Developing scientific literacy with a cyclic independent study assisted CURE detecting SARS-CoV-2 in wastewater

IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Journal of Microbiology & Biology Education Pub Date : 2023-10-25 DOI:10.1128/jmbe.00147-23
Kristine Dye
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Abstract

ABSTRACT The COVID-19 pandemic has exposed a high level of scientific illiteracy and mistrust that pervades the scientific and medical communities. This finding has proven the necessity of updating current methods used to expose undergraduates to research. The research in traditional course-based undergraduate research experiences (CUREs) is limited by undergraduate time constraints, skill level, and course structure, and consequently it does not attain the learning objectives or the high-impact, relevant studies achieved in graduate-level laboratories using a cyclic trainee/trainer model. Although undergraduate independent study (ISY) research more closely matches the structure and learning objectives of graduate-level research, they are uncommon as professors and universities typically view them as a significant time and resource burden with limited return. Cyclic independent study-assisted CUREs (CIS-CUREs) combine many positive aspects of ISY graduate-level research, and CUREs by pre-training ISY research lead to facilitate CURE proposal and project semesters in a cyclic model. The CIS-CURE approach allowed undergraduate students at Stetson University to perform and disseminate more rigorous, involved, long-term, and challenging research projects, such as the surveillance of SARS-CoV-2 in wastewater. In doing so, all students would have the opportunity to participate in a high-impact research project and consequently gain a more comprehensive training, reach higher levels of research dissemination, and increase their competitiveness after graduating. Together, CIS-CUREs generate graduates with higher scientific literacy and thus combat scientific mistrust in communities.
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通过循环独立研究培养科学素养,协助CURE检测废水中的SARS-CoV-2
2019冠状病毒病大流行暴露了科学界和医学界普遍存在的高度科学素养和不信任。这一发现证明了更新当前用于让本科生参与研究的方法的必要性。传统的基于课程的本科生研究经验(CUREs)研究受到本科生时间限制、技能水平和课程结构的限制,因此无法达到学习目标,也无法实现在研究生水平的实验室中使用循环学员/教练模型进行的高影响力的相关研究。尽管本科生自主学习(ISY)研究更接近研究生水平研究的结构和学习目标,但它们并不常见,因为教授和大学通常认为它们是一个巨大的时间和资源负担,回报有限。循环独立研究辅助疗法(CIS-CUREs)结合了ISY研究生水平研究的许多积极方面,并且通过预先培训ISY研究的疗法促进了循环模型中的CURE提案和项目学期。CIS-CURE方法使斯泰森大学的本科生能够执行和传播更严格、更广泛、更长期、更具有挑战性的研究项目,例如监测废水中的SARS-CoV-2。这样,所有学生都有机会参与高影响力的研究项目,从而获得更全面的培训,达到更高的研究传播水平,提高毕业后的竞争力。CIS-CUREs共同培养了具有更高科学素养的毕业生,从而消除了社区中的科学不信任。
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来源期刊
Journal of Microbiology & Biology Education
Journal of Microbiology & Biology Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.00
自引率
26.30%
发文量
95
审稿时长
22 weeks
期刊最新文献
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