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

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.

Automated summary

COVID-19 has led to the adoption of online learning in STEM education, which has posed challenges for professors in providing laboratory experiences. As a solution, many instructors have turned to online alternatives, which have been found to empower students from historically underrepresented backgrounds in STEM fields. This study presents PARE-Seq, a virtual bioinformatics activity focused on antimicrobial resistance research, and demonstrates that it can lead to significant learning gains and increased STEM identity. Factors such as gender, race/ethnicity, and extracurricular work hours can influence these gains, with female-identifying students and underrepresented minority students potentially benefiting more. The findings highlight the potential of online curricula like PARE-Seq to improve outcomes for all students in STEM, but support should be provided to students with extracurricular commitments.