An inclusive Research Education Community (iREC): Impact of the SEA-PHAGES program on research outcomes and student learning

被引：144

作者：

Hanauer, David I. ^{[1
]}

Graham, Mark J. ^{[2
]}

Betancur, Laura ^{[3
]}

Bobrownicki, Aiyana ^{[2
]}

Cresawn, Steven G. ^{[4
]}

Garlena, Rebecca A. ^{[5
]}

Jacobs-Sera, Deborah ^{[5
]}

Kaufmann, Nancy ^{[5
]}

Pope, Welkin H. ^{[5
]}

Russell, Daniel A. ^{[5
]}

Jacobs, William R., Jr. ^{[6
]}

Sivanathan, Viknesh ^{[7
]}

Asai, David J. ^{[7
]}

Hatfull, Graham F. ^{[5
]}

机构：

[1] Indiana Univ Penn, Dept English, Indiana, PA 15705 USA

[2] Yale Univ, Ctr Teaching & Learning, New Haven, CT 06511 USA

[3] Univ Pittsburgh, Dept Psychol, Pittsburgh, PA 15260 USA

[4] James Madison Univ, Dept Biol, Harrisonburg, VA 22817 USA

[5] Univ Pittsburgh, Dept Biol Sci, Pittsburgh, PA 15260 USA

[6] Albert Einstein Coll Med, Dept Microbiol & Immunol, New York, NY 10461 USA

[7] Howard Hughes Med Inst, Sci Educ, Chevy Chase, MD 20815 USA

来源：

PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA | 2017年 / 114卷 / 51期

基金：

美国国家科学基金会;

关键词：

bacteriophage; genomics; science education; evolution; assessment; UNDERGRADUATE RESEARCH EXPERIENCES; IMPLEMENTATION; PERSISTENCE; INTEGRATION; GENOMICS;

D O I：

10.1073/pnas.1718188115

中图分类号：

O [数理科学和化学]; P [天文学、地球科学]; Q [生物科学]; N [自然科学总论];

学科分类号：

07 ; 0710 ; 09 ;

摘要：

Engaging undergraduate students in scientific research promises substantial benefits, but it is not accessible to all students and is rarely implemented early in college education, when it will have the greatest impact. An inclusive Research Education Community (iREC) provides a centralized scientific and administrative infrastructure enabling engagement of large numbers of students at different types of institutions. The Science Education Alliance-Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) is an iREC that promotes engagement and continued involvement in science among beginning undergraduate students. The SEA-PHAGES students show strong gains correlated with persistence relative to those in traditional laboratory courses regardless of academic, ethnic, gender, and socioeconomic profiles. This persistent involvement in science is reflected in key measures, including project ownership, scientific community values, science identity, and scientific networking.

引用

页码：13531 / 13536

页数：6

共 34 条

[1]

[Anonymous], 2012, ENG EXC PROD MILL AD

[2]

[Anonymous], 2000, ENTRY PERSISTENCE WO

[3] From HHMI: Doubling Down on Diversity [J].

Asai, David J. ;

Bauerle, Cynthia .

CBE-LIFE SCIENCES EDUCATION, 2016, 15 (03)

[4] A Tutorial and Case Study in Propensity Score Analysis: An Application to Estimating the Effect of In-Hospital Smoking Cessation Counseling on Mortality [J].

Austin, Peter C. .

MULTIVARIATE BEHAVIORAL RESEARCH, 2011, 46 (01) :119-151

[5] Course-Based Undergraduate Research Experiences Can Make Scientific Research More Inclusive [J].

Bangera, Gita ;

Brownell, Sara E. .

CBE-LIFE SCIENCES EDUCATION, 2014, 13 (04) :602-606

[6]

Berg J., 2011, PRODUCTIVITY METRICS

[7]

Brewer C. A., 2011, VIS CHANG UND BIOL E

[8] A High-Enrollment Course-Based Undergraduate Research Experience Improves Student Conceptions of Scientific Thinking and Ability to Interpret Data [J].

Brownell, Sara E. ;

Hekmat-Scafe, Daria S. ;

Singla, Veena ;

Seawell, Patricia Chandler ;

Imam, Jamie F. Conklin ;

Eddy, Sarah L. ;

Stearns, Tim ;

Cyert, Martha S. .

CBE-LIFE SCIENCES EDUCATION, 2015, 14 (02)

[9] Citizen Science: The Small World Initiative Improved Lecture Grades and California Critical Thinking Skills Test Scores of Nonscience Major Students at Florida Atlantic University [J].

Caruso, Joseph P. ;

Israel, Natalie ;

Rowland, Kimberly ;

Lovelace, Matthew J. ;

Saunders, Mary Jane .

JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION, 2016, 17 (01) :156-162

[10] Modeling Course-Based Undergraduate Research Experiences: An Agenda for Future Research and Evaluation [J].

Corwin, Lisa A. ;

Graham, Mark J. ;

Dolan, Erin L. .

CBE-LIFE SCIENCES EDUCATION, 2015, 14 (01) :1-13

← 1 2 3 4 →