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4. Index

Author

Beverley, Robert and Parrish, Susan

Published
2013

7. Cover

Author

Beverley, Robert and Parrish, Susan

Published
2013

9. Errata

Author

Beverley, Robert and Parrish, Susan

Published
2013

10. Notes

Author

Beverley, Robert and Parrish, Susan

Published
2013

11. The Table

Author

Beverley, Robert and Parrish, Susan

Published
2013

13. Acknowledgements

Author

Beverley, Robert and Parrish, Susan

Published
2013

23. Student Attitudes Contribute to the Effectiveness of a Genomics CURE

Author

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, Siders Sanford, Jamie, 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., and Reed, Laura K.

Abstract

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.

Published
2022

31. A Central Support System Can Facilitate Implementation and Sustainability of a Classroom-Based Undergraduate Research Experience (CURE) in Genomics

Author

Lopatto, David, Hauser, Charles, Jones, Christopher J, Paetkau, Don, Chandrasekaran, Vidya, Dunbar, David, MacKinnon, Christy, Stamm, Joyce, Alvarez, Consuelo, Barnard, Daron, Bedard, James EJ, 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, and Elgin, Sarah CR

Subjects
Clinical Research, Curriculum, Genomics, Models, Educational, Program Development, United States, Universities, Curriculum and Pedagogy, Education
Abstract

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.

Published
2014

32. A Course-Based Research Experience: How Benefits Change with Increased Investment in Instructional Time

Author

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 EJ, 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 LM, 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, and Elgin, Sarah CR

Subjects
Attitude, Biology, Cooperative Behavior, Curriculum, Data Collection, Faculty, Genome, Genomics, Humans, Knowledge, Learning, Molecular Sequence Annotation, Program Evaluation, Research, Research Personnel, Self Report, Surveys and Questionnaires, Time Factors, Curriculum and Pedagogy, Education
Abstract

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.

Published
2014

36. A Course-Based Research Experience: How Benefits Change with Increased Investment in Instructional Time

Author

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, and Elgin, Sarah C. R.

Abstract

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. [Contains 82 pages of Supplemental Material, which can be found at: http://www.lifescied.org/content/suppl/2014/02/12/13.1.111.DC1.html.]

Published
2014
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46. Epistemologies of the Coast: From Columbus to Esi Edugyan’s 'Washington Black'

Author

Scott Parrish, Susan

Subjects
Imperial Atlantic science, scientific iconography, Black ecology, neoslave narrative, Esi Edugyan
Abstract

In this essay, I put two distinct periods in conversation, namely the modernizing era (1500-1850) and the recent present, to offer a very brief history of an Atlantic coastal imaginary over the long durée. I first look at how the European iconography of Atlantic coastal encounters developed in the early modern period, redefining the geography and the epistemology of divine-human relations and participating in the invention of racial difference. I then look at how a contemporary Black historical novelist, Esi Edugyan, working in the genres of the neoslave narrative and the scientific adventure tale in her 2018 novel Washington Black, uses circumatlantic coastal locations to imagine the making of a Black naturalist—a naturalist who, importantly, shifts the definitions of knowledge, race, and the sacred he has inherited from imperial British science. The essay thus offers two glances at coastal transformations, the first at European promises of Atlantic expansion offering divine redemption, and the second at a contemporary story, written during a time of rising coastal peril, of how historical Black risk-informed knowledge might help us reimagine our relation to the nonhuman world now., Iperstoria, No 19 (2022): Coastlines, Oceans and Rivers of North America: Encounters and Ecocrises

Published
2022
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47. The Genomics Education Partnership: Successful Integration of Research into Laboratory Classes at a Diverse Group of Undergraduate Institutions

Author

Shaffer, Christopher D., Alvarez, Consuelo, Bailey, Cheryl, Barnard, Daron, Bhalla, Satish, Chandrasekaran, Chitra, Chandrasekaran, Vidya, Chung, Hui-Min, Dorer, Douglas R., Du, Chunguang, Eckdahl, Todd T., Poet, Jeff L., Frohlich, Donald, Goodman, Anya L., Gosser, Yuying, Hauser, Charles, Hoopes, Laura L. M., Johnson, Diana, Jones, Christopher J., Kaehler, Marian, Kokan, Nighat, Kopp, Olga R., Kuleck, Gary A., McNeil, Gerard, Moss, Robert, Myka, Jennifer L., Nagengast, Alexis, Morris, Robert, Overvoorde, Paul J., Shoop, Elizabeth, Parrish, Susan, Reed, Kelynne, Regisford, E. Gloria, Revie, Dennis, Rosenwald, Anne G., Saville, Ken, Schroeder, Stephanie, Shaw, Mary, Skuse, Gary, Smith, Christopher, Smith, Mary, Spana, Eric P., Spratt, Mary, Stamm, Joyce, Thompson, Jeff S., Wawersik, Matthew, Wilson, Barbara A., Youngblom, Jim, Leung, Wilson, Buhler, Jeremy, Mardis, Elaine R., Lopatto, David, and Elgin, Sarah C. R.

Abstract

Genomics is not only essential for students to understand biology but also provides unprecedented opportunities for undergraduate research. The goal of the Genomics Education Partnership (GEP), a collaboration between a growing number of colleges and universities around the country and the Department of Biology and Genome Center of Washington University in St. Louis, is to provide such research opportunities. Using a versatile curriculum that has been adapted to many different class settings, GEP undergraduates undertake projects to bring draft-quality genomic sequence up to high quality and/or participate in the annotation of these sequences. GEP undergraduates have improved more than 2 million bases of draft genomic sequence from several species of "Drosophila" and have produced hundreds of gene models using evidence-based manual annotation. Students appreciate their ability to make a contribution to ongoing research, and report increased independence and a more active learning approach after participation in GEP projects. They show knowledge gains on pre- and postcourse quizzes about genes and genomes and in bioinformatic analysis. Participating faculty also report professional gains, increased access to genomics-related technology, and an overall positive experience. We have found that using a genomics research project as the core of a laboratory course is rewarding for both faculty and students. (Contains 10 figures and 2 tables.)

Published
2010
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