Supporting the democratization of science during a pandemic: genomics Course-based Undergraduate Research Experiences (CUREs) as an effective remote learning strategy

IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Journal of Microbiology & Biology Education Pub Date : 2023-09-22 DOI:10.1128/jmbe.00039-23
David Lopatto, S. Catherine Silver Key, Melanie Van Stry, Jamie Siders, Wilson Leung, Katie M. Sandlin, Chinmay P. Rele, Laura K. Reed, Abby E. Hare-Harris, Adam Haberman, Adam J. Kleinschmit, Alder Yu, Alexa Sawa, Alexis Nagengast, Alisha Howard, E Alma, Rodriguez Estrada, Amy T. Hark, Ana Almeida, Andrew M. Arsham, Ann K. Corsi, Anna K. Allen, Anthony D. Aragon, Aparna Sreenivasan, Brian Yowler, Carina E. Howell, Catherine Reinke, Chelsey C. McKenna, Christine M. Fleet, Christopher J. Jones, Cindy Arrigo, Cindy Wolfe, Claudia Uhde-Stone, Daron Barnard, Enrique Rodriguez-Borrero Don Paetkau, Evan Merkhofer, Eve M. Mellgren, Farida Safadi-Chamberlain, Geoffrey D. Findlay, Gerard McNeil, Heidi S. Bretscher, Hemayet Ullah, Hemlata Mistry, H. Howard Xu, Indrani Bose, Jack Vincent, Jacob D. Kagey, Jacqueline K. Wittke-Thompson, James E. J. Bedard, James S. Godde, James V. Price, Jamie O. Dyer, Jennifer A. Roecklein-Canfield, Jennifer Jemc, Jennifer Kennell, Jeroen Gillard, John M. Braverman, John P. Stanga, Joyce Stamm, Juan C. Martínez-Cruzado, Judith Leatherman, Justin R. DiAngelo, Justin Thackeray, Karen L. Schmeichel, Katherine C. Teeter, Kayla Bieser, Kellie S. Agrimson, Kenneth Saville, Leocadia Paliulis, Lindsey J. Long, Lisa Kadlec, M. Logan Johnson, Maire K. Sustacek, Maria Santisteban, Marie Montes-Matias, Martin G. Burg, Mary Ann V. Smith, Matthew Skerritt, Matthew Wawersik, Melinda A. Yang, Michael R. Rubin, Michele Eller, Monica L. Hall-Woods, Natalie Minkovsky, Nicole Salazar Velmeshev, Nighat P. Kokan, Nikolaos Tsotakos, Norma Velazquez-Ulloa, Paula Croonquist, Rivka L. Glaser, Robert A. Drewell, Sarah C. R. Elgin, Sarah Justice, Scott Tanner, Shallee T. Page, Siaumin Fung
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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.
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支持大流行期间的科学民主化:基因组学课程为基础的本科研究经验(CUREs)作为一种有效的远程学习策略
2019冠状病毒病大流行的初始阶段改变了课程交付的性质,从主要面对面授课转变为完全远程授课,从而扰乱了基因组学教育伙伴关系(GEP;https://www.thegep.org)。然而,我们的网络研究很好地适应了远程学习环境。像往常一样,参与GEP基于课程的本科研究经验(CURE)的学生收到了基于组装果蝇基因组内遗传信息的数字项目。远程实施的调整包括将新成员、教员培训和同行助教的办公时间从面对面改为在线。令人惊讶的是,我们的教师人数显著增加,因此,支持学生的数量也增加了。此外,尽管2020-2021学年主要采用虚拟教学,但学生的学习和态度没有明显下降。在虚拟学习环境中成功扩展GEP CURE的基础上,我们为科学教育民主化提供了四个战略教训。首先,通过支持虚拟的、免费的国家会议来增加获得科学研究和专业发展机会的机会,似乎吸引了更多的教师参与教育活动。其次,我们观察到,将新成员培训过渡到在线平台消除了地理障碍,减少了时间和旅行需求,并增加了不同教师加入的机会。第三,开发虚拟助教项目增加了同伴支持的可用性,从而提高了学生成功的机会。最后,增加网络技术的使用对于为边缘化学生提供充分参与研究课程的公平机会至关重要。在线治疗对于科学教育的民主化具有巨大的潜力。
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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
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