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. 2023 Sep 22;24(3):e00039-23.
doi: 10.1128/jmbe.00039-23. eCollection 2023 Dec.

Supporting the democratization of science during a pandemic: genomics Course-based Undergraduate Research Experiences (CUREs) as an effective remote learning strategy

David Lopatto  1 , S Catherine Silver Key  2 , Melanie Van Stry  3 , Jamie Siders  4 , Wilson Leung  5 , Katie M Sandlin  6 , Chinmay P Rele  6 ; Genomics Education Partnership; Laura K Reed  6
Collaborators, Affiliations

Supporting the democratization of science during a pandemic: genomics Course-based Undergraduate Research Experiences (CUREs) as an effective remote learning strategy

David Lopatto et al. J Microbiol Biol Educ. .

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.

Keywords: Course-based Undergraduate Research Experience (CURE); democratizing science education; genomics; online; virtual teaching assistants; web-based.

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Conflict of interest statement

The authors declare no conflict of interest.

Figures

Fig 1
Fig 1
Cumulative GEP growth from inception to December 2021.
Fig 2
Fig 2
Growth of the GEP. (A) The number of faculty contacting GEP to inquire about training increased at the time of COVID-19 lockdown. (B) The number of faculty members actively implementing GEP projects and (C) the number of students participating per semester have increased starting in Fall 2020. (D) The number of student research projects submitted per semester remained high during the pandemic. It shows the number of projects submitted for two investigations within the CURE, the F-element Project that analyzes the role of chromatin structure on gene expression and evolution in Drosophila (4, 5), and the Pathways Project that studies regulatory evolution of metabolic and signaling pathway genes (e.g., insulin signaling) across the Drosophila genus (11).
Fig 3
Fig 3
Map showing the geographic distribution of GEP institutions. Color code shows the year that faculty member joined the GEP.
Fig 4
Fig 4
Mean scores for pretest and posttest annotation quizzes for a pre-pandemic, in-person instruction year (2017–2018, blue; N = 401) and a pandemic, remote learning year (2020–2021, red; N = 621). The error bars represent one standard deviation above and below the means. The 2018 posttest mean (11.4) is slightly higher than the 2021 posttest mean (9.6); however, the difference is not meaningful (i.e., less than two quiz points). Analysis using the TOST (two one-sided test) procedure found that the 2021 means were within the equivalence margin of the 2018 means.
Fig 5
Fig 5
Positive and negative attitudes toward science are compared for a pre-pandemic, in-person instruction year (2017–2018, blue; N = 809 and a pandemic, remote learning year (2020–2021,red, N = 1035). The mean scores are presented as percentages of the maximum possible score because the positive attitude included five items while the negative attitude included six items. The error bars represent one standard deviation above and below the mean percentages. There is no significant difference in student attitudes between pre-pandemic in-person instruction and during-pandemic online instruction. Analysis using the TOST procedure found that the 2021 percentages were with the equivalence margin of the 2018 percentages.
See this image and copyright information in PMC

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