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The COVID-19 and Taste Lab: A Mini Course-Based Undergraduate Research Experience on Taste Differences and COVID-19 Susceptibility.

ABSTRACT: Traditional course-based undergraduate research experiences (CUREs) are common approaches to expose students to authentic laboratory practices. Traditional CUREs typically take up most of or an entire semester, require a laboratory section or may be a standalone lab course, and require significant financial and time commitments by the institution and instructors. As such, CUREs are harder to implement at institutions with fewer resources. Here, we developed a mini-CURE, which are typically shorter in duration, called the COVID-19 and Taste Lab (CT-LAB). The CT-LAB requires significantly fewer resources ($0.05/student) and time commitment (two class periods) than traditional CUREs. CT-LAB centers around the biological relationship between COVID-19 susceptibility and taste status (non-taster, taster, and supertaster) as well as potential implications for public policy behavior. Students participated in a class-wide study where they examined if taste status was related to COVID-19 susceptibility. They found that non-tasters had a higher likelihood of testing positive previously for COVID-19 compared to tasters and supertasters. To assess student outcomes of this CURE, students completed a pre- and post-test assessment including a content test, STEM identity survey, taste test, COVID-19 history test, and a modified CURE survey. Content test scores improved while STEM identity and attitudes about science were unchanged. A direct comparison to a repository of traditional CUREs shows that the CT-LAB produced comparable benefits to traditional CUREs primarily in skills that were particularly relevant for the CT-LAB. This work suggests that mini-CUREs, even as brief as two class periods, could be a way to improve student outcomes.

SUBMITTER: Wickham RJ

PROVIDER: S-EPMC10426818 | biostudies-literature | 2023

REPOSITORIES: biostudies-literature

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Publications

The COVID-19 and Taste Lab: A Mini Course-Based Undergraduate Research Experience on Taste Differences and COVID-19 Susceptibility.

Wickham Robert J RJ Adams Walter W Hawker Morgan J MJ

Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience 20230519 2

Traditional course-based undergraduate research experiences (CUREs) are common approaches to expose students to authentic laboratory practices. Traditional CUREs typically take up most of or an entire semester, require a laboratory section or may be a standalone lab course, and require significant financial and time commitments by the institution and instructors. As such, CUREs are harder to implement at institutions with fewer resources. Here, we developed a mini-CURE, which are typically short ...[more]

PMID: 37588646

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Project description:Objective Evaluate undergraduate students’ experience in a synchronous online course that utilized flipped learning during the COVID-19 pandemic. Use of Theory or Research In studies using face-to-face courses, flipped learning has helped students become independent learners compared to traditional, lecture-based courses. However, studies investigating flipped learning rely on face-to-face courses and it is unknown if this model can be effectively applied to the online, synchronous learning environment. Target Audience Upper-level undergraduate students (n = 12) in an advanced nutrition synchronous online course at a midsize, private Midwestern university using Zoom software Course/Curriculum Description In this online, synchronous flipped class, students read textbook chapters and/or watched videos prior to coming to class. Synchronous online classes conducted via zoom were utilized for applying material. Breakout rooms were utilized for team-based learning activities. Example topics covered in class include macronutrient and micronutrient metabolism. Evaluation Methods Students completed 5 learning reflections throughout the semester. Content analysis was applied to these reflections to discover themes by two investigators. Results Five themes were discovered from the reflections: dependency, peer support, metacognition, asking questions, and effort. Overall, students did not become independent learners and depended on the instructor to explain things to them; however, students did recognize they had room for growth in their efforts to learn on their own. Peer support using breakout rooms during class provided a safe space and much needed support and interaction, especially during a socially isolated time. While students valued the learning moments that came from asking questions, they largely relied on others to ask questions. Conclusions Even though students were able to grow and make strides as learners during the flipped, remote course, they never became fully independent learners. Utilizing breakout rooms for team-based learning may help students develop the confidence in asking questions and learning from mistakes. Additionally, compared to previous studies, students in this remote course emphasized the benefits of the team-based learning for social support and interaction. Funding None

Dataset Information

The COVID-19 and Taste Lab: A Mini Course-Based Undergraduate Research Experience on Taste Differences and COVID-19 Susceptibility.

Publications

The COVID-19 and Taste Lab: A Mini Course-Based Undergraduate Research Experience on Taste Differences and COVID-19 Susceptibility.

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