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Need:Bioinformatics has become a crucial element for life-science research, yet is still a daunting topic for many faculty. Instructors have the interest and desire to incorporate these computational techniques into the curriculum, but the activation energy required limits their results. The Characterizing Our DNA Exceptions (CODE) project is designed to introduce bioinformatics research to undergraduates, particularly at small colleges and HBCUs. CODE provides new possibilities for authentic undergraduate research projects.Guiding Question:The CODE project’s primary goal is to increase access to research-based learning experiences, particularly for students at small institutions with fewer undergraduate research opportunities using bioinformatics techniques. As part of this research study, the program sought to introduce a broad range of students to bioinformatics in a mentored, project-based format to capture interest, build confidence, and encourage continued participation in science education and a STEM career path. To guide the investigation and provide a framework for data collection and analysis, the following research questions were assessed by quantitative and qualitative evaluations. 1. Does participating in a CODE project increase students’ awareness, interest in, and knowledge of bioinformatics? 2. Does participating in a CODE project increase students’ science self-efficacy? 3. Does participating in a CODE project increase students’ scientific identity? and 4. Does participating in a CODE project increase students’ intention to persist in STEM?Outcomes:Findings from pre- and post-project surveys indicate a significant increase in science identity among students involved in CODE projects. Additionally, participants reported heightened self-efficacy in bioinformatics skills, affirming the effectiveness of this experiential learning approach. The research questions were grouped into eight constructs based on the topic. 87% of the constructs showed statistically significant increases in the students’ post-responses. Facilitator surveys showed satisfaction with the training sessions, increased comfort levels in teaching bioinformatics, and provided suggestions for improving the workshops. Qualitative data from interviews provided insights into the personal and professional growth experienced by students and facilitators alike. Themes of empowerment, increased confidence, and a strengthened sense of belonging within the scientific community emerged prominently.Broader Impacts: The CODE study quantifies the student gains associated with participation in an introductory bioinformatics research project characterizing genomic variants. Multiple examples of bioinformatics education interventions employing generalized assessment strategies have been exemplified in the literature, however, few studies have included measures to assess the constructs of science self-efficacy, identity as a scientist, and intention to remain in a STEM field. This study provides evidence that the CODE intervention can significantly increase these predictors of persistence in science. Additionally, CODE features partnerships between the private sector and post-secondary education and provides opportunities for authentic STEM research to undergraduates at smaller colleges and universities, easily reaching underrepresented groups. CODE projects provide a cost-effective alternative to traditional research experiences, allowing more students to participate at the undergraduate level. Finally, the program expands access to teaching methods for faculty looking to introduce bioinformatics topics to their students. The outcomes of this study offer insights for educators, institutions, and policymakers interested in advancing STEM education and workforce development.
