Department of Curriculum and Instruction

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Browsing Department of Curriculum and Instruction by Author "Albion College"

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    A Central Support System Can Facilitate Implementation and Sustainability of a Classroom-Based Undergraduate Research Experience (CURE) in Genomics
    (American Society of Cell Biology, 2014) Lopatto, David; Hauser, Charles; Jones, Christopher J.; Paetkau, Don; Chandrasekaran, Vidya; Dunbar, David; MacKinnon, Christy; Stamm, Joyce; Alvarez, Consuelo; Barnard, Daron; Bedard, James E. J.; Bednarski, April E.; Bhalla, Satish; Braverman, John M.; Burg, Martin; Chung, Hui-Min; DeJong, Randall J.; DiAngelo, Justin R.; Du, Chunguang; Eckdahl, Todd T.; Emerson, Julia; Frary, Amy; Frohlich, Donald; Goodman, Anya L.; Gosser, Yuying; Govind, Shubha; Haberman, Adam; Hark, Amy T.; Hoogewerf, Arlene; Johnson, Diana; Kadlec, Lisa; Kaehler, Marian; Key, S. Catherine Silver; Kokan, Nighat P.; Kopp, Olga R.; Kuleck, Gary A.; Lopilato, Jane; Martinez-Cruzado, Juan C.; McNeil, Gerard; Mel, Stephanie; Nagengast, Alexis; Overvoorde, Paul J.; Parrish, Susan; Preuss, Mary L.; Reed, Laura D.; Regisford, E. Gloria; Revie, Dennis; Robic, Srebrenka; Roecklien-Canfield, Jennifer A.; Rosenwald, Anne G.; Rubin, Michael R.; Saville, Kenneth; Schroeder, Stephanie; Sharif, Karim A.; Shaw, Mary; Skuse, Gary; Smith, Christopher D.; Smith, Mary; Smith, Sheryl T.; Spana, Eric P.; Spratt, Mary; Sreenivasan, Aparna; Thompson, Jeffrey S.; Wawersik, Matthew; Wolyniak, Michael J.; Youngblom, James; Zhou, Leming; Buhler, Jeremy; Mardis, Elaine; Leung, Wilson; Shaffer, Christopher D.; Threlfall, Jennifer; Elgin, Sarah C. R.; Saint Mary's College of California; University Incarnate Word; University of Evansville; Longwood University; Worcester State University; Johnson C Smith University; Saint Joseph's University; Grand Valley State University; University of West Florida; Calvin University; Hofstra University; Montclair State University; Amherst College; Mount Holyoke College; University of Saint Thomas; California Polytechnic State University San Luis Obispo; City College of New York (CUNY); Oberlin College; George Washington University; Wilkes University; University of North Carolina; North Carolina Central University; Cardinal Stritch University; Utah Valley University; University of Detroit Mercy; Simmons University; University of Puerto Rico; University of Puerto Rico Mayaguez; York College NY (CUNY); University of California San Diego; Widener University; Macalester College; Webster University; University of Alabama Tuscaloosa; Prairie View A&M University; California Lutheran University; Georgetown University; University of Puerto Rico at Cayey; Albion College; Rochester Institute of Technology; San Francisco State University; North Carolina A&T State University; Duke University; William Woods University; California State University Monterey Bay; Denison University; William & Mary; California State University Stanislaus; University of Pittsburgh; Washington University (WUSTL)
    In their 2012 report, the President's Council of Advisors on Science and Technology advocated "replacing standard science laboratory courses with discovery-based research courses"-a challenging proposition that presents practical and pedagogical difficulties. In this paper, we describe our collective experiences working with the Genomics Education Partnership, a nationwide faculty consortium that aims to provide undergraduates with a research experience in genomics through a scheduled course (a classroom-based undergraduate research experience, or CURE). We examine the common barriers encountered in implementing a CURE, program elements of most value to faculty, ways in which a shared core support system can help, and the incentives for and rewards of establishing a CURE on our diverse campuses. While some of the barriers and rewards are specific to a research project utilizing a genomics approach, other lessons learned should be broadly applicable. We find that a central system that supports a shared investigation can mitigate some shortfalls in campus infrastructure (such as time for new curriculum development, availability of IT services) and provides collegial support for change. Our findings should be useful for designing similar supportive programs to facilitate change in the way we teach science for undergraduates.
