Dataset Information

Students in a Course-Based Undergraduate Research Experience Course Discovered Dramatic Changes in the Bacterial Community Composition Between Summer and Winter Lake Samples.

ABSTRACT: Course-based undergraduate research experience (CURE) courses incorporate high-impact pedagogies that have been shown to increase undergraduate retention among underrepresented minorities and women. As part of the Building Infrastructure Leading to Diversity program at the University of Detroit Mercy, a CURE metagenomics course was established in the winter of 2019. Students investigated the bacterial community composition in a eutrophic cove in Lake Saint Clair (Harrison Township, MI, United States) from water samples taken in the summer and winter. The students created 16S rRNA libraries that were sequenced using next-generation sequencing technology. They used a public web-based supercomputing resource to process their raw sequencing data and web-based tools to perform advanced statistical analysis. The students discovered that the most common operational taxonomic unit, representing 31% of the prokaryotic sequences in both summer and winter samples, corresponded to an organism that belongs to a previously unidentified phylum. This result showed the students the power of metagenomics because the approach was able to detect unclassified organisms. Principal Coordinates Analysis of Bray-Curtis dissimilarity index data showed that the winter community was distinct from the summer community [Analysis of Similarities (ANOSIM) r = 0.59829, n = 18, and p < 0.001]. Dendrograms based on hierarchically clustered Pearson correlation coefficients of phyla were divided into a winter clade and a summer clade. The conclusion is that the winter bacterial population was fundamentally different from the summer population, even though the samples were taken from the same locations in a protected cove. Because of the small class sizes, qualitative as well as statistical methods were used to evaluate the course's impact on student attitudes. Results from the Laboratory Course Assessment Survey showed that most of the respondents felt they were contributing to scientific knowledge and the course fostered student collaboration. The majority of respondents agreed or strongly agreed that the course incorporated iteration aspects of scientific investigations, such as repeating procedures to fix problems. In summary, the metagenomics CURE course was able to add to scientific knowledge and allowed students to participate in authentic research.

SUBMITTER: Baker SS

PROVIDER: S-EPMC7929996 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature

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Students in a Course-Based Undergraduate Research Experience Course Discovered Dramatic Changes in the Bacterial Community Composition Between Summer and Winter Lake Samples.

Baker Stokes S SS Alhassan Mohamed S MS Asenov Kristian Z KZ Choi Joyce J JJ Craig Griffin E GE Dastidar Zayn A ZA Karim Saleh J SJ Sheardy Erin E EE Sloulin Salameh Z SZ Aggarwal Nitish N Al-Habib Zahraa M ZM Camaj Valentina V Cleminte Dennis D DD Hamady Mira H MH Jaafar Mike M Jones Marcel L ML Khan Zayan M ZM Khoshaba Evileen S ES Khoshaba Rita R Ko Sarah S SS Mashrah Abdulmalik T AT Patel Pujan A PA Rajab Rabeeh R Tandon Sahil S

Frontiers in microbiology 20210218

Course-based undergraduate research experience (CURE) courses incorporate high-impact pedagogies that have been shown to increase undergraduate retention among underrepresented minorities and women. As part of the Building Infrastructure Leading to Diversity program at the University of Detroit Mercy, a CURE metagenomics course was established in the winter of 2019. Students investigated the bacterial community composition in a eutrophic cove in Lake Saint Clair (Harrison Township, MI, United St ...[more]

PMID: 33679627

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Project description:Objective Evaluate undergraduate students’ experience in a synchronous online course that utilized flipped learning during the COVID-19 pandemic. Use of Theory or Research In studies using face-to-face courses, flipped learning has helped students become independent learners compared to traditional, lecture-based courses. However, studies investigating flipped learning rely on face-to-face courses and it is unknown if this model can be effectively applied to the online, synchronous learning environment. Target Audience Upper-level undergraduate students (n = 12) in an advanced nutrition synchronous online course at a midsize, private Midwestern university using Zoom software Course/Curriculum Description In this online, synchronous flipped class, students read textbook chapters and/or watched videos prior to coming to class. Synchronous online classes conducted via zoom were utilized for applying material. Breakout rooms were utilized for team-based learning activities. Example topics covered in class include macronutrient and micronutrient metabolism. Evaluation Methods Students completed 5 learning reflections throughout the semester. Content analysis was applied to these reflections to discover themes by two investigators. Results Five themes were discovered from the reflections: dependency, peer support, metacognition, asking questions, and effort. Overall, students did not become independent learners and depended on the instructor to explain things to them; however, students did recognize they had room for growth in their efforts to learn on their own. Peer support using breakout rooms during class provided a safe space and much needed support and interaction, especially during a socially isolated time. While students valued the learning moments that came from asking questions, they largely relied on others to ask questions. Conclusions Even though students were able to grow and make strides as learners during the flipped, remote course, they never became fully independent learners. Utilizing breakout rooms for team-based learning may help students develop the confidence in asking questions and learning from mistakes. Additionally, compared to previous studies, students in this remote course emphasized the benefits of the team-based learning for social support and interaction. Funding None

