1. Research Problem Christy MacKinnon, Univ. Incarnate Word The President’s Council of Advisors on Science and Technology (PCAST) says authentic research is important to STEM education, but authentic research is challenging to implement, and is it effective for improving student learning?

2. Research Question Do students learn more about genetics after completion of an authentic research project or a traditional lab project? Research Context: Three sections, 24 students per section, in an integrated lecture and lab course (16 weeks) for junior/senior students in a required course for Biology Major.

3. Research Methods Quasi Experimental Design (modified #12) Tx a = traditional project—Modern Biology Gel Electrophoresis of homozygous normal hemoglobin protein, heterozygous, and homozygous recessive sickle cell hemoglobin protein. Tx b = authentic project—Genomics Education Partnership annotation of a gene from a Drosophila sp. Group 1(TR section): pre-tests, Tx a, [time] post-tests, [time], Tx b [post-test]s Group 2 (MW section): -pre-tests, Tx b, [time], post-tests, [time], Tx a [post-tests]

4. Schedule of Topics 1 st week: Introduction/practice concept map/pre-tests 2 nd week: Mendelian GeneticsHb/Annotation labs 3 rd week:Genetic/Code MutationsHb/Annotation labs 4 th week: ChromosomesHb/Annotation labs 5 th week: Group work/exam 1 6 th week: Concept map/post-tests 7 th week: Gene ExpressionHb/Annotation labs 8 th week: Gene RegulationHb/Annotation labs 9 th week: Gene Regulation Hb/Annotation labs 10 th week: Group work/exam 2 11 th week: Concept map/post-tests 12 th week: Genome StructureCase Study/Literature 13 th week EpigenomicsCase Study/Literature 14 th week Cancer GenomicsCase Study/Literature 15 th weekGroup work/exam 3

5. Course Schedule: Comparable Activities Tx A = traditional lab Hemoglobin Analysis Wet lab (protein gel electrophoresis) Database—OMIM Project report Tx B = authentic lab Gene Annotation Wet lab (enzyme spectrophotometry) GEP Annotation Project report

6. Data Collection: Implement in Fall; repeat in Spring. Chi-square of pre-test to demonstrate two groups start as the same knowledge base before interventions. Analysis of embedded exam questions. Pre/post test: Genetics Concept Inventory--paired t test. Concept Maps—rubric analysis. Research Methods (Con’t)

7. Alignment of Research Question and Methods This is why I think it aligns: Pre/post test/concept maps/embedded questions will assess genetics knowledge resulting from an authentic research project vs. traditional lab project. The data will help me answer my question: Through experimentation, these data will demonstrate that an authentic research experience increases student knowledge of genetics compared to traditional lab experience.