Liu Jinjie, Benning Christoph
Biological Sciences Program, Michigan State University, East Lansing, Michigan, USA.
MSU-DOE Plant Research Laboratory, Michigan State University, East Lansing, Michigan, USA.
Biochem Mol Biol Educ. 2025 Jan-Feb;53(1):57-69. doi: 10.1002/bmb.21865. Epub 2024 Oct 23.
Course-based undergraduate research experiences (CUREs) provide students with valuable opportunities to engage in research in a classroom setting, expanding access to research opportunities for undergraduates, fostering inclusive research and learning environments, and bridging the gap between the research and education communities. While scientific practices, integral to the scientific discovery process, have been widely implemented in CUREs, there have been relatively few reports emphasizing the incorporation of core biology concepts into CURE curricula. In this study, we present a CURE that integrates core biology concepts, including genetic information flow, phenotype-genotype relationships, mutations and mutants, and structure-function relationships, within the context of mutant screening and gene loci identification. The design of this laboratory course aligns with key CURE criteria, as demonstrated by data collected through the laboratory course assessment survey (LCAS). The survey of undergraduate research experiences (SURE) demonstrates students' learning gains in both course-directed skills and transferrable skills following their participation in the CURE. Additionally, concept survey data reflect students' self-perceived understanding of the aforementioned core biological concepts. Given that genetic mutant screens are central to the study of gene function in biology, we anticipate that this CURE holds potential value for educators and researchers who are interested in designing and implementing a mutant screen CURE in their classrooms. This can be accomplished through independent research or by establishing partnerships between different units or institutions.
基于课程的本科研究经历（CUREs）为学生提供了在课堂环境中参与研究的宝贵机会，扩大了本科生获得研究机会的途径，营造了包容性的研究和学习环境，并弥合了研究与教育社区之间的差距。虽然科学实践作为科学发现过程不可或缺的一部分，已在CUREs中广泛实施，但相对较少有报告强调将核心生物学概念纳入CURE课程。在本研究中，我们提出了一种CURE，它在突变体筛选和基因位点鉴定的背景下整合了核心生物学概念，包括遗传信息流、表型-基因型关系、突变和突变体以及结构-功能关系。通过实验室课程评估调查（LCAS）收集的数据表明，这门实验课程的设计符合关键的CURE标准。本科生研究经历调查（SURE）显示，学生在参与CURE后，在课程指导技能和可转移技能方面都有学习收获。此外，概念调查数据反映了学生对上述核心生物学概念的自我认知理解。鉴于遗传突变体筛选是生物学中基因功能研究的核心，我们预计，对于有兴趣在课堂上设计和实施突变体筛选CURE的教育工作者和研究人员来说，这种CURE具有潜在价值。这可以通过独立研究或通过在不同单位或机构之间建立合作关系来实现。
