Supporting the democratization of science during a pandemic: genomics Course-based Undergraduate Research Experiences (CUREs) as an effective remote learning strategy
ABSTRACTThe 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 th...
| Main Authors: | , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
American Society for Microbiology
2023-12-01
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| Series: | Journal of Microbiology & Biology Education |
| Subjects: | |
| Online Access: | https://journals.asm.org/doi/10.1128/jmbe.00039-23 |
| _version_ | 1797391296508198912 |
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| author | David Lopatto S. Catherine Silver Key Melanie Van Stry Jamie Siders Wilson Leung Katie M. Sandlin Chinmay P. Rele Laura K. Reed |
| author_facet | David Lopatto S. Catherine Silver Key Melanie Van Stry Jamie Siders Wilson Leung Katie M. Sandlin Chinmay P. Rele Laura K. Reed |
| author_sort | David Lopatto |
| collection | DOAJ |
| description | ABSTRACTThe 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. |
| first_indexed | 2024-03-08T23:30:49Z |
| format | Article |
| id | doaj.art-89e650e735eb454883714bfe8743f315 |
| institution | Directory Open Access Journal |
| issn | 1935-7877 1935-7885 |
| language | English |
| last_indexed | 2024-03-08T23:30:49Z |
| publishDate | 2023-12-01 |
| publisher | American Society for Microbiology |
| record_format | Article |
| series | Journal of Microbiology & Biology Education |
| spelling | doaj.art-89e650e735eb454883714bfe8743f3152023-12-14T14:01:04ZengAmerican Society for MicrobiologyJournal of Microbiology & Biology Education1935-78771935-78852023-12-0124310.1128/jmbe.00039-23Supporting the democratization of science during a pandemic: genomics Course-based Undergraduate Research Experiences (CUREs) as an effective remote learning strategyDavid Lopatto0S. Catherine Silver Key1Melanie Van Stry2Jamie Siders3Wilson Leung4Katie M. Sandlin5Chinmay P. Rele6Laura K. Reed7Center for Teaching, Learning and Assessment, Grinnell College, Grinnell, Iowa, USABiological and Biomedical Sciences Department, North Carolina Central University, Durham, North Carolina, USADepartment of Biology, Lane College, Jackson, Tennessee, USADepartment of Biological & Allied Health Sciences, Ohio Northern University, Ada, Ohio, USADepartment of Biology, Washington University, St. Louis, Missouri, USADepartment of Biological Sciences, University of Alabama at Tuscaloosa, Tuscaloosa, Alabama, USADepartment of Biological Sciences, University of Alabama at Tuscaloosa, Tuscaloosa, Alabama, USADepartment of Biological Sciences, University of Alabama at Tuscaloosa, Tuscaloosa, Alabama, USAABSTRACTThe 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.https://journals.asm.org/doi/10.1128/jmbe.00039-23democratizing science educationCourse-based Undergraduate Research Experience (CURE)genomicsonlineweb-basedvirtual teaching assistants |
| spellingShingle | David Lopatto S. Catherine Silver Key Melanie Van Stry Jamie Siders Wilson Leung Katie M. Sandlin Chinmay P. Rele Laura K. Reed Supporting the democratization of science during a pandemic: genomics Course-based Undergraduate Research Experiences (CUREs) as an effective remote learning strategy Journal of Microbiology & Biology Education democratizing science education Course-based Undergraduate Research Experience (CURE) genomics online web-based virtual teaching assistants |
| title | Supporting the democratization of science during a pandemic: genomics Course-based Undergraduate Research Experiences (CUREs) as an effective remote learning strategy |
| title_full | Supporting the democratization of science during a pandemic: genomics Course-based Undergraduate Research Experiences (CUREs) as an effective remote learning strategy |
| title_fullStr | Supporting the democratization of science during a pandemic: genomics Course-based Undergraduate Research Experiences (CUREs) as an effective remote learning strategy |
| title_full_unstemmed | Supporting the democratization of science during a pandemic: genomics Course-based Undergraduate Research Experiences (CUREs) as an effective remote learning strategy |
| title_short | Supporting the democratization of science during a pandemic: genomics Course-based Undergraduate Research Experiences (CUREs) as an effective remote learning strategy |
| title_sort | supporting the democratization of science during a pandemic genomics course based undergraduate research experiences cures as an effective remote learning strategy |
| topic | democratizing science education Course-based Undergraduate Research Experience (CURE) genomics online web-based virtual teaching assistants |
| url | https://journals.asm.org/doi/10.1128/jmbe.00039-23 |
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