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Supporting the democratization of science during a pandemic: genomics Course-based Undergraduate Research Experiences (CUREs) as an effective remote learning strategy.
Lopatto, David; Silver Key, S Catherine; Van Stry, Melanie; Siders, Jamie; Leung, Wilson; Sandlin, Katie M; Rele, Chinmay P; Reed, Laura K.
Afiliación
  • Lopatto D; Center for Teaching, Learning and Assessment, Grinnell College, Grinnell, Iowa, USA.
  • Silver Key SC; Biological and Biomedical Sciences Department, North Carolina Central University, Durham, North Carolina, USA.
  • Van Stry M; Department of Biology, Lane College, Jackson, Tennessee, USA.
  • Siders J; Department of Biological & Allied Health Sciences, Ohio Northern University, Ada, Ohio, USA.
  • Leung W; Department of Biology, Washington University, St. Louis, Missouri, USA.
  • Sandlin KM; Department of Biological Sciences, University of Alabama at Tuscaloosa, Tuscaloosa, Alabama, USA.
  • Rele CP; Department of Biological Sciences, University of Alabama at Tuscaloosa, Tuscaloosa, Alabama, USA.
  • Reed LK; Department of Biological Sciences, University of Alabama at Tuscaloosa, Tuscaloosa, Alabama, USA.
J Microbiol Biol Educ ; 24(3)2023 Dec.
Article en En | MEDLINE | ID: mdl-38230306
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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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Idioma: En Revista: J Microbiol Biol Educ Año: 2023 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Estados Unidos
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Idioma: En Revista: J Microbiol Biol Educ Año: 2023 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Estados Unidos