| Title: |
Learning and STEM identity gains from an online module on sequencing-based surveillance of antimicrobial resistance in the environment: An analysis of the PARE-Seq curriculum. |
| Authors: |
Scarlet S Bliss; Eve A Abraha; Erica R Fuhrmeister; Amy J Pickering; Carol A Bascom-Slack |
| Source: |
PLoS ONE, Vol 18, Iss 3, p e0282412 (2023) |
| Publisher Information: |
Public Library of Science (PLoS) |
| Publication Year: |
2023 |
| Collection: |
Directory of Open Access Journals: DOAJ Articles |
| Subject Terms: |
Medicine; Science |
| Description: |
COVID-19 necessitated the rapid transition to online learning, challenging the ability of Science, Technology, Engineering, and Math (STEM) professors to offer laboratory experiences to their students. As a result, many instructors sought online alternatives. In addition, recent literature supports the capacity of online curricula to empower students of historically underrepresented identities in STEM fields. Here, we present PARE-Seq, a virtual bioinformatics activity highlighting approaches to antimicrobial resistance (AMR) research. Following curricular development and assessment tool validation, pre- and post-assessments of 101 undergraduates from 4 institutions revealed that students experienced both significant learning gains and increases in STEM identity, but with small effect sizes. Learning gains were marginally modified by gender, race/ethnicity, and number of extracurricular work hours per week. Students with more extracurricular work hours had significantly lower increase in STEM identity score after course completion. Female-identifying students saw greater learning gains than male-identifying, and though not statistically significant, students identifying as an underrepresented minority reported larger increases in STEM identity score. These findings demonstrate that even short course-based interventions have potential to yield learning gains and improve STEM identity. Online curricula like PARE-Seq can equip STEM instructors to utilize research-driven resources that improve outcomes for all students, but support must be prioritized for students working outside of school. |
| Document Type: |
article in journal/newspaper |
| Language: |
English |
| Relation: |
https://doi.org/10.1371/journal.pone.0282412; https://doaj.org/toc/1932-6203; https://doaj.org/article/5fa971afaf1f4ff3a3a896361eb323b1 |
| DOI: |
10.1371/journal.pone.0282412 |
| Availability: |
https://doi.org/10.1371/journal.pone.0282412; https://doaj.org/article/5fa971afaf1f4ff3a3a896361eb323b1 |
| Accession Number: |
edsbas.2E6DA622 |
| Database: |
BASE |