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    A Course-Based Research Experience: How Benefits Change with Increased Investment in Instructional Time
    (American Society of Cell Biology, 2014) Shaffer, Christopher D.; Alvarez, Consuelo J.; Bednarski, April E.; Dunbar, David; Goodman, Anya L.; Reinke, Catherine; Rosenwald, Anne G.; Wolyniak, Michael J.; Bailey, Cheryl; Barnard, Daron; Bazinet, Christopher; Beach, Dale L.; Bedard, James E. J.; Bhalla, Satish; Braverman, John; Burg, Martin; Chandrasekaran, Vidya; Chung, Hui-Min; Clase, Kari; DeJong, Randall J.; DiAngelo, Justin R.; Du, Chunguang; Eckdahl, Todd T.; Eisler, Heather; Emerson, Julia A.; Frary, Amy; Frohlich, Donald; Gosser, Yuying; Govind, Shubha; Haberman, Adam; Hark, Amy T.; Hauser, Charles; Hoogewerf, Arlene; Hoopes, Laura L. M.; Howell, Carina E.; Johnson, Diana; Jones, Christopher J.; Kadlec, Lisa; Kaehler, Marian; Key, S. Catherine Silver; Kleinschmit, Adam; Kokan, Nighat P.; Kopp, Olga; Kuleck, Gary; Leatherman, Judith; Lopilato, Jane; MacKinnon, Christy; Martinez-Cruzado, Juan Carlos; McNeil, Gerard; Mel, Stephanie; Mistry, Hemlata; Nagengast, Alexis; Overvoorde, Paul; Paetkau, Don W.; Parrish, Susan; Peterson, Celeste N.; Preuss, Mary; Reed, Laura K.; Revie, Dennis; Robic, Srebrenka; Roecklein-Canfield, Jennifer; Rubin, Michael R.; Saville, Kenneth; Schroeder, Stephanie; Sharif, Karim; Shaw, Mary; Skuse, Gary; Smith, Christopher D.; Smith, Mary A.; Smith, Sheryl T.; Spana, Eric; Spratt, Mary; Sreenivasan, Aparna; Stamm, Joyce; Szauter, Paul; Thompson, Jeffrey S.; Wawersik, Matthew; Youngblom, James; Zhou, Leming; Mardis, Elaine R.; Buhler, Jeremy; Leung, Wilson; Lopatto, David; Elgin, Sarah C. R.; Washington University (WUSTL); Longwood University; California Polytechnic State University San Luis Obispo; Linfield University; Georgetown University; University of Nebraska Lincoln; Worcester State University; Johnson C Smith University; Saint Joseph's University; Grand Valley State University; Saint Mary's College of California; University of West Florida; Purdue University; Purdue University West Lafayette Campus; Calvin University; Hofstra University; Montclair State University; University of the Cumberlands; Amherst College; Mount Holyoke College; University of Saint Thomas; City College of New York (CUNY); Oberlin College; Claremont Colleges; Pomona College; Lock Haven University; George Washington University; Wilkes University; University of North Carolina; North Carolina Central University; Cardinal Stritch University; Utah Valley University; Loyola Marymount University; University of Northern Colorado; Simmons University; University Incarnate Word; University of Puerto Rico; University of Puerto Rico Mayaguez; York College NY (CUNY); University of California San Diego; Widener University; Macalester College; Suffolk University; Webster University; University of Alabama Tuscaloosa; California Lutheran University; University of Puerto Rico at Cayey; Albion College; Rochester Institute of Technology; San Francisco State University; North Carolina A&T State University; Duke University; William Woods University; California State University Monterey Bay; University of Evansville; University of New Mexico; Denison University; William & Mary; California State University Stanislaus; University of Pittsburgh
    There is widespread agreement that science, technology, engineering, and mathematics programs should provide undergraduates with research experience. Practical issues and limited resources, however, make this a challenge. We have developed a bioinformatics project that provides a course-based research experience for students at a diverse group of schools and offers the opportunity to tailor this experience to local curriculum and institution-specific student needs. We assessed both attitude and knowledge gains, looking for insights into how students respond given this wide range of curricular and institutional variables. While different approaches all appear to result in learning gains, we find that a significant investment of course time is required to enable students to show gains commensurate to a summer research experience. An alumni survey revealed that time spent on a research project is also a significant factor in the value former students assign to the experience one or more years later. We conclude: 1) implementation of a bioinformatics project within the biology curriculum provides a mechanism for successfully engaging large numbers of students in undergraduate research; 2) benefits to students are achievable at a wide variety of academic institutions; and 3) successful implementation of course-based research experiences requires significant investment of instructional time for students to gain full benefit.
