Training program for Research Educators of sequential course-based undergraduate research experiences

2019 ◽  
Vol 366 (13) ◽  
Author(s):  
Caitlin Light ◽  
Megan Fegley ◽  
Nancy Stamp
Keyword(s):  
Science Education ◽  
Training Program ◽  
Community Of Practice ◽  
Undergraduate Research ◽  
Research Projects ◽  
Research Experiences ◽  
Positive Effects ◽  
Undergraduate Research Experiences ◽  
Supportive Community

ABSTRACT Science education studies have shown that a sequence of course-based research experiences has many positive effects for undergraduates. To maximize those benefits, we created a training program for the instructors (aka Research Educators). The program guides them in how to move students early in their college years through the process of science such that students then can successfully apply their learning to conduct real research projects. The key to instructors’ training is creating a supportive community of practice in which everyone participates, including by taking leading roles.

The Trajectory of an Undergraduate Researcher

2022 ◽  
Vol 22 (1) ◽  
pp. 143-147
Author(s):  
Andrea Bresee ◽  
Joyce Kinkead
Keyword(s):  
Research Methods ◽  
Undergraduate Research ◽  
Methods Course ◽  
Research Projects ◽  
Research Experiences ◽  
Undergraduate Research Experiences ◽  
English Majors ◽  
English Major

Abstract This article focuses on the progress of an undergraduate English major on the scholarship continuum outlined by Laurie Grobman (2009). The student engaged in authentic research in a research methods course for English majors, a class that also meets a university requirement of “quantitative intensive,” and she completed two research projects of note. Her journey has implications and significance for faculty in designing undergraduate research experiences.

scholarly journals A Framework for Implementing Course-Based Undergraduate Research Experiences (CUREs) in Freshman Biology Labs

2016 ◽  
Vol 78 (6) ◽  
pp. 448-455 ◽  
Author(s):  
Arundhati Bakshi ◽  
Lorelei E. Patrick ◽  
E. William Wischusen
Keyword(s):  
Undergraduate Students ◽  
Research University ◽  
Undergraduate Research ◽  
Research Projects ◽  
Implementation Barriers ◽  
Research Experiences ◽  
Undergraduate Research Experiences ◽  
Widespread Implementation ◽  
Flexible Framework ◽  
Large Research

There have been many calls to make research experiences available to more undergraduate students. One way to do this is to provide course-based undergraduate research experiences (CUREs), but providing these on a scale large enough to accommodate many students can be a daunting undertaking. Indeed, other researchers have identified time to develop materials and course size as significant barriers to widespread implementation of CUREs. Based on our own experiences implementing CUREs at a large research university, we present a flexible framework that we have adapted to multiple research projects, share class materials and rubrics we have developed, and suggest logistical strategies to lower these implementation barriers.

scholarly journals Implementation of a Collaborative Series of Classroom-Based Undergraduate Research Experiences Spanning Chemical Biology, Biochemistry, and Neurobiology

2016 ◽  
Vol 15 (4) ◽  
pp. ar55 ◽  
Author(s):  
Jennifer R. Kowalski ◽  
Geoffrey C. Hoops ◽  
R. Jeremy Johnson
Keyword(s):  
Research Productivity ◽  
Chemical Biology ◽  
Research Collaboration ◽  
Undergraduate Research ◽  
Central Research ◽  
Faculty Research ◽  
Research Projects ◽  
Research Experiences ◽  
Undergraduate Research Experiences ◽  
Design Skills