Project description:BackgroundThe COVID-19 pandemic posed a unique challenge for summer research programs in 2020, particularly for programs aimed at hands-on experience for younger trainees. The Indiana University Melvin and Bren Simon Comprehensive Cancer Center supports two pipeline programs, which traditionally immerse high school juniors, seniors, and early undergraduate students from underrepresented populations in science in hands-on projects in cancer biology labs. However, due to social distancing policies during the pandemic and reduction of research operations, these students were not physically allowed on campus. Thus, the authors set out to strategically pivot to a wholly virtual curriculum and evaluate the Virtual Summer Research Experience in Cancer outcomes.MethodsThe virtual program included four components: 1. a core science and professional development curriculum led by high school teachers and senior undergraduates; 2. faculty-delivered didactic sessions on cancer science; 3. mentored, virtual research projects with research faculty; and 4. online networking events to encourage vertical mentoring. Outcomes data were measured using a locally created 11-item Research Preparation Scale, daily electronic feedback, and weekly structured evaluation and feedback via Zoom.ResultsOutcome data suggested high self-reported satisfaction with the virtual program. Outcome data also revealed the importance of coordination between multiple entities for seamless program implementation. This includes the active recruitment and participation of high school teachers and further investment in information technology capabilities of institutions.ConclusionsFindings reveal a path to educate and train high school and early undergraduate students in cancer research when hands-on, in-person training is not feasible. Virtual research experiences are not only useful to engage students during public health crises but can provide an avenue for cancer centers to expand their cancer education footprints to remotely located schools and universities with limited resources to provide such experiences to their students.

Project description:ObjectivesResearch into interdisciplinary education, where concrete examples and empirical evidence of interdisciplinary teaching is explored, is limited. Furthermore, there are no standardized guidelines on best practices for designing and implementing an interdisciplinary curriculum. Recently, in healthcare settings there has been a drive to adopt interdisciplinary or transdisciplinary practices, creating a need for training individuals capable of working across discipline-specific boundaries, or to even adopt a transdisciplinary practice. This is partially attributed to recognizing that local and global complex health challenges are interlinked and share common factors and often require a new integrated approach to management. In response, a new interdisciplinary course using a modified snowflake model of interdisciplinary course design was launched at a medical school. The course aimed to provide a broad foundation for lifelong learning with a strong emphasis on the development of knowledge, skills, and professional values essential for interdisciplinary and transdisciplinary practice in applied health promotion for individuals and society.MethodsA semi-structured focus group with students (n = 15% of the inaugural cohort) having completed at least 1 year of the course was undertaken to investigate student perspectives on best approaches for the development and delivery of interdisciplinary learning and teaching.ResultsResults highlighted the importance of providing training and opportunity for students to practice integration within the curriculum. Additionally, it was noted that including a module to introduce students to different disciplines and guiding students to explore their inherent interconnectedness is essential in helping them develop interdisciplinary thinking and skills. Crucially, the role of integrated assessments was also recognized as fundamental for demonstrating and practicing interdisciplinarity.ConclusionOverall, this study provides valuable insights and recommendations for educators with the objective of developing interdisciplinary learning in new or existing higher education courses or those seeking to prepare learners for contemporary and emergent societal challenges more generally.

Dataset Information

Students in a Course-Based Undergraduate Research Experience Course Discovered Dramatic Changes in the Bacterial Community Composition Between Summer and Winter Lake Samples.

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Students in a Course-Based Undergraduate Research Experience Course Discovered Dramatic Changes in the Bacterial Community Composition Between Summer and Winter Lake Samples.

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