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Related Concept Videos

Biofilms01:29

Biofilms

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Biofilms are complex communities of microorganisms encased in a self-produced extracellular polysaccharide matrix attached to surfaces. These microbial consortia can include single or multiple species, providing enhanced survival benefits by forming organized, multilayered structures.The formation of biofilms occurs through four key stages: attachment, colonization, development, and dispersal.During attachment, free-swimming planktonic cells adhere to a surface, often facilitated by...
976

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Emphasizing iterative practices for a sequential course-based undergraduate research experience in microbial

Caitlin J Light1,2,3, Megan Fegley1, Nancy Stamp1,2

  • 1First-year Research Immersion, Binghamton University - State University of New York, 4400 Vestal Parkway East Binghamton, NY 13902, USA.

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Summary

Novice researchers in course-based undergraduate research experiences (CUREs) benefit from structured, iterative tasks. This approach enhances skills in experimental design, data analysis, and teamwork, crucial for scientific inquiry.

Keywords:
biofilmcourse-based undergraduate research experience (CURE)early research experienceiterationiterative learning

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Area of Science:

  • Microbiology
  • Science Education
  • Biotechnology

Background:

  • Iteration is key in designing undergraduate research experiences (CUREs).
  • It fosters essential skills like experimental design, data analysis, communication, and teamwork.
  • The First-year Research Immersion (FRI) program's microbial biofilm track focuses on these iterative processes.

Purpose of the Study:

  • To examine student perceptions of iterative tasks, learning gains, and benefits within a three-term CURE sequence.
  • To assess the impact of modifications made to the CURE sequence based on initial cohort feedback.
  • To determine if the enhanced CURE design meets program targets for novice researchers.

Main Methods:

  • Analysis of student perceptions from four cohorts in the FRI microbial biofilm CURE.
  • Comparison of outcomes before and after substantial revisions to increase iterative tasks and discussions.
  • Evaluation of learning gains and benefits related to exposure to iterative research processes.

Main Results:

  • Initial cohorts showed areas for improvement in iterative task exposure.
  • Modifications to the CURE sequence led to increased iterative tasks and student engagement.
  • Subsequent cohorts met FRI program targets, indicating successful curriculum enhancement.
  • Students reported significant learning gains and benefits from the iterative research experience.

Conclusions:

  • A deliberate, step-wise approach to incorporating iteration is vital for novice researchers.
  • CUREs can effectively develop critical scientific skills through structured iterative tasks.
  • Understanding iteration's role is fundamental for success in authentic research settings.