Classroom undergraduate research experiences (CUREs) provide students access to the measurable benefits of undergraduate research experiences (UREs). Herein, we describe the implementation and assessment of a novel model for cohesive CUREs focused on central research themes involving faculty research collaboration across departments. Specifically, we implemented three collaborative CUREs spanning chemical biology, biochemistry, and neurobiology that incorporated faculty members’ research interests and revolved around the central theme of visualizing biological processes like Mycobacterium tuberculosis enzyme activity and neural signaling using fluorescent molecules. Each CURE laboratory involved multiple experimental phases and culminated in novel, open-ended, and reiterative student-driven research projects. Course assessments showed CURE participation increased students’ experimental design skills, attitudes and confidence about research, perceived understanding of the scientific process, and interest in science, technology, engineering, and mathematics disciplines. More than 75% of CURE students also engaged in independent scientific research projects, and faculty CURE contributors saw substantial increases in research productivity, including increased undergraduate student involvement and academic outputs. Our collaborative CUREs demonstrate the advantages of multicourse CUREs for achieving increased faculty research productivity and traditional CURE-associated student learning and attitude gains. Our collaborative CURE design represents a novel CURE model for ongoing laboratory reform that benefits both faculty and students.

Increasing Participation in Psychological Science by Using Course-Based Research Projects: Testing Theory, Using Open-Science Practices, and Professionally Presenting Research

2021 ◽  
pp. 009862832110242
Author(s):  
Scott D. Frankowski
Keyword(s):  
Undergraduate Research ◽  
Open Science ◽  
Independent Study ◽  
Future Research ◽  
Research Projects ◽  
Research Experiences ◽  
Science Practices ◽  
Psychological Science ◽  
Undergraduate Research Experiences ◽  
Testing Theory

Introduction: Undergraduate research experiences prepare students for graduate training or employment. Statement of problem: At many teaching-intensive universities, there is a greater demand for research experiences than there are independent study opportunities. Students from typically underrepresented backgrounds may also be unaware of a department’s undergraduate research pipeline of independent study, honor’s theses, and internal research funding. Literature review: Course-based research contributes to diversity and inclusivity in access to undergraduate research experiences, especially at teaching-intensive universities. Course-based research is often integrated into methods courses, but not content courses. Teaching implications: I present practical ways to integrate research projects into courses. I stress the importance of testing theory, teaching open-science practices, and providing opportunities for students to present professionally. I also provide examples of implementing group research projects in content courses. Conclusion: Implementing course-based research projects, especially at teaching-intensive universities, can expand access to psychological science by providing valuable research opportunities for many students. Instructors can also benefit by intertwining their teaching, mentoring, and research goals. Future research should focus on experimentally testing learning outcomes.

scholarly journals Do We Need to Design Course-Based Undergraduate Research Experiences for Authenticity?

2016 ◽  
Vol 15 (4) ◽  
pp. ar79 ◽  
Author(s):  
Susan Rowland ◽  
Rhianna Pedwell ◽  
Gwen Lawrie ◽  
Joseph Lovie-Toon ◽  
Yu Hung
Keyword(s):  
Science Education ◽  
Teaching And Learning ◽  
Large Scale ◽  
Undergraduate Research ◽  
Research Experience ◽  
Authentic Science ◽  
Research Experiences ◽  
Undergraduate Research Experiences ◽  
And Mathematics ◽  
Definition Of

The recent push for more authentic teaching and learning in science, technology, engineering, and mathematics indicates a shared agreement that undergraduates require greater exposure to professional practices. There is considerable variation, however, in how “authentic” science education is defined. In this paper we present our definition of authenticity as it applies to an “authentic” large-scale undergraduate research experience (ALURE); we also look to the literature and the student voice for alternate perceptions around this concept. A metareview of science education literature confirmed the inconsistency in definitions and application of the notion of authentic science education. An exploration of how authenticity was explained in 604 reflections from ALURE and traditional laboratory students revealed contrasting and surprising notions and experiences of authenticity. We consider the student experience in terms of alignment with 1) the intent of our designed curriculum and 2) the literature definitions of authentic science education. These findings contribute to the conversation surrounding authenticity in science education. They suggest two things: 1) educational experiences can have significant authenticity for the participants, even when there is no purposeful design for authentic practice, and 2) the continuing discussion of and design for authenticity in UREs may be redundant.

scholarly journals A Call to Develop Course-Based Undergraduate Research Experiences (CUREs) for Nonmajors Courses

