From Consumer to Producer (–in one term!)

(This blog is authored by USask denizens Harold Bull, Dawn Giesbrecht and Sheryl Mills) Harold is Assistant Professor Biochemistry, Microbiology & Immunology. Dawn is Laboratory Instructor Anatomy, Physiology and Pharmacology; Biochemistry, Microbiology and Immunology. Sheryl is Associate Director, Academic Programs & Interprofessional Education)

Overview: In the post-secondary education marketplace of the consumer “token economy” of “I'll do what you say and you give me a grade”, undergraduate research is a market-disruptor. This post builds on the previous 26 posts in the series. We continue to explore the CURE course and how this approach helps shift learners from being passive consumers to active producers.

Introduction: When a course adopts a CURE approach, it becomes an oasis of productivity in a consumeristic token-focused^[1] post-secondary education environment. The CURE experience is a consumer-market disruptor, shifting the environment from one of consuming economically-baled and presented information to producing knowledge, thus creating a bull market in an otherwise bear[2] economy where investments–and enthusiasm–often trend downwards as a term unfolds.

The CURE approach meets the criteria of a “market-disruptor” as defined in 5 disruptor principles that define industry leading brands:

1. Visionary: Strong values and clear communication

As an example, in the CURE course we teach, which is an elective, learners know that they will be working in teams doing research. Parameters are clearly articulated in the course description, so learners know what they are signing up for.^[3] This is the CURE Course Description for Team Based Experimental Microbiology:

… In teams of up to four, students will be coached in developing a “next step” hypothesis and designing protocols to test their hypothesis. Once the experiment has been acceptably designed, each team will determine reagents required, prepare necessary reagents, set up equipment, carry out the experiment, analyze the results and prepare a formal journal-style report that describes the experimental purpose, the methods, the results and the conclusions.

2. Resilient: As learners take up the reins of power and guide their own research, we have noted that they develop strength, even in the face of, and, often because of, adversity.[4] Additionally, because of continuous ongoing feedback from several sources (the experiment, team members, and instructional team) throughout the term, learners have the opportunity to adjust and experiment with different approaches and ideas. It is through this type of adversity and ongoing feedback that we have found that resilience appears to develop.

3. Innovative: This course is completely about producing new knowledge through active team-based research—which we consider to be innovative and innovating. Additionally, collaboration, an innovative approach in post-secondary education, is integral to the CURE course. Learners collaborate with their research teams; teams collaborate with each other to make use of space, equipment, ideas, etc.; and instructors, teaching assistants, and learners collaborate through conversation, coaching, and questioning. We are all exploring in new terrain as teams engage in innovative and authentic research.

4. Purpose driven: In the context of the CURE course, advancing and progressing programmes of research is the undeniable and clear raison d’ être: therefore, purpose drives every action in the CURE course.

5. Performance-focused: In CURE courses, participants simply cannot be “passive”.[5] In the CURE course, there are tangible and obvious short-term and long-term results at every phase of their learner-driven research projects. Through weekly meetings with the instructional team, timed assignments for various components of the research, and the requirement for keeping an up-to-date laboratory logbook, learners are guided through the development, execution, revision, and sharing of their projects. In parallel, through the process of taking charge of their own research supported by ongoing intentional reflection, learners shift from consumers to producers and from students to researchers.

By analyzing the five things denoting a market disrupter, it is clear to us (at a minimum) that the CURE course destroys the token-driven “mark-it” economy!

In Summary:

The CURE course creates a space and time when the discovery is more invigorating than the token, when the challenge is more engaging than the grade, and when the delight of sharing discoveries outweighs any mark one could receive–or give. It challenges the token economy by creating a Bull market.^[6] “Assets”^[7] rise–and are expected to rise–because learners are doing actual research–from generating hypotheses to reporting their findings and everything in between. According to many of our graduates, the CURE has been an oasis and a unique experience for them in their undergraduate education.

Although it is not uncommon for more traditional university courses to relay what others have done and focus on the gold others have spun, in the market-disrupting CURE course, learners spin their own gold, shift from being passive consumers to active producers, and move from a bear to bull market as they become productive researchers—in just one term.

^[1] For a history of how we got into a token economy see Teaching More by Grading Less (or Differently) The authors “explore a history of grading and review the literature regarding the purposes and impacts of grading. They then suggest strategies for making grading more supportive of learning, including balancing accuracy-based and effort-based grading, using self/peer evaluation, curtailing curved grading, and exercising skepticism about the meaning of grades.”

[2] Bear = barren? 🤔

^[3] We assume that this course appeals to students who entered university to develop skills and do scientific research rather than only hearing about others who did scientific research and/or following prescribed prefabricated (and digested) labs where the answer is known and nothing new ever arises and nothing can go “wrong”…or delightfully and surprisingly right!

[4] There is no one to blame when things go wrong! i.e. Their hypotheses, their experimental designs, their preparation of reagents, their teams, their communication styles, their planning – THEIR PROBLEM.

[5] Although it is easy to hide in a lecture theatre and disguise “not doing” behind an open laptop and a thoughtful pout, in a CURE course there is no hiding. Passive inactivity is quickly revealed through various metrics of accountability.

^[6] We just realized that Harold BULL creates a “BULL market” in his CURE classes. 🤯🤣

^[7] “Assets” rise–lots of standing at lab benches! i.e., they get off their “assets” and get to work! 🤣

There is more to see! View all posts here!