학술논문
Student Attitudes Contribute to the Effectiveness of a Genomics CURE
Document Type
article
Author
David Lopatto; Anne G. Rosenwald; Rebecca C. Burgess; Catherine Silver Key; Melanie Van Stry; Matthew Wawersik; Justin R. DiAngelo; Amy T. Hark; Matthew Skerritt; Anna K. Allen; Consuelo Alvarez; Sara Anderson; Cindy Arrigo; Andrew Arsham; Daron Barnard; James E. J. Bedard; Indrani Bose; John M. Braverman; Martin G. Burg; Paula Croonquist; Chunguang Du; Sondra Dubowsky; Heather Eisler; Matthew A. Escobar; Michael Foulk; Thomas Giarla; Rivka L. Glaser; Anya L. Goodman; Yuying Gosser; Adam Haberman; Charles Hauser; Shan Hays; Carina E. Howell; Jennifer Jemc; Christopher J. Jones; Lisa Kadlec; Jacob D. Kagey; Kimberly L. Keller; Jennifer Kennell; Adam J. Kleinschmit; Melissa Kleinschmit; Nighat P. Kokan; Olga Ruiz Kopp; Meg M. Laakso; Judith Leatherman; Lindsey J. Long; Mollie Manier; Juan C. Martinez-Cruzado; Luis F. Matos; Amie Jo McClellan; Gerard McNeil; Evan Merkhofer; Vida Mingo; Hemlata Mistry; Elizabeth Mitchell; Nathan T. Mortimer; Jennifer Leigh Myka; Alexis Nagengast; Paul Overvoorde; Don Paetkau; Leocadia Paliulis; Susan Parrish; Stephanie Toering Peters; Mary Lai Preuss; James V. Price; Nicholas A. Pullen; Catherine Reinke; Dennis Revie; Srebrenka Robic; Jennifer A. Roecklein-Canfield; Michael R. Rubin; Takrima Sadikot; Jamie Siders Sanford; Maria Santisteban; Kenneth Saville; Stephanie Schroeder; Christopher D. Shaffer; Karim A. Sharif; Diane E. Sklensky; Chiyedza Small; Sheryl Smith; Rebecca Spokony; Aparna Sreenivasan; Joyce Stamm; Rachel Sterne-Marr; Katherine C. Teeter; Justin Thackeray; Jeffrey S. Thompson; Norma Velazquez-Ulloa; Cindy Wolfe; James Youngblom; Brian Yowler; Leming Zhou; Janie Brennan; Jeremy Buhler; Wilson Leung; Sarah C. R. Elgin; Laura K. Reed
Source
Journal of Microbiology & Biology Education, Vol 23, Iss 2 (2022)
Subject
Language
English
ISSN
1935-7885
1935-7877
1935-7877
Abstract
ABSTRACT The Genomics Education Partnership (GEP) engages students in a course-based undergraduate research experience (CURE). To better understand the student attributes that support success in this CURE, we asked students about their attitudes using previously published scales that measure epistemic beliefs about work and science, interest in science, and grit. We found, in general, that the attitudes students bring with them into the classroom contribute to two outcome measures, namely, learning as assessed by a pre- and postquiz and perceived self-reported benefits. While the GEP CURE produces positive outcomes overall, the students with more positive attitudes toward science, particularly with respect to epistemic beliefs, showed greater gains. The findings indicate the importance of a student’s epistemic beliefs to achieving positive learning outcomes.