2017 ◽  
Vol 16 (2) ◽  
pp. mr2 ◽  
Author(s):  
Cissy J. Ballen ◽  
Jessamina E. Blum ◽  
Sara Brownell ◽  
Sadie Hebert ◽  
James Hewlett ◽  
...  
Keyword(s):  
Best Practices ◽  
Scientific Literacy ◽  
Undergraduate Research ◽  
Research Priorities ◽  
Literacy Skills ◽  
Learning Goals ◽  
Science Majors ◽  
Research Experiences ◽  
Positive Effects ◽  
Undergraduate Research Experiences

Course-based undergraduate research experiences (CUREs) for non–science majors (nonmajors) are potentially distinct from CUREs for developing scientists in their goals, learning objectives, and assessment strategies. While national calls to improve science, technology, engineering, and mathematics education have led to an increase in research revealing the positive effects of CUREs for science majors, less work has specifically examined whether nonmajors are impacted in the same way. To address this gap in our understanding, a working group focused on nonmajors CUREs was convened to discuss the following questions: 1) What are our laboratory-learning goals for nonmajors? 2) What are our research priorities to determine best practices for nonmajors CUREs? 3) How can we collaborate to define and disseminate best practices for nonmajors in CUREs? We defined three broad student outcomes of prime importance to the nonmajors CURE: improvement of scientific literacy skills, proscience attitudes, and evidence-based decision making. We evaluated the state of knowledge of best practices for nonmajors, and identified research priorities for the future. The report that follows is a summary of the conclusions and future directions from our discussion.

scholarly journals Computer-Based and Bench-Based Undergraduate Research Experiences Produce Similar Attitudinal Outcomes

2019 ◽  
Vol 18 (1) ◽  
pp. ar10 ◽  
Author(s):  
Catherine Kirkpatrick ◽  
Anita Schuchardt ◽  
Daniel Baltz ◽  
Sehoya Cotner
Keyword(s):  
Undergraduate Research ◽  
Biology Education ◽  
Research Area ◽  
Research Projects ◽  
Research Experience ◽  
Research Experiences ◽  
Undergraduate Research Experiences ◽  
Level Of Satisfaction ◽  
Computer Based ◽  
Students Attitudes

Course-based undergraduate research experiences (CUREs) have the potential to improve undergraduate biology education by involving large numbers of students in research. CUREs can take a variety of forms with different affordances and constraints, complicating the evaluation of design features that might contribute to successful outcomes. In this study, we compared students’ responses to three different research experiences offered within the same course. One of the research experiences involved purely computational work, whereas the other two offerings were bench-based research experiences. We found that students who participated in computer-based research reported at least as much interest in their research projects, a higher sense of achievement, and a higher level of satisfaction with the course compared with students who did bench-based research projects. In open-ended comments, similar proportions of students in each research area expressed some sense of project ownership as contributing positively to their course experiences. Their comments also supported the finding that experiencing a sense of achievement was a predictor of course satisfaction. We conclude that both computer-based and bench-based CUREs can have positive impacts on students’ attitudes. Development of more computer-based CUREs might allow larger numbers of students to benefit from participating in a research experience.

scholarly journals Contributions Made by Undergraduates to Research Projects: Using the CREDIT Taxonomy to Assess Undergraduate Research Experiences

2020 ◽  
Vol 4 (1) ◽  
pp. 41-51
Author(s):  
Matt Honoré ◽  
◽  
Thomas E. Keller ◽  
Jen Lindwall ◽  
Rachel Crist ◽  
...  
Keyword(s):  
Biomedical Research ◽  
Undergraduate Student ◽  
Research Training ◽  
Undergraduate Research ◽  
Research Projects ◽  
Research Experiences ◽  
Authorship Credit ◽  
Undergraduate Research Experiences ◽  
Research Training Program ◽  
Student Mentor

The authors developed the CREDIT URE to define and measure roles performed by undergraduates working in research placements. Derived from an open-source taxonomy for determining authorship credit, the CREDIT URE defines 14 possible roles, allowing students and their research mentors to rate the degree to which students participate in each role. The tool was administered longitudinally across three cohorts of undergraduate student-mentor pairs involved in a biomedical research training program.

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