Student Attitudes Contribute to the Effectiveness of a Genomics CURE

Authors

David Lopatto, Grinnell College
Anne G. Rosenwald, Georgetown University
Rebecca C. Burgess, Stevenson University
Catherine Silver Key, North Carolina Central University
Melanie Van Stry, Lane College
Matthew Wawersik, William & Mary
Justin R. DiAngelo, Penn State Berks
Amy T. Hark, Muhlenberg College
Matthew Skerritt, Corning Community College
Anna K. Allen, Howard University
Consuelo Alvarez, Longwood University
Sara Anderson, Minnesota State University Moorhead
Cindy Arrigo, New Jersey City University
Andrew Arsham, Bemidji State University
Daron Barnard, Worcester State University
James E.J. Bedard, University of the Fraser Valley
Indrani Bose, Western Carolina University
John M. Braverman, Saint Joseph's University, United States
Martin G. Burg, Grand Valley State University
Paula Croonquist, Anoka-Ramsey Community College
Chunguang Du, Montclair State University
Sondra Dubowsky, McLennan Community College
Heather Eisler, University of the Cumberlands
Matthew A. Escobar, California State University San Marcos
Michael Foulk, Mercyhurst University
Thomas Giarla, Siena College
Rivka L. Glaser, Stevenson University
Anya L. Goodman, California Polytechnic State University, San Luis Obispo
Yuying Gosser, City College of New York
Adam Haberman, University of San Diego
Charles Hauser, St. Edward's University
Shan Hays, Western Colorado University
Justin Thackeray, Clark UniversityFollow

Document Type

Article

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.

Publication Title

Journal of Microbiology and Biology Education

Publication Date

8-2022

Volume

23

Issue

2

ISSN

1935-7877

DOI

10.1128/jmbe.00208-21

Keywords

active learning, bioinformatics, CUREs, genomics, undergraduate education

Repository Citation

Lopatto, David; Rosenwald, Anne G.; Burgess, Rebecca C.; Key, Catherine Silver; 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; and Thackeray, Justin, "Student Attitudes Contribute to the Effectiveness of a Genomics CURE" (2022). Biology. 392.
https://commons.clarku.edu/faculty_biology/392

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

Copyright Conditions

Lopatto, D., Rosenwald, A. G., Burgess, R. C., Silver Key, C., Van Stry, M., Wawersik, M., ... & Reed, L. K. (2022). Student attitudes contribute to the effectiveness of a genomics CURE. Journal of Microbiology & Biology Education, 23(2), e00208-21. https://doi.org/10.1128/jmbe.00208-21