Development of Course-Based Undergraduate Research Experiences Using a Design-Based Approach

Mordacq, John C.; Drane, Denise; Swarat, Su; Lo, Stanley M.

doi:10.2505/4/jcst17_046_04_64

Cited by 23 publications

(22 citation statements)

References 34 publications

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“…The six-point scale was intentionally chosen to eliminate the ambiguous mid-point option in the original five-point scale, which could be interpreted as neutral or undecided, two similar but distinct constructs (Komorita, 1963;Guy and Norvell, 1977;Armstrong, 1987). These modifications were previously determined to retain high internal consistency and reliability (Mordacq et al, 2017). We also measured student outcomes using the project ownership survey (Hanauer and Dolan, 2014) and the classroom community inventory (Rovai et al, 2004).…”

Section: Survey Instrumentsmentioning

confidence: 99%

Student Outcomes From a Large-Enrollment Introductory Course-Based Undergraduate Research Experience on Soil Microbiomes

2021

Front. Microbiol.

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In recent years, national reports have called for undergraduate laboratory education that engages students in authentic research experiences. As a result, a number of course-based undergraduate research experiences (CUREs) have been developed in biological sciences and some specifically in microbiology. Students benefit from CUREs much like in traditional mentored research experiences, where students carry out independent projects in faculty laboratories. These benefits include increased self-efficacy in research skills, enhanced identification as scientists, and higher graduation rates in science, technology, engineering, and mathematics majors. Because mentored research experiences are not readily available to every student, CUREs represent a potential mechanism to democratize the research experience by providing such opportunities to all students. However, many of existing CUREs described in the literature are designed for advanced undergraduates or are limited to a small number of students. Here, we report student outcomes from a large-enrollment introductory CURE on soil microbiomes that engages students in a real-world context with microbiology. In pre- and post-course surveys, students reported significant gains in self-efficacy on a number of research skills. These results are triangulated with post-course survey data on project ownership, sense of community, and CURE design elements such as collaboration, iteration, discovery, and relevance.

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Section: Survey Instrumentsmentioning

confidence: 99%

Student Outcomes From a Large-Enrollment Introductory Course-Based Undergraduate Research Experience on Soil Microbiomes

2021

Front. Microbiol.

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“…In response to the abovementioned calls for more integration of authentic scientific practices into undergraduate curricula, there has been an increase in the number of CUREs being implemented and studied across a range of disciplines, formats, and academic levels (see CUREnet [n.d.] for examples of different CURE projects). Most notably, these efforts have been primarily documented within biology and related subdisciplines (e.g., Jordan et al , 2014 ; Mordacq et al , 2017 ) in which the motivation has been to better prepare students to keep pace with ongoing research advances in the life sciences ( Pelaez et al , 2014 ). Whereas several examples of CUREs have also been cited in the chemistry education literature (e.g., Weaver et al , 2006 ), fewer have been published for other scientific disciplines, including biochemistry (e.g., Gray et al , 2015 ; Craig, 2017 ), the focus of this essay.…”

Section: Introductionmentioning

confidence: 99%

How to Identify the Research Abilities That Instructors Anticipate Students Will Develop in a Biochemistry Course-Based Undergraduate Research Experience (CURE)

Irby

Pelaez

Anderson

2018

LSE

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Course-based undergraduate research experiences (CUREs) have been described in a range of educational contexts. Although various anticipated learning outcomes (ALOs) have been proposed, processes for identifying them may not be rigorous or well documented, which can lead to inappropriate assessment and speculation about what students actually learn from CUREs. In this essay, we offer a user-friendly and rigorous approach based on evidence and an easy process to identify ALOs, namely, a five-step Process for Identifying Course-Based Undergraduate Research Abilities (PICURA), consisting of a content analysis, an open-ended survey, an interview, an alignment check, and a two-tiered Likert survey. The development of PICURA was guided by four criteria: 1) the process is iterative, 2) the overall process gives more insight than individual data sources, 3) the steps of the process allow for consensus across the data sources, and 4) the process allows for prioritization of the identified abilities. To address these criteria, we collected data from 10 participants in a multi-institutional biochemistry CURE. In this essay, we use two selected research abilities to illustrate how PICURA was used to identify and prioritize such abilities. PICURA could be applied to other CUREs in other contexts.

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“…Chase et al (2017) also conclude in their studies that courses based on research experience improve participants' data collection, analytical skills as well as scientific thinking and critical thinking skills. Moore (2012) and Mordacq et al (2017) point out that similar processes enable student teachers to develop their scientific inquiry skills by thinking like scientists. It can be said that the mentioned studies and the results of this study significantly overlap.…”

Section: Discussion and Conlusionmentioning

confidence: 99%

Effectiveness of authentic performance tasks: The case of a special education course

Uluçınar

Di̇nç

2021

JPR

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Designed as participatory action research, this study aims to develop authentic tasks as assessment and evaluation activities in an undergraduate special education course, and to examine the impact of these tasks on students" experiences, viewpoints and feelings during the implementation processes. The study group was comprised of 205 student teachers collaboratively working in groups. The participants prepared forty separate mini research projects in relation to special education and students with special needs. Research data was collected through collective research diaries, in which the participants reflected their experiences, thoughts and feelings in relation to the performance tasks they took part in. A qualitative content analysis was carried out to examine the available data, which was accompanied by constant comparative analysis procedures to ensure the reliability of the analysis processes. The research findings show that authentic performance tasks improve student teachers' professional development, help them to enhance their repertoire on research, methodology and science process skills, and develop their skills of self-confidence, self-efficacy, communication, interaction and the use of technology. The results indicate that the performance tasks are fun, innovative, motivating and educative for the participants. Therefore, they have living experiences contributing to them from various aspects.

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Development of Course-Based Undergraduate Research Experiences Using a Design-Based Approach

Cited by 23 publications

References 34 publications

Student Outcomes From a Large-Enrollment Introductory Course-Based Undergraduate Research Experience on Soil Microbiomes

Student Outcomes From a Large-Enrollment Introductory Course-Based Undergraduate Research Experience on Soil Microbiomes

How to Identify the Research Abilities That Instructors Anticipate Students Will Develop in a Biochemistry Course-Based Undergraduate Research Experience (CURE)

Effectiveness of authentic performance tasks: The case of a special education course

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