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Student Attitudes Contribute to the Effectiveness of a Genomics CURE

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Bibliographic Details
Title: Student Attitudes Contribute to the Effectiveness of a Genomics CURE
Language: English
Authors: Lopatto, David, Rosenwald, Anne G. (ORCID 0000-0002-0144-8515), 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. (ORCID 0000-0002-6994-1795), 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. (ORCID 0000-0001-7676-4347), 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., Reed, Laura K.
Source: Journal of Microbiology & Biology Education. 2022 23(2).
Availability: American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe
Peer Reviewed: Y
Page Count: 17
Publication Date: 2022
Sponsoring Agency: National Science Foundation (NSF)
National Institutes of Health (NIH) (DHHS)
Contract Number: 1431407
1R25GM130517
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Attitudes, Instructional Effectiveness, Undergraduate Students, Student Research, Student Experience, Molecular Biology, Partnerships in Education
ISSN: 1935-7877
1935-7885
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.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1400069
Database: ERIC
Description
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.
ISSN:1935-7877
1935-7885