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2021
Ramírez-Lugo, Juan S.; Toledo-Hernández, Carlos; Vélez-González, Ivonne; Ruiz-Diaz, Claudia P.
In: Journal of Microbiology & Biology Education, vol. 22, no. 1, pp. 1-12, 2021.
Abstract | Links | BibTeX | Tags: Acropora cervicornis, coral reefs, CORAL SPECIES LISTING, Endangered Coral
@article{Ramírez-Lugo2021,
title = {CREARE: A Course-Based Undergraduate Research Experience To Study the Responses of the Endangered Coral \textit{Acropora cervicornis} to a Changing Environment.},
author = {Juan S. Ramírez-Lugo and Carlos Toledo-Hernández and Ivonne Vélez-González and Claudia P. Ruiz-Diaz},
url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8060141/
https://sampr.org/wp-content/uploads/2024/01/ramirez-lugo-et-al-2021-creare-a-course-based-undergraduate-research-experience-to-study-the-responses-of-the.pdf},
doi = {https://doi.org/10.1128/jmbe.v22i1.2253c},
year = {2021},
date = {2021-03-31},
urldate = {2021-03-31},
journal = {Journal of Microbiology & Biology Education},
volume = {22},
number = {1},
pages = {1-12},
abstract = {There is mounting evidence to support that students who participate in scientific research experiences are more likely to continue on to advanced degrees and careers in science, technology, engineering, and mathematics (STEM). To introduce more students to the benefits of research, we have drawn on an ongoing project aimed at understanding how the Caribbean staghorn coral Acropora cervicornis responds to environmental fluctuations to develop a semester-long course-based undergraduate research experience (CURE), entitled CREARE (Coral Response to Environment Authentic Research Experience). The main mode of instruction in CREARE is through topic modules, and course evaluation is achieved through writing assignments. Students in CREARE perform experiments in the laboratory to measure the abundance of photo-protective proteins in coral tissue from samples collected at different depths and at different times of the year and analyze environmental data using the R programming language. CREARE participants have contributed to the progress of the research project by generating novel data and making improvements to experimental protocols. Furthermore, pre- and post-course assessment of content knowledge revealed that students perform significantly better on a written exam after participating in CREARE, while also displaying appreciable shifts in attitudes towards science in student perception surveys. In addition, through qualitative analysis of focus group interviews, we gathered evidence to suggest that mediating variables that predict students’ persistence in science are bolstered through our application of the CURE modality. Overall, CREARE can serve as a model for developing more research-based courses that successfully engage students in scientific research.},
keywords = {Acropora cervicornis, coral reefs, CORAL SPECIES LISTING, Endangered Coral},
pubstate = {published},
tppubtype = {article}
}
There is mounting evidence to support that students who participate in scientific research experiences are more likely to continue on to advanced degrees and careers in science, technology, engineering, and mathematics (STEM). To introduce more students to the benefits of research, we have drawn on an ongoing project aimed at understanding how the Caribbean staghorn coral Acropora cervicornis responds to environmental fluctuations to develop a semester-long course-based undergraduate research experience (CURE), entitled CREARE (Coral Response to Environment Authentic Research Experience). The main mode of instruction in CREARE is through topic modules, and course evaluation is achieved through writing assignments. Students in CREARE perform experiments in the laboratory to measure the abundance of photo-protective proteins in coral tissue from samples collected at different depths and at different times of the year and analyze environmental data using the R programming language. CREARE participants have contributed to the progress of the research project by generating novel data and making improvements to experimental protocols. Furthermore, pre- and post-course assessment of content knowledge revealed that students perform significantly better on a written exam after participating in CREARE, while also displaying appreciable shifts in attitudes towards science in student perception surveys. In addition, through qualitative analysis of focus group interviews, we gathered evidence to suggest that mediating variables that predict students’ persistence in science are bolstered through our application of the CURE modality. Overall, CREARE can serve as a model for developing more research-based courses that successfully engage students in scientific research.