Pathways over Time: Functional Genomics Research in an Introductory Laboratory Course

Autor/inn/en	Reeves, Todd D.; Warner, Douglas M.; Ludlow, Larry H.; O'Connor, Clare M.
Titel	Pathways over Time: Functional Genomics Research in an Introductory Laboratory Course
Quelle	In: CBE - Life Sciences Education, 17 (2018) 1, Artikel 1 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.17-01-0012
Schlagwörter	Genetics; Science Instruction; Introductory Courses; Science Laboratories; Undergraduate Study; Undergraduate Students; Student Research; Statistical Analysis; Science Curriculum; Research Projects; Biology; Biochemistry; Teaching Assistants; Pretests Posttests; Pedagogical Content Knowledge; Factor Analysis; Student Surveys; Massachusetts + Suchen Sie Ihr Suchwort? Humangenetik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Einführungskurs; Grundstudium; Studentenforschung; Statistische Analyse; Forschungsvorhaben; Biologie; Biochemie; Pädagogische Kompetenz; Faktorenanalyse; Schülerbefragung; Master-Studiengang
Abstract	National reports have called for the introduction of research experiences throughout the undergraduate curriculum, but practical implementation at many institutions faces challenges associated with sustainability, cost, and large student populations. We describe a novel course-based undergraduate research experience (CURE) that introduces introductory-level students to research in functional genomics in a 3-credit, multisection laboratory class. In the Pathways over Time class project, students study the functional conservation of the methionine biosynthetic pathway between divergent yeast species. Over the five semesters described in this study, students (N = 793) showed statistically significant and sizable growth in content knowledge (d = 1.85) and in self-reported research methods skills (d = 0.65), experimental design, oral and written communication, database use, and collaboration. Statistical analyses indicated that content knowledge growth was larger for underrepresented minority students and that growth in content knowledge, but not research skills, varied by course section. Our findings add to the growing body of evidence that CUREs can support the scientific development of large numbers of students with diverse characteristics. The Pathways over Time project is designed to be sustainable and readily adapted to other institutional settings. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01