Addressing the Unique Qualities of Upper-Level Biology Course-based Undergraduate Research Experiences through the Integration of Skill-Building

Abstract

Early exposure to course-based undergraduate research experiences (CUREs) in introductory biology courses can promote positive student outcomes such as increased confidence, critical thinking, and views of applicability in lower-level courses, but it is unknown if these same impacts are achieved by upper-level courses. Upper-level courses differ from introductory courses in several ways, and one difference that could impact these positive student outcomes is the importance of balancing structure with independence in upper-level CUREs where students typically have more autonomy and greater complexity in their research projects. Here we compare and discuss two formats of upper-level biology CUREs (Guided and Autonomous) that vary along a continuum between structure and independence. We share our experiences teaching an upper-level CURE in two different formats and contrast those formats through student reported perceptions of confidence, professional applicability, and CURE format. Results indicate that the Guided Format (i.e., a more even balance between structure and independence) led to more positive impacts on student outcomes than the Autonomous Format (less structure and increased independence). We review the benefits and drawbacks to each approach while considering the unique elements of upper-level courses relative to lower-level courses. We conclude with a discussion of how implementing structured skill-building can assist instructors in adapting CUREs to their courses.

Use of Course-based undergraduate research experiences model to enhance research interest of Hong Kong health professional undergraduate students

“…To the best of our knowledge, this was the first CUREs study carried out in the universities of Hong Kong. Consistent with previous findings from the universities of Western countries (Beatty, Ballen, Driessen, Schwartz, & Graze, 2021;Connors et al, 2021), CUREs participants agreed that they have moderate to a very large gain in various areas.…”

Impact of Undergraduate Research as a Compulsory Course in the Dentistry Study Program Universitas Indonesia

“…The benefits of scientific research training for students have been reported [ 4 , 8 , 9 , 10 , 11 ]. Stronger cognitive personal skills and higher satisfaction with their educational experiences were observed in a group of students with undergraduate research experience [ 5 , 7 ].…”

Engaging Undergraduate Students in Research

“…For example, simple and guided research projects and assignments would be more appropriate for introductory or lower-level courses. Moreover, introductory courses taken early in a degree program in which students experience (positive) scaffolded research activities can assist students with learning scientific methods, building confidence, and preparing them for scientific writing/ reporting in other higher-level courses and ongoing research activities (Beatty et al 2021;Buffalari et al 2020). With upper-level or advanced courses, students would have a more "authentic" CURE (Beatty et al 2021), characterized by less guidance and more autonomy, and perform tasks like data analysis and poster or manuscript writing.…”

“…Moreover, introductory courses taken early in a degree program in which students experience (positive) scaffolded research activities can assist students with learning scientific methods, building confidence, and preparing them for scientific writing/ reporting in other higher-level courses and ongoing research activities (Beatty et al 2021;Buffalari et al 2020). With upper-level or advanced courses, students would have a more "authentic" CURE (Beatty et al 2021), characterized by less guidance and more autonomy, and perform tasks like data analysis and poster or manuscript writing. UREs of these upper-level courses can provide students an opportunity to confirm their career interests and confirm their desire to pursue science research via additional CUREs during their undergraduate program and/or their career paths (Dolan 2016).…”