ABSTRACT
A course-based undergraduate research experience (CURE) is described, both in its original, field-based and in-person design, as well as its adaptation to online delivery during the COVID-19 pandemic. The CURE experience was centered around the topic of microbes attaching to ocean plastic debris, and included connecting nontraditional undergraduate students attending a primarily teaching institution to personnel of a research-intensive institution. The CURE was implemented in nonmajors and majors' general biology laboratory courses, as well as in an introductory microbiology lab course for health majors. Student perception of the CURE was assessed quantitatively through self-administered retrospective surveys, and qualitatively using open-ended survey questions and focus group interviews. Survey questions were grouped into four themes: (1) research at the research institution, (2) research at the teaching institution, (3) laboratory skills, and (4) interest in science. To assess impact of the CURE by modality, major and course level, theme scores were analyzed using ANOVAs (α = 0.05). Changes in student perception of learning were measured by comparing the "before” and "after” survey scores in each theme. The main source of variation in the model was time, followed by theme and major, while modality had a negligible effect. Overall, there were increases in student perception of learning across all themes across modality, major, and course level;however, not all were statistically significant. Highest gains were observed among nonmajors, while those of the majors' upper division courses were the lowest. On the other hand, majors' overall scores were the highest. Health majors' survey gains were mostly between those of nonmajors and majors. Qualitative data contextualized the quantitative results. The online adaptation was a valuable alternative, especially for nonmajors, as it expanded the range of students reached, with results similar to the in-person alternative. Preliminary data show a positive effect of the CURE in student success majoring in biology.
ABSTRACT
The CUREing Ocean Plastic? project, an NSF-funded initiative addressing microbial colonization of ocean plastic, is a collaboration between a private non-profit university serving non-traditional students (National University, NU) and a world-renowned research-oriented institution (Scripps Institution of Oceanography, SIO). Over two years it has consistently shown significant gains in student knowledge of scientific research, laboratory techniques, and appreciation of science. In 2020, the SARS-Covid-19 pandemic effectively stopped in-person classes and field trips to SIO. The goal of this study was to 1) adapt content to online delivery, and 2) test the hypothesis that an online experience would result in comparable increases in student engagement and knowledge. In our original design, students in onsite classes were shown a documentary describing the background to the project, assessed by a low-stakes quiz. The day of the field trip, students visited the SIO pier and observed sample deployment and collection. Presentations addressed the research project, its experimental design, and updates about current ocean plastic research, culminating in a Q&A session with NU and SIO researchers and students. Afterward, students in the lab analyzed the collected plastic samples according to the course, from simple colony observations to DNA extraction, 16S PCR, and blast analysis. Introductory biology lab courses were selected for the online pilot. We developed video content of lectures presented during the field trip experience and footage of deployment and collection of samples. The material was scaffolded over 3 weeks of the course. At the end of the third, students participated in a live Zoom session with NU and SIO scientists and research students. The panel answered questions about the project, science skills and careers, the state of plastic pollution, and possible solutions. The intervention was assessed via retrospective surveys and focus groups. Survey results of the online students (N=24) were compared to those of previous onsite students (N=83) using paired and unpaired t-tests with Bonferroni corrections. For both groups, the ?after? scores were significantly higher for all questions than the ?before? scores, as students rated their knowledge of scientific design, basic laboratory techniques, SIO and NU research, and ocean plastic research. Interestingly, the ?before? scores of online students were significantly lower compared to the onsite students, but there was no significant difference was found in the ?after? scores. Focus group interviews of nine students reflected a deep appreciation of both the experience and the knowledge gained regarding the real-life relevance of plastic pollution. The results show that carefully designed virtual experiences can substitute in-person science experiences with comparable effect on student engagement and perception of knowledge. While limited in the hands-on and informal social aspects, the virtual field trip is an accessible alternative that can reach larger student audiences.