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iCURE (iterative course-based undergraduate research experience): A case-study
Biochemistry and Molecular Biology Education ( IF 1.4 ) Pub Date : 2019-07-01 , DOI: 10.1002/bmb.21279
Angela K Stoeckman 1 , Yingqi Cai 2 , Kent D Chapman 2
Affiliation  

Several models suggest ways to expose undergraduates at minority serving institutions or institutions with limited research infrastructures to the iterative process of research. Apprentice‐based research experiences allow students to work one‐on‐one with a research mentor in the hands‐on discovery process, but with teaching being a priority for faculty at the aforementioned institutions, financial, spatial, and time limitations for research progress exist. Course‐based undergraduate research experiences (CUREs) provide opportunities for a greater number of undergraduates to become familiar with the questions, techniques, and failure involved in research. However, designing projects that a group of students can complete in a semester can be challenging. Inclusive Research Education Communities are intended to promote retention in STEM courses for early college students but have limited benefit for upper‐level courses. We sought to create an iterative CURE between fall semester BIOL3900 at the University of North Texas and spring semester CHE397 at Bethel University (Saint Paul, MN) to promote collaboration between unique learning communities. The research goal was to use a tobacco (Nicotiana benthamiana) transient expression system as a platform to test gene functions and to engineer valuable bioproducts in plant vegetative tissues. The outcomes of this 2‐year integrative module included novel discoveries leading to publications in peer‐reviewed journals, cost benefits due to shared resources, continual movement of the project, course‐based training for future independent research projects, and improved student attitudes about research. © 2019 International Union of Biochemistry and Molecular Biology, 47(5):565–572, 2019.

中文翻译:

iCURE(基于迭代课程的本科研究经验):案例研究

一些模型提出了让少数民族服务机构或研究基础设施有限的机构的本科生接触研究迭代过程的方法。基于学徒的研究经验允许学生在动手发现过程中与研究导师一对一工作,但由于教学是上述机构教师的优先事项,研究进展存在财务、空间和时间限制. 基于课程的本科研究经历 (CURE) 为更多本科生提供了熟悉研究中涉及的问题、技术和失败的机会。然而,设计一组学生可以在一个学期内完成的项目可能具有挑战性。包容性研究教育社区旨在促进早期大学生在 STEM 课程中的保留,但对高级课程的益处有限。我们试图在北德克萨斯大学秋季学期 BIOL3900 和伯特利大学(明尼苏达州圣保罗)春季学期 CHE397 之间创建一个迭代 CURE,以促进独特的学习社区之间的合作。研究目标是使用烟草(本氏烟草)瞬时表达系统作为平台来测试基因功能并在植物营养组织中设计有价值的生物产品。这个为期 2 年的综合模块的成果包括导致在同行评审期刊上发表的新发现、共享资源带来的成本效益、项目的持续移动、未来独立研究项目的课程培训、并改善学生对研究的态度。© 2019 国际生物化学与分子生物学联盟,47(5):565–572,2019。
更新日期:2019-07-01
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