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    Facilitating Growth through Frustration: Using Genomics Research in a Course-Based Undergraduate Research Experience
    (American Society of Microbiology, 2020) Lopatto, David; Rosenwald, Anne G.; DiAngelo, Justin R.; Hark, Amy T.; Skerritt, Matthew; Wawersik, Matthew; Allen, Anna K.; Alvarez, Consuelo; Anderson, Sara; Arrigo, Cindy; Arsham, Andrew; Barnard, Daron; Bazinet, Christopher; Bedard, James E. J.; Bose, Indrani; Braverman, John M.; Burg, Martin G.; Burgess, Rebecca C.; Croonquist, Paula; Du, Chunguang; Dubowsky, Sondra; Eisler, Heather; Escobar, Matthew A.; Foulk, Michael; Furbee, Emily; Giarla, Thomas; Glaser, Rivka L.; Goodman, Anya L.; Gosser, Yuying; Haberman, Adam; Hauser, Charles; Hays, Shan; Howell, Carina E.; Jemc, Jennifer; Johnson, M. Logan; Jones, Christopher J.; Kadlec, Lisa; Kagey, Jacob D.; Keller, Kimberly L.; Kennell, Jennifer; Key, S. Catherine Silver; Kleinschmit, Adam J.; Kleinschmit, Melissa; Kokan, Nighat P.; Kopp, Olga Ruiz; Laakso, Meg M.; Leatherman, Judith; Long, Lindsey J.; Manier, Mollie; Martinez-Cruzado, Juan C.; Matos, Luis F.; McClellan, Amie Jo; McNeil, Gerard; Merkhofer, Evan; Mingo, Vida; Mistry, Hemlata; Mitchell, Elizabeth; Mortimer, Nathan T.; Mukhopadhyay, Debaditya; Myka, Jennifer Leigh; Nagengast, Alexis; Overvoorde, Paul; Paetkau, Don; Paliulis, Leocadia; Parrish, Susan; Preuss, Mary Lai; Price, James V.; Pullen, Nicholas A.; Reinke, Catherine; Revie, Dennis; Robic, Srebrenka; Roecklein-Canfield, Jennifer A.; Rubin, Michael R.; Sadikot, Takrima; Sanford, Jamie Siders; Santisteban, Maria; Saville, Kenneth; Schroeder, Stephanie; Shaffer, Christopher D.; Sharif, Karim A.; Sklensky, Diane E.; Small, Chiyedza; Smith, Mary; Smith, Sheryl; Spokony, Rebecca; Sreenivasan, Aparna; Stamm, Joyce; Sterne-Marr, Rachel; Teeter, Katherine C.; Thackeray, Justin; Thompson, Jeffrey S.; Peters, Stephanie Toering; Van Stry, Melanie; Velazquez-Ulloa, Norma; Wolfe, Cindy; Youngblom, James; Yowler, Brian; Zhou, Leming; Brennan, Janie; Buhler, Jeremy; Leung, Wilson; Reed, Laura K.; Elgin, Sarah C. R.; Georgetown University; Pennsylvania State University; William & Mary; Howard University; Longwood University; Minnesota State Colleges & Universities; Minnesota State University Moorhead; Bemidji State University; Worcester State University; University of Fraser Valley; University of North Carolina; Western Carolina University; Saint Joseph's University; Grand Valley State University; Montclair State University; University of the Cumberlands; California State University San Marcos; California Polytechnic State University San Luis Obispo; City College of New York (CUNY); University of San Diego; Lock Haven University; Loyola University Chicago; Notre Dame College; Wilkes University; University of Detroit Mercy; William Woods University; Vassar College; North Carolina Central University; Cardinal Stritch University; Utah Valley University; University of Northern Colorado; George Washington University; University of Puerto Rico; University of Puerto Rico Mayaguez; Eastern Washington University; York College NY (CUNY); Widener University; Illinois State University; Towson University; Macalester College; Bucknell University; Webster University; Linfield University; California Lutheran University; Simmons University; University of Puerto Rico at Cayey; Washburn University; Ohio Northern University; Albion College; Washington University (WUSTL); Lane College; Medgar Evers College; North Carolina A&T State University; Baruch College (CUNY); University of Evansville; Northern Michigan University; Clark University; Denison University; Western Kentucky University; California State University Stanislaus; University of Pittsburgh; University of Alabama Tuscaloosa
    A hallmark of the research experience is encountering difficulty and working through those challenges to achieve success. This ability is essential to being a successful scientist, but replicating such challenges in a teaching setting can be difficult. The Genomics Education Partnership (GEP) is a consortium of faculty who engage their students in a genomics Course-Based Undergraduate Research Experience (CURE). Students participate in genome annotation, generating gene models using multiple lines of experimental evidence. Our observations suggested that the students' learning experience is continuous and recursive, frequently beginning with frustration but eventually leading to success as they come up with defendable gene models. In order to explore our "formative frustration" hypothesis, we gathered data from faculty via a survey, and from students via both a general survey and a set of student focus groups. Upon analyzing these data, we found that all three datasets mentioned frustration and struggle, as well as learning and better understanding of the scientific process. Bioinformatics projects are particularly well suited to the process of iteration and refinement because iterations can be performed quickly and are inexpensive in both time and money. Based on these findings, we suggest that a dynamic of "formative frustration" is an important aspect for a successful CURE.
