A Faculty Development Model for Transforming a Department’s Laboratory Curriculum With Course-Based Undergraduate Research Experiences

McDonald, Kelly; Martin, Allison R.; Watters, Cody P.; Landerholm, Thomas E.

doi:10.2505/4/jcst19_048_03_14

Cited by 17 publications

(10 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…We modified the frequency-related response options to better suit the weekly course format, as described by Goodwin and colleagues (2021; for modified item list see Table A in S2 Text ). GTAs completed a modified version of the student LCAS, with identical items and response options as in the student version but with framing modified to reflect the GTA’s instructional role [ 45 ]. For example, an item on the student survey that read “I was encouraged to reflect on what I was learning” became “I encouraged my students to reflect on what they were learning” on the GTA version of the survey.…”

Section: Methodsmentioning

confidence: 99%

Not the same CURE: Student experiences in course-based undergraduate research experiences vary by graduate teaching assistant

2022

View full text Add to dashboard Cite

To expose all undergraduate science students to the benefits of participating in research, many universities are integrating course-based undergraduate research experiences (CUREs) into their introductory biology laboratory curriculum. At large institutions, the bulk of introductory labs are instructed by graduate teaching assistants (GTAs). Graduate students, who are often teachers and researchers in training, may vary in their capacity to effectively teach undergraduates via the CURE model. To explore variation in GTA teaching and the subsequent outcomes for students, we used a case study research design at one institution where introductory biology students participate in GTA-taught CURE lab sections. We used multiple data sources, including in-class focus groups, worksheets, and surveys to explore student perceptions of the GTA-led CURE. Students perceived variation both in the ability of their GTAs to create a supportive and comfortable learning environment, and in the instructional priorities of their GTAs. We also compared student and GTA perspectives of student engagement with research elements in the CURE. While GTAs were divided in their perceptions of whether the CURE provided students with the opportunity to experience the element of relevant discovery, most students—regardless of their GTA—did not perceive that relevant discovery was emphasized in the CURE. Finally, individual GTAs seemed to influence how students perceived why they were participating in the CURE. These data imply that students in CUREs may have vastly different and potentially inequitable research experiences depending on their instructor.

show abstract

Section: Methodsmentioning

confidence: 99%

Not the same CURE: Student experiences in course-based undergraduate research experiences vary by graduate teaching assistant

2022

View full text Add to dashboard Cite

show abstract

“…Additionally, UREs can have even stronger positive impacts for URM students [12][13][14][15][16]. Unfortunately, due to constraints on faculty time, money, and space, there are not enough URE opportunities for all students who wish to participate [17,18]. Furthermore, students may not be aware that UREs are available, how to obtain one, or may lack the time outside of classes to participate [19].…”

Section: Introductionmentioning

confidence: 99%

Length of course-based undergraduate research experiences (CURE) impacts student learning and attitudinal outcomes: A study of the Malate dehydrogenase CUREs Community (MCC)

DeChenne‐Peters¹,

Rakus²,

Parente³

et al. 2023

PLoS ONE

View full text Add to dashboard Cite

Course-based undergraduate research experiences (CUREs) are laboratory courses that integrate broadly relevant problems, discovery, use of the scientific process, collaboration, and iteration to provide more students with research experiences than is possible in individually mentored faculty laboratories. Members of the national Malate dehydrogenase CUREs Community (MCC) investigated the differences in student impacts between traditional laboratory courses (control), a short module CURE within traditional laboratory courses (mCURE), and CUREs lasting the entire course (cCURE). The sample included approximately 1,500 students taught by 22 faculty at 19 institutions. We investigated course structures for elements of a CURE and student outcomes including student knowledge, student learning, student attitudes, interest in future research, overall experience, future GPA, and retention in STEM. We also disaggregated the data to investigate whether underrepresented minority (URM) outcomes were different from White and Asian students. We found that the less time students spent in the CURE the less the course was reported to contain experiences indicative of a CURE. The cCURE imparted the largest impacts for experimental design, career interests, and plans to conduct future research, while the remaining outcomes were similar between the three conditions. The mCURE student outcomes were similar to control courses for most outcomes measured in this study. However, for experimental design, the mCURE was not significantly different than either the control or cCURE. Comparing URM and White/Asian student outcomes indicated no difference for condition, except for interest in future research. Notably, the URM students in the mCURE condition had significantly higher interest in conducting research in the future than White/Asian students.

show abstract

“…Unfortunately, UREs are not available to the majority of students majoring in science due to limits on faculty time, institutional space, and financial support ( Wei and Woodin, 2011 ; Spell et al. , 2014 ; McDonald et al. , 2019 ).…”

Section: Introductionmentioning

confidence: 99%

“…In addition, CUREs can be deployed on a large scale, impacting more students than an individual faculty member can mentor within their own research lab, thereby increasing student accessibility and inclusivity ( Wei and Woodin, 2011 ; Bangera and Brownell, 2014 ; Rodenbusch et al. , 2016 ; McDonald et al. , 2019 ; Shuster et al.…”

Section: Introductionmentioning

confidence: 99%

Faculty Experiences during the Implementation of an Introductory Biology Course-Based Undergraduate Research Experience (CURE)

DeChenne‐Peters

Scheuermann

2022

LSE

View full text Add to dashboard Cite

show abstract

A Faculty Development Model for Transforming a Department’s Laboratory Curriculum With Course-Based Undergraduate Research Experiences

Cited by 17 publications

References 17 publications

Not the same CURE: Student experiences in course-based undergraduate research experiences vary by graduate teaching assistant

Not the same CURE: Student experiences in course-based undergraduate research experiences vary by graduate teaching assistant

Length of course-based undergraduate research experiences (CURE) impacts student learning and attitudinal outcomes: A study of the Malate dehydrogenase CUREs Community (MCC)

Faculty Experiences during the Implementation of an Introductory Biology Course-Based Undergraduate Research Experience (CURE)

Contact Info

Product

Resources

About