Publications and Research

Authors

Tuajuanda C. Jordan, Lewis and Clark College
Sandra H. Burnett, Brigham Young University
Susan Carson, North Carolina State University
Steven M. Caruso, University of Maryland
Kari Clase, Purdue University
Randall J. DeJong, Calvin College
John J. Dennehy, CUNY Queens CollegeFollow
Dee R. Denver, Oregon State University
David Dunbar, Cabrini College
Sarah C. R. Elgin, Washington University in St. Louis
Ann M. Findley, University of Louisiana at Monroe
Chris R. Gissendanner, University of Louisiana at Monroe
Urszula P. Golebiewska, CUNY Queensborough Community CollegeFollow
Nancy Guild, University of Colorado Boulder
Grant A. Hartzog, University of California, Santa Cruz
Wendy H. Grillo, North Carolina Central University
Gail P. Hollowell, North Carolina Central University
Lee E. Hughes, University of North Texas
Allison Johnson, Virginia Commonwealth University
Rodney A. King, Western Kentucky University
Lynn O. Lewis, University of Mary Washington
Wei Li, Indiana University
Frank Rosenzweig, The University Of Montana
Michael R. Rubin, University of Puerto Rico - Cayey
Margaret S. Saha, College of William and Mary
James Sandoz, University of Maryland
Christopher D. Shaffer, Washington University in St. Louis
Barbara Taylor, Oregon State University
Louise Temple, James Madison University
Edwin Vazquez, University of Puerto Rico - Cayey
Vassie C. Ware, Lehigh University
Lucia P. Barker, Howard Hughes Medical Institute
Kevin W. Bradley, Howard Hughes Medical Institute
Deborah Jacobs-Sera, University of Pittsburgh
Welkin H. Pope, University of Pittsburgh
Daniel A. Russell, University of Pittsburgh
Steven G. Cresawn, James Madison University
David Lopatto, Grinnell College
Cherly P. Bailey, Howard Hughes Medical Institute
Graham F. Hatfull, University of Pittsburgh

Document Type

Article

Publication Date

2-4-2014

Abstract

Engaging large numbers of undergraduates in authentic scientific discovery is desirable but difficult to achieve. We have developed a general model in which faculty and teaching assistants from diverse academic institutions are trained to teach a research course for first-year undergraduate students focused on bacteriophage discovery and genomics. The course is situated within a broader scientific context aimed at understanding viral diversity, such that faculty and students are collaborators with established researchers in the field. The Howard Hughes Medical Institute (HHMI) Science Education Alliance Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) course has been widely implemented and has been taken by over 4,800 students at 73 institutions. We show here that this alliance-sourced model not only substantially advances the field of phage genomics but also stimulates students’ interest in science, positively influences academic achievement, and enhances persistence in science, technology, engineering, and mathematics (STEM) disciplines. Broad application of this model by integrating other research areas with large numbers of early-career undergraduate students has the potential to be transformative in science education and research training.

Comments

This article was originally appeared in mBio, available at DOI:10.1128/mBio.01051-13

© 2014 Jordan et al. This is an open-access article distributed under the terms of the Creative Commons Attribution-Noncommercial-ShareAlike 3.0 Unported license, which permits unrestricted noncommercial use, distribution, and reproduction in any medium, provided the original author and source are credited.

 
 

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