Can We Quantify If It’s a CURE?

Beck, Christopher W.; Cole, Megan F.

doi:10.1128/jmbe.00210-22

Cited by 2 publications

(1 citation statement)

References 32 publications

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“…Our findings could serve as the basis for developing robust and valid ways to measure ECRs' conceptions of their work or refining existing measures of similar constructs. For instance, undergraduates doing research as part of a science course are more likely to perceive that their work could generate scientific discoveries than undergraduates taking traditional "cookbook" lab courses where they are primarily learning techniques (Beck et al, 2023;Cooper et al, 2019;Corwin et al, 2015). In course-based undergraduate research experiences, students' experiences with failure and iteration as well as having opportunities to engage in scientific practices and make relevant discoveries bolstered their perceptions that their research was authentic (Goodwin et al, 2021).…”

Section: Understanding the Interplay Between Work-learning And Being ...mentioning

confidence: 99%

Beyond performance, competence, and recognition: forging a science researcher identity in the context of research training

Pfeifer,

Zajic,

Isaacs

et al. 2024

IJ STEM Ed

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Background Studying science identity has been useful for understanding students’ continuation in science-related education and career paths. Yet knowledge and theory related to science identity among students on the path to becoming a professional science researcher, such as students engaged in research at the undergraduate, postbaccalaureate, and graduate level, is still developing. It is not yet clear from existing science identity theory how particular science contexts, such as research training experiences, influence students’ science identities. Here we leverage existing science identity and professional identity theories to investigate how research training shapes science identity. We conducted a qualitative investigation of 30 early career researchers—undergraduates, postbaccalaureates, and doctoral students in a variety of natural science fields—to characterize how they recognized themselves as science researchers. Results Early career researchers (ECRs) recognized themselves as either science students or science researchers, which they distinguished from being a career researcher. ECRs made judgments, which we refer to as “science identity assessments”, in the context of interconnected work-learning and identity-learning cycles. Work-learning cycles referred to ECRs’ conceptions of the work they did in their research training experience. ECRs weighed the extent to which they perceived the work they did in their research training to show authenticity, offer room for autonomy, and afford opportunities for epistemic involvement. Identity-learning cycles encompassed ECRs’ conceptions of science researchers. ECRs considered the roles they fill in their research training experiences and if these roles aligned with their perceptions of the tasks and traits of perceived researchers. ECRs’ identity-learning cycles were further shaped by recognition from others. ECRs spoke of how recognition from others embedded within their research training experiences and from others removed from their research training experiences influenced how they see themselves as science researchers. Conclusions We synthesized our findings to form a revised conceptual model of science researcher identity, which offers enhanced theoretical precision to study science identity in the future. We hypothesize relationships among constructs related to science identity and professional identity development that can be tested in further research. Our results also offer practical implications to foster the science researcher identity of ECRs.

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Section: Understanding the Interplay Between Work-learning And Being ...mentioning

confidence: 99%

Beyond performance, competence, and recognition: forging a science researcher identity in the context of research training

Pfeifer,

Zajic,

Isaacs

et al. 2024

IJ STEM Ed

View full text Add to dashboard Cite

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A plant mutant screen CURE integrated with core biology concepts showed effectiveness in course design and students' perceived learning gains

Liu,

Benning

2024

Biochem Molecular Bio Educ

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Course‐based undergraduate research experiences (CUREs) provide students with valuable opportunities to engage in research in a classroom setting, expanding access to research opportunities for undergraduates, fostering inclusive research and learning environments, and bridging the gap between the research and education communities. While scientific practices, integral to the scientific discovery process, have been widely implemented in CUREs, there have been relatively few reports emphasizing the incorporation of core biology concepts into CURE curricula. In this study, we present a CURE that integrates core biology concepts, including genetic information flow, phenotype–genotype relationships, mutations and mutants, and structure–function relationships, within the context of mutant screening and gene loci identification. The design of this laboratory course aligns with key CURE criteria, as demonstrated by data collected through the laboratory course assessment survey (LCAS). The survey of undergraduate research experiences (SURE) demonstrates students' learning gains in both course‐directed skills and transferrable skills following their participation in the CURE. Additionally, concept survey data reflect students' self‐perceived understanding of the aforementioned core biological concepts. Given that genetic mutant screens are central to the study of gene function in biology, we anticipate that this CURE holds potential value for educators and researchers who are interested in designing and implementing a mutant screen CURE in their classrooms. This can be accomplished through independent research or by establishing partnerships between different units or institutions.

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Can We Quantify If It’s a CURE?

Abstract: Course-based undergraduate research experiences (CUREs) rapidly have become more common in biology laboratory courses. The effort to implement CUREs has stimulated attempts to differentiate CUREs from other types of laboratory teaching.

Cited by 2 publications

References 32 publications

Beyond performance, competence, and recognition: forging a science researcher identity in the context of research training

Beyond performance, competence, and recognition: forging a science researcher identity in the context of research training

A plant mutant screen CURE integrated with core biology concepts showed effectiveness in course design and students' perceived learning gains

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