Development of a Broadly Accessible, Computationally Guided Biochemistry Course-Based Undergraduate Research Experience

Ashley Vater; Jaime Mayoral; Janelle Nunez-Castilla; Jason W. Labonte; Laura A. Briggs; Jeffrey J. Gray; Irina Makarevitch; Sharif M. Rumjahn; Justin B. Siegel

doi:10.1021/acs.jchemed.0c01073

Development of a Broadly Accessible, Computationally Guided Biochemistry Course-Based Undergraduate Research Experience

Ashley Vater, Jaime Mayoral, Janelle Nunez-Castilla, Jason W. Labonte, Laura A. Briggs, Jeffrey J. Gray, Irina Makarevitch, Sharif M. Rumjahn, Justin B. Siegel

Research output: Contribution to journal › Article › peer-review

Abstract

Including undergraduate research in STEM education is a well-supported and growing high-impact practice that has been made much more scalable through integrating these experiences into the classroom. Here we describe a new biochemistry Course-based Undergraduate Research Experience (CURE) that follows a design-to-data workflow with a strong connection to a worldwide community of protein modeling software developers. Analysis of psychosocial developments in association with participating in this CURE from the first set of students formally participating in the course suggest a beneficial effect on attributes associated with STEM persistence. To increase successful propagation, the design of the CURE's curriculum, supporting learning materials, and instructor resources are provided to make it facile for faculty at any institution to join this network and implement the CURE. With this foundation, we expect student participation and the data set to continue to grow.

Original language	English (US)
Pages (from-to)	400-409
Number of pages	10
Journal	Journal of Chemical Education
Volume	98
Issue number	2
DOIs	https://doi.org/10.1021/acs.jchemed.0c01073
State	Published - Feb 9 2021
Externally published	Yes

Keywords

Amino Acids
Biochemistry
Enzymes
First-Year Undergraduate/General
Hands-On Learning/Manipulatives
Inquiry-Based/Discovery Learning
Laboratory Instruction
Professional Development
Proteins/Peptides
Quantitative Analysis
Undergraduate Research
Upper-Division Undergraduate

ASJC Scopus subject areas

General Chemistry
Education

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10.1021/acs.jchemed.0c01073

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@article{d63124df22064891a5444de103815888,

title = "Development of a Broadly Accessible, Computationally Guided Biochemistry Course-Based Undergraduate Research Experience",

abstract = "Including undergraduate research in STEM education is a well-supported and growing high-impact practice that has been made much more scalable through integrating these experiences into the classroom. Here we describe a new biochemistry Course-based Undergraduate Research Experience (CURE) that follows a design-to-data workflow with a strong connection to a worldwide community of protein modeling software developers. Analysis of psychosocial developments in association with participating in this CURE from the first set of students formally participating in the course suggest a beneficial effect on attributes associated with STEM persistence. To increase successful propagation, the design of the CURE's curriculum, supporting learning materials, and instructor resources are provided to make it facile for faculty at any institution to join this network and implement the CURE. With this foundation, we expect student participation and the data set to continue to grow.",

keywords = "Amino Acids, Biochemistry, Enzymes, First-Year Undergraduate/General, Hands-On Learning/Manipulatives, Inquiry-Based/Discovery Learning, Laboratory Instruction, Professional Development, Proteins/Peptides, Quantitative Analysis, Undergraduate Research, Upper-Division Undergraduate",

author = "Ashley Vater and Jaime Mayoral and Janelle Nunez-Castilla and Labonte, {Jason W.} and Briggs, {Laura A.} and Gray, {Jeffrey J.} and Irina Makarevitch and Rumjahn, {Sharif M.} and Siegel, {Justin B.}",

note = "Funding Information: The authors acknowledge Erin Dolan for providing critical support and consultation on this project{\textquoteright}s development and particularly the assessment design. Special thanks to Marc Facciotti and Andrew Yao of the MPBIL space for their efforts in supporting these classes. Thanks to the D2D team of faculty members for sharing perceptions of learning outcome alignment with student research activities. Thanks to many members of the Siegel Lab, particularly Peishan Huang, Ryan Caster, Morgan Connelly, and Alex Carlin who helped develop the original protocols for the D2D workflow and to the team of undergraduates who continually provided feedback on the materials. We thank the UC Davis Center for Educational Effectiveness team for assistance with data management. We acknowledge support from the National Science Foundation award #1827246. Publisher Copyright: {\textcopyright} 2021 American Chemical Society. All rights reserved.",

year = "2021",

month = feb,

day = "9",

doi = "10.1021/acs.jchemed.0c01073",

language = "English (US)",

volume = "98",

pages = "400--409",

journal = "Journal of Chemical Education",

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AU - Vater, Ashley

AU - Mayoral, Jaime

AU - Nunez-Castilla, Janelle

AU - Labonte, Jason W.

AU - Briggs, Laura A.

AU - Gray, Jeffrey J.

AU - Makarevitch, Irina

AU - Rumjahn, Sharif M.

AU - Siegel, Justin B.

N1 - Funding Information: The authors acknowledge Erin Dolan for providing critical support and consultation on this project’s development and particularly the assessment design. Special thanks to Marc Facciotti and Andrew Yao of the MPBIL space for their efforts in supporting these classes. Thanks to the D2D team of faculty members for sharing perceptions of learning outcome alignment with student research activities. Thanks to many members of the Siegel Lab, particularly Peishan Huang, Ryan Caster, Morgan Connelly, and Alex Carlin who helped develop the original protocols for the D2D workflow and to the team of undergraduates who continually provided feedback on the materials. We thank the UC Davis Center for Educational Effectiveness team for assistance with data management. We acknowledge support from the National Science Foundation award #1827246. Publisher Copyright: © 2021 American Chemical Society. All rights reserved.

PY - 2021/2/9

Y1 - 2021/2/9

N2 - Including undergraduate research in STEM education is a well-supported and growing high-impact practice that has been made much more scalable through integrating these experiences into the classroom. Here we describe a new biochemistry Course-based Undergraduate Research Experience (CURE) that follows a design-to-data workflow with a strong connection to a worldwide community of protein modeling software developers. Analysis of psychosocial developments in association with participating in this CURE from the first set of students formally participating in the course suggest a beneficial effect on attributes associated with STEM persistence. To increase successful propagation, the design of the CURE's curriculum, supporting learning materials, and instructor resources are provided to make it facile for faculty at any institution to join this network and implement the CURE. With this foundation, we expect student participation and the data set to continue to grow.

AB - Including undergraduate research in STEM education is a well-supported and growing high-impact practice that has been made much more scalable through integrating these experiences into the classroom. Here we describe a new biochemistry Course-based Undergraduate Research Experience (CURE) that follows a design-to-data workflow with a strong connection to a worldwide community of protein modeling software developers. Analysis of psychosocial developments in association with participating in this CURE from the first set of students formally participating in the course suggest a beneficial effect on attributes associated with STEM persistence. To increase successful propagation, the design of the CURE's curriculum, supporting learning materials, and instructor resources are provided to make it facile for faculty at any institution to join this network and implement the CURE. With this foundation, we expect student participation and the data set to continue to grow.

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KW - Proteins/Peptides

KW - Quantitative Analysis

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IS - 2

ER -

Development of a Broadly Accessible, Computationally Guided Biochemistry Course-Based Undergraduate Research Experience

Abstract

Keywords

ASJC Scopus subject areas

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