siaumin,
Affiliation:
1. Center for Teaching, Learning and Assessment, Grinnell College, Grinnell, Iowa, USA 2. Biological and Biomedical Sciences Department, North Carolina Central University, Durham, North Carolina, USA 3. Department of Biology, Lane College, Jackson, Tennessee, USA 4. Department of Biological & Allied Health Sciences, Ohio Northern University, Ada, Ohio, USA 5. Department of Biology, Washington University, St. Louis, Missouri, USA 6. Department of Biological Sciences, University of Alabama at Tuscaloosa, Tuscaloosa, Alabama, USA
Abstract
ABSTRACT
The initial phase of the COVID-19 pandemic changed the nature of course delivery from largely in-person to exclusively remote, thus disrupting the well-established pedagogy of the Genomics Education Partnership (GEP;
https://www.thegep.org
). However, our web-based research adapted well to the remote learning environment. As usual, students who engaged in the GEP’s Course-based Undergraduate Research Experience (CURE) received digital projects based on genetic information within assembled
Drosophila
genomes. Adaptations for remote implementation included moving new member faculty training and peer Teaching Assistant office hours from in-person to online. Surprisingly, our faculty membership significantly increased and, hence, the number of supported students. Furthermore, despite the mostly virtual instruction of the 2020–2021 academic year, there was no significant decline in student learning nor attitudes. Based on successfully expanding the GEP CURE within a virtual learning environment, we provide four strategic lessons we infer toward democratizing science education. First, it appears that increasing access to scientific research and professional development opportunities by supporting virtual, cost-free attendance at national conferences attracts more faculty members to educational initiatives. Second, we observed that transitioning new member training to an online platform removed geographical barriers, reducing time and travel demands, and increased access for diverse faculty to join. Third, developing a Virtual Teaching Assistant program increased the availability of peer support, thereby improving the opportunities for student success. Finally, increasing access to web-based technology is critical for providing equitable opportunities for marginalized students to fully participate in research courses. Online CUREs have great potential for democratizing science education.
Publisher
American Society for Microbiology
Subject
General Agricultural and Biological Sciences,General Immunology and Microbiology,General Biochemistry, Genetics and Molecular Biology,Education
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