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    Student Attitudes Contribute to the Effectiveness of a Genomics CURE
    (American Society of Microbiology, 2022) Lopatto, David; Rosenwald, Anne G.; Burgess, Rebecca C.; Silver Key, Catherine; Van Stry, Melanie; Wawersik, Matthew; DiAngelo, Justin R.; Hark, Amy T.; Skerritt, Matthew; Allen, Anna K.; Alvarez, Consuelo; Anderson, Sara; Arrigo, Cindy; Arsham, Andrew; Barnard, Daron; Bedard, James E. J.; Bose, Indrani; Braverman, John M.; Burg, Martin G.; Croonquist, Paula; Du, Chunguang; Dubowsky, Sondra; Eisler, Heather; Escobar, Matthew A.; Foulk, Michael; Giarla, Thomas; Glaser, Rivka L.; Goodman, Anya L.; Gosser, Yuying; Haberman, Adam; Hauser, Charles; Hays, Shan; Howell, Carina E.; Jemc, Jennifer; Jones, Christopher J.; Kadlec, Lisa; Kagey, Jacob D.; Keller, Kimberly L.; Kennell, Jennifer; Kleinschmit, Adam J.; Kleinschmit, Melissa; Kokan, Nighat P.; Kopp, Olga Ruiz; Laakso, Meg M.; Leatherman, Judith; Long, Lindsey J.; Manier, Mollie; Martinez-Cruzado, Juan C.; Matos, Luis F.; McClellan, Amie Jo; McNeil, Gerard; Merkhofer, Evan; Mingo, Vida; Mistry, Hemlata; Mitchell, Elizabeth; Mortimer, Nathan T.; Myka, Jennifer Leigh; Nagengast, Alexis; Overvoorde, Paul; Paetkau, Don; Paliulis, Leocadia; Parrish, Susan; Toering Peters, Stephanie; Preuss, Mary Lai; Price, James V.; Pullen, Nicholas A.; Reinke, Catherine; Revie, Dennis; Robic, Srebrenka; Roecklein-Canfield, Jennifer A.; Rubin, Michael R.; Sadikot, Takrima; Sanford, Jamie Siders; Santisteban, Maria; Saville, Kenneth; Schroeder, Stephanie; Shaffer, Christopher D.; Sharif, Karim A.; Sklensky, Diane E.; Small, Chiyedza; Smith, Sheryl; Spokony, Rebecca; Sreenivasan, Aparna; Stamm, Joyce; Sterne-Marr, Rachel; Teeter, Katherine C.; Thackeray, Justin; Thompson, Jeffrey S.; Velazquez-Ulloa, Norma; Wolfe, Cindy; Youngblom, James; Yowler, Brian; Zhou, Leming; Brennan, Janie; Buhler, Jeremy; Leung, Wilson; Elgin, Sarah C. R.; Reed, Laura K.; Georgetown University; University of North Carolina; North Carolina Central University; Lane College; William & Mary; Pennsylvania State University; National Institutes of Health (NIH) - USA; Howard University; Longwood University; Minnesota State Colleges & Universities; Minnesota State University Moorhead; Bemidji State University; Worcester State University; University of Fraser Valley; Western Carolina University; Saint Joseph's University; Grand Valley State University; Montclair State University; California State University San Marcos; California Polytechnic State University San Luis Obispo; City College of New York (CUNY); University of San Diego; Lock Haven University; Loyola University Chicago; Wilkes University; University of Detroit Mercy; William Woods University; Vassar College; Cardinal Stritch University; Utah Valley University; University of Northern Colorado; George Washington University; University of Puerto Rico; University of Puerto Rico Mayaguez; Eastern Washington University; York College NY (CUNY); Widener University; Illinois State University; Macalester College; Bucknell University; Webster University; Linfield University; California Lutheran University; Simmons University; University of Puerto Rico at Cayey; Washburn University; Ohio Northern University; Albion College; Washington University (WUSTL); Medgar Evers College; Baruch College (CUNY); University of Evansville; Northern Michigan University; Clark University; Denison University; Western Kentucky University; California State University Stanislaus; University of Pittsburgh; University of Alabama Tuscaloosa
    The Genomics Education Partnership (GEP) engages students in a course-based undergraduate research experience (CURE). To better understand the student attributes that support success in this CURE, we asked students about their attitudes using previously published scales that measure epistemic beliefs about work and science, interest in science, and grit. We found, in general, that the attitudes students bring with them into the classroom contribute to two outcome measures, namely, learning as assessed by a pre- and postquiz and perceived self-reported benefits. While the GEP CURE produces positive outcomes overall, the students with more positive attitudes toward science, particularly with respect to epistemic beliefs, showed greater gains. The findings indicate the importance of a student's epistemic beliefs to achieving positive learning outcomes.