A Review of Course-Based Undergraduate Research Experiences in Chemistry

Watts, Field M.; Rodriguez, Jon-Marc G.

doi:10.1021/acs.jchemed.3c00570

Cited by 15 publications

(10 citation statements)

References 104 publications

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“…This experience also inspired some students to continue further by presenting their findings at a scientific conference, highlighting the scientific practice of dissemination of results, and further gains in all three domains of meaningful learning as students became more proficient at understanding their research, explaining their findings to others, and feeling more confident in doing so. This study thus underscores the importance of dissemination of results, a scientific practice that is present in less than 40% of chemistry CUREs, which we argue is a key component of authentic science and immersing students deeper into future science careers as demonstrated by students who took the initiative to further present their work at a scientific conference.…”

Section: Discussionmentioning

confidence: 67%

Students’ Experiences with the Science and Engineering Practices in a Workshop-Based Undergraduate Research Experience

Wierzchowski,

Wink

2024

J. Chem. Educ.

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This paper presents a phenomenographic investigation of students' experiences about research and poster presentations in a workshop-based undergraduate research experience with a focus on how the experience connects to the Science and Engineering Practices (SEPs) of the National Research Council's A Framework for K-12 Science Education and the principles of course-based undergraduate research experiences (CUREs). This provides insight into how these structured research experiences reflect particular SEPs and also elements of scientific practice that are not captured in the SEPs as they were formulated previously. This work showcases the importance of future applications, failure, and creativity as additional science practices necessary for students to engage in authentic science. The SEPs and additional elements of scientific practice are related to how students experience meaningful learning in the cognitive, psychomotor, and affective domains. Students highlighted the components of CUREs: the importance of contributing relevant discoveries as a motivation for their research, the value of repetition and iteration in ensuring reliable and valid results, and the role of collaboration in seeing new perspectives and solving problems. As a result of presenting their results through a poster, students reported a deeper understanding of their research topic, an increased ability to articulate scientific concepts, and a better understanding of how to create a visually appealing poster. Students changed the vocabulary they used in their presentations to fit the knowledge level of their audience, highlighted their data in figures, and explained other parts of their work in text. Moreover, they saw the poster as an outlet for their creativity.

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Section: Discussionmentioning

confidence: 67%

Students’ Experiences with the Science and Engineering Practices in a Workshop-Based Undergraduate Research Experience

Wierzchowski,

Wink

2024

J. Chem. Educ.

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“…Lastly, as the findings from this study demonstrate the importance of context on students’ perceptions of cheating and academic integrity, future research should investigate student perceptions in the context of course-based undergraduate research laboratories or mentored undergraduate research experiences. Because these chemistry laboratory spaces are training environments with the simultaneous goals for students to learn chemistry concepts and laboratory techniques while generating new knowledge (as opposed to replicating expected results), 52 student perceptions of cheating and academic integrity may differ than their perceptions in the context of traditional classroom laboratories.…”

Section: Discussionmentioning

confidence: 99%

Using Hypothetical Scenarios to Address Social Desirability Bias: Investigating Student Perceptions, Evaluations, and Motivations of Cheating and Academic Integrity in the General Chemistry Laboratory

Watts,

McAfee,

Rodriguez

2024

JACS Au

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Supporting students with upholding the principles of academic integrity is an important aspect of teaching. Academic integrity is especially important in chemistry laboratory classrooms, where students gain hands-on experience related to research and scientific practices. Prior literature on academic integrity largely focuses on catching and preventing cheating, describing various factors commonly associated with cheating behaviors. This body of literature assumes that students neutralize their feelings about cheating to engage in unethical behavior. In contrast, for this study, we began with the assumption that students intend to act ethically; to this end, we sought to investigate students' perceptions, evaluations, and motivations related to cheating and academic integrity. We interviewed 24 students enrolled in general chemistry laboratories and asked questions related to cheating and academic integrity. Additionally, to address concerns about social desirability bias affecting students' responses, we asked students questions involving hypothetical scenarios related to academic integrity that were contextualized within the chemistry laboratory classroom. In our analysis, we found that students held common views about cheating and academic integrity in general but diverged in their responses to the hypothetical scenarios. Our findings suggest the importance of providing clearer, more direct instruction regarding what counts as cheating and how to engage in academically honest behavior within the chemistry laboratory classroom.

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“…To promote seamless integration with existing undergraduate research initiatives, we envision a collaboration with existing programs focusing on research for community college students such as the Louis Stokes Alliances for Minority Participation (LSAMP), the course-based undergraduate research experiences (CUREs), , and the Community College Undergraduate Research Initiative (CCURI). The LSAMP programs aimed at increasing the quality and quantity of underrepresented minority students successfully transitioning from community colleges to four-year degree programs in STEM fields by providing academic support, mentoring, and research opportunities.…”

Section: Visionmentioning

confidence: 99%

“…The LSAMP programs aimed at increasing the quality and quantity of underrepresented minority students successfully transitioning from community colleges to four-year degree programs in STEM fields by providing academic support, mentoring, and research opportunities. CUREs are educational programs that integrate research experiences into the curriculum, allowing students to engage in scientific investigation as part of their coursework. , CCURI, on the other hand, uses an inquiry-based teaching approach, where students start with real-world science case studies in their introductory courses and then move on to hands-on research related to those cases . By working in conjunction with these programs, SCROCCS aims to provide community college students with comprehensive research experiences that span classroom and laboratory settings.…”

Section: Visionmentioning

confidence: 99%

A Summer Research Program for Community College Students Led by Graduate Students at the University of Washington

Nguyen,

Miura-Stempel,

Morrison

et al. 2024

J. Chem. Educ.

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Chemistry students at community colleges often experience a lack of hands-on research opportunities, which can be a significant disadvantage when they transition to four-year universities. To address this, the Summer Chemistry Research Opportunities for Community College Students (SCROCCS) was established in 2022 by graduate students at the University of Washington to provide early chemical research exposure to community college students in the Greater Puget Sound area. SCROCCS has two primary goals: (1) to provide participating students with research experience and skills crucial for their success in chemistry and related STEM fields, and (2) to offer leadership opportunities for graduate students at host universities. SCROCCS shows promise in improving the readiness of community college students for research-focused universities, thereby enhancing their academic and career trajectories. This paper presents the design, execution, evaluation, and results of SCROCCS over its first two years. The findings indicate significant benefits for participants as they transferred to four-year universities. With its successful design and implementation, SCROCCS is considered replicable at other institutions, demonstrating a pathway to increase equity and inclusion in the chemical sciences nationally.

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A Review of Course-Based Undergraduate Research Experiences in Chemistry

Cited by 15 publications

References 104 publications

Students’ Experiences with the Science and Engineering Practices in a Workshop-Based Undergraduate Research Experience

Students’ Experiences with the Science and Engineering Practices in a Workshop-Based Undergraduate Research Experience

Using Hypothetical Scenarios to Address Social Desirability Bias: Investigating Student Perceptions, Evaluations, and Motivations of Cheating and Academic Integrity in the General Chemistry Laboratory

A Summer Research Program for Community College Students Led by Graduate Students at the University of Washington

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