An inclusive Research Education Community (iREC): Impact of the SEA-PHAGES program on research outcomes and student learning
Proceedings of the National Academy of Sciences, 114(51), 13531–13536.
By: D. Hanauer*, M. Graham*, L. Betancur*, A. Bobrownicki*, S. Cresawn*, R. Garlena*, D. Jacobs-Sera*, N. Kaufmann* ..., W. Pope*, D. Russell*, W. Jacobs*, V. Sivanathan*, D. Asai*, G. Hatfull*, L. Actis, T. Adair, S. Adams, R. Alvey, K. Anders, W. Anderson, L. Antoniacci, M. Ayuk, F. Baliraine, M. Balish, S. Ball, B. Barbazuk, N. Barekzi, A. Barrera, C. Berkes, A. Best, S. Bhalla, L. Blumer, D. Bollivar, J. Bonilla, K. Borges, B. Bortz, D. Breakwell, C. Breitenberger, T. Breton, C. Brey, J. Bricker, L. Briggs, E. Broderick, T. Brooks, V. Brown-Kennerly, M. Buckholt, K. Butela, C. Byrum, D. Cain, S. Carson, S. Caruso, L. Caslake, C. Chia, H. Chung, K. Clase, B. Clement, S. Conant, B. Connors, R. Coomans, W. D'Angelo, T. D'Elia, C. Daniels, L. Daniels, B. Davis, K. DeCourcy, R. DeJong, K. Delaney-Nguyen, V. Delesalle, A. Diaz, L. Dickson, J. Doty, E. Doyle, D. Dunbar, J. Easterwood, M. Eckardt, N. Edgington, S. Elgin, M. Erb, I. Erill, K. Fast, C. Fillman, A. Findley, E. Fisher, C. Fleischacker, M. Fogarty, G. Frederick, V. Frost, E. Furbee, M. Gainey, I. Gallegos, C. Gissendanner, U. Golebiewska, J. Grose, S. Grubb, N. Guild, S. Gurney, G. Hartzog, J. Hatherill, C. Hauser, H. Hendrickson, C. Herren, J. Hinz, E. Ho, S. Hope, L. Hughes, A. Hull, K. Hutchison, S. Isern, G. Janssen, J. Jarvik, A. Johnson, N. Jones, J. Kagey, M. Kart, J. Katsanos, T. Keener, M. Kenna, R. King, C. King-Smith, B. Kirkpatrick, K. Klyczek, H. Koch, A. Koga, C. Korey, G. Krukonis, B. Kurt, S. Leadon, J. LeBlanc-Straceski, J. Lee, J. Lee-Soety, L. Lewis, L. Limeri, J. Little, M. Llano, J. Lopez, C. MacLaren, J. Makemson, S. Martin, D. Mavrodi, N. McGuier, A. McKinney, J. McLean, E. Merkhofer, S. Michael, E. Miller, S. Mohan, S. Molloy, K. Monsen-Collar, D. Monti, A. Moyer, J. Neitzel, P. Nelson, R. Newman, B. Noordewier, O. Olapade, M. Ospina-Giraldo, S. Page, C. Paige-Anderson, D. Pape-Zambito, P. Park, J. Parker, M. Pedulla, A. Peister, P. Pfaffle, G. Pirino, M. Pizzorno, R. Plymale, J. Pogliano, K. Pogliano, A. Powell, M. Poxleitner, M. Preuss, N. Reyna, J. Rickus, C. Rinehart, C. Robinson, M. Rodriguez-Lanetty, G. Rosas-Acosta, J. Ross, N. Rowland, D. Royer, M. Rubin, R. Sadana, M. Saha, S. Saha, M. Sandel, T. Sasek, L. Saunders, K. Saville, A. Scherer, J. Schildbach, S. Schroeder, J. Schwebach, M. Seegulam, M. Segura-Totten, C. Shaffer, R. Shanks, A. Sipprell, T. Slowan-Pomeroy, K. Smith, M. Smith, M. Smith-Caldas, J. Stamm, S. Stockwell, E. Stowe, J. Stukey, C. Sunnen, B. Tarbox, S. Taylor, L. Temple, M. Timmerman, D. Tobiason, S. Tolsma, M. Torres, C. Twichell, A. Valle-Rivera, E. Vazquez, J. Villagomez, S. Voshell, J. Wallen, R. Ward, V. Ware, M. Warner, J. Washington, S. Weir, J. Wertz, D. Westholm, K. Weston-Hafer, K. Westover, J. Whitefleet-Smith, A. Wiedemeier, M. Wolyniak, W. Yan, G. Zegers, D. Zhang, A. Zimmerman
MeSH headings : Biomedical Research / education; Biomedical Research / standards; Education, Medical, Undergraduate / methods; Education, Medical, Undergraduate / standards; Female; Humans; Learning; Male; Program Evaluation; Teaching; Universities / standards; Young Adult
TL;DR:
The SEA-PHAGES students show strong gains correlated with persistence relative to those in traditional laboratory courses regardless of academic, ethnic, gender, and socioeconomic profiles.
(via Semantic Scholar)