Building Authentic Science Experiences: Students' Perceptions of Sequential Course-Based Undergraduate Research.

Course-based Undergraduate Research Experiences (CUREs) are attractive solutions for scaling undergraduate research experiences at primarily undergraduate teaching institutions, where resources for faculty research activities can be limited. The Sustainable Interdisciplinary Research to Inspire Undergraduate Success (SIRIUS) project is a unique program that integrates CUREs, coordinated around a local real-world problem, throughout a biology department's curricula. The CUREs are scaffolded to provide all biology majors with multiple opportunities to engage in scientific investigations as they advance through introductory, intermediate, and advanced courses. In this mixed methods, cross-sectional study, we explore students' perceptions of the authenticity of their experiences as they progress through the SIRIUS CUREs. Triangulated data collected from two instruments indicated that students in advanced courses recognized more involvement in research activities and perceived greater authenticity in the science they were performing compared with introductory and intermediate students. Intermediate and advanced students perceived more opportunities for independence; however, experiences with failure and the influence these experiences had on the perceptions of authenticity was primarily observed with advanced students. This study contributes to the growing literature on CUREs with a focus on students from a primarily undergraduate institution with multiple minority-serving designations.

Student Anxiety and Engagement with Online Instruction across Two Semesters of COVID-19 Disruptions.

The sudden shift to online learning due to the COVID-19 pandemic left many instructors wondering how to minimize anxiety while keeping students engaged in their virtual courses. In this study, we explored (i) specific online instructional tasks that caused students to experience anxiety, (ii) factors that hindered student engagement with online instruction, and (iii) changes in student anxiety and engagement between spring 2020 and fall 2020. Students enrolled in STEM classes were surveyed at the end of spring 2020 (N = 425) and fall 2020 (N = 347) semesters. Our results show that the majority of student respondents had more anxiety in fall 2020 than in spring 2020 with online learning in general, and less anonymous class activities tended to cause the greatest anxiety. Distractions from the environment and personal technologies commonly prevented engagement in both semesters, but no significant differences were observed between the spring and fall. In contrast, more students reported that health-related stress, work-related stress, and issues with technology prevented participation in fall 2020 than in spring 2020. As institutions consider expanding their online course offerings post-pandemic, these data provide valuable insight into the challenges students experienced with online instruction that can inform future pedagogical choices.

Assessing lead-contaminated drinking water in a large academic institution: a case study.

Drinking water is an important source of lead exposure, and definitively characterizing the sources of lead in drinking water, particularly in large institutional settings, can be time-consuming and costly. This study examined lead concentrations in drinking water at a large university, focusing on variability in first-draw samples and variability with dispensed volume. Over 350 sources were sampled twice by independent groups, and while 78% of these samples were within 2.5 µg/L, almost 10% differed by >10 µg/L. In both sampling events, approximately 50% of sources had lead concentrations >1 µg/L, 6% were >15 µg/L, and 30% were between 1 and 15 µg/L. The highest lead concentration detected was 400 µg/L, with five sources >100 µg/L. Nine sources were sampled more intensively and six had first-draw sample ranges >5 µg/L. Lead concentration versus dispensed volume profiles indicated that while most sources had decreasing lead concentrations after the first draw, others had maximum lead concentrations at higher dispensed volumes. The variability observed suggests that assessments using only one or two samples per source may not identify all sources with elevated lead concentrations, and management strategies should account for this possibility.