Department of Curriculum and Instruction
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Browsing Department of Curriculum and Instruction by Author "Allen, Anna K."
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Item 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 TuscaloosaA 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.Item 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 TuscaloosaThe 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.