Student Perceptions of Their Gains in Course-Based Undergraduate Research Abilities Identified as the Anticipated Learning Outcomes for a Biochemistry CURE

Abstract

A course-based undergraduate research experience (CURE) is a teaching approach aimed at developing students' ability to conduct novel research. Although students' perceptions of their learning during CUREs may not reflect actual student learning, such surveys provide a convenient and useful metric for course evaluation. Instructors can use survey findings both to improve instruction and to identify areas of student difficulty. Although various reports have presented data on student perceptions of CUREs, these have not delved deeply into students' perceived knowledge, experience, and confidence (KEC) regarding specific research abilities that instructors anticipate students will develop. This study addresses this issue by investigating changes in students' perceived KEC regarding previously identified anticipated learning outcomes (ALOs) for the biochemistry authentic scientific inquiry laboratory (BASIL) CURE. The following research questions were addressed: How do students' perceptions of KEC for specific ALOs change during a BASIL CURE course? How do student perceptions of their KEC regarding specific BASIL ALOs vary across different implementations of BASIL CURE courses? To answer these questions, a participant perception indicator (PPI) survey was used to measure students' KEC for the BASIL ALOs. Participants were students in one of 10 courses implementing the BASIL CURE at seven different academic institutions. Student pooled response data across all implementations showed significant gains in their KEC, with large effect sizes. Furthermore, differences in students' KEC were detected between course implementations. These findings will provide instructors of the BASIL CURE and potentially other CUREs with a useful framework for the focus of assessment design and the consequent identification and remediation of student difficulties related to the various research abilities or ALOs.

Reflections on Course-Based Undergraduate Research in Organic and Biochemistry during COVID-19

“…Overall, the CUREs laboratories in organic and biochemistry were adapted during COVID-19 at UNE to provide valuable scientific training for students in organic chemistry and biochemistry. − Considering the sum of instructor experiences and the student feedback gleaned from instructor initiated surveys and student evaluations, we conclude that active engagement of students in all forms is esteemed and preferred over passive learning. − However, no virtual laboratory experience can supplant the value of experiential learning enabled by s-on undergraduate research in CUREs biochemistry and organic chemistry courses. ,,,− …”

Developing and applying computational resources for biochemistry education

“…They identified skills that students are expected to gain in this curriculum (termed Course-based Undergraduate Research Abilities or CURAs 20,21 ) and reported on students' perceived knowledge, experience, and confidence for these abilities. 22…”

“…While most of the BASIL team focused on implementing the BASIL curriculum on our campuses, the educational researchers at Purdue (Anderson and Irby) studied student growth during the BASIL curriculum. They identified skills that students are expected to gain in this curriculum (termed Course‐based Undergraduate Research Abilities or CURAs 20,21 ) and reported on students' perceived knowledge, experience, and confidence for these abilities 22 …”

Stay calm and focus on the learning outcomes: Tools for taking biophysical chemistry online

“…Nonetheless, many tools are currently available in previously published frameworks. [5][6][7][8][9] For example, Pelaez et al 5 breaks down the seven areas of competency for biology students, while Irby et al [6][7] publications detail the development of specific ALOs for a semester long research-based biochemistry curriculum. 10 CURE based curricula, like the BASIL project represent a very robust method to teach complex scientific topics.…”

“…The task of designing effective learning outcomes, to articulate and solidify anticipated student gains out of any course, can be very difficult even under normal circumstances. Nonetheless, many tools are currently available in previously published frameworks 5–9 . For example, Pelaez et al 5 breaks down the seven areas of competency for biology students, while Irby et al 6–7 publications detail the development of specific ALOs for a semester long research‐based biochemistry curriculum 10 .…”