TY - JOUR
T1 - Discovery and broad relevance may be insignificant components of course-based undergraduate research experiences (CURES) for non-biology majors
AU - Ballen, Cissy J.
AU - Thompson, Seth K.
AU - Blum, Jessamina E.
AU - Newstrom, Nicholas P.
AU - Cotner, Sehoya
PY - 2019
Y1 - 2019
N2 - Course-based undergraduate research experiences (CUREs) are a type of laboratory learning environment associated with a science course, in which undergraduates participate in novel research. According to Auchincloss et al. (CBE Life Sci Educ 2104; 13:29–40), CUREs are distinct from other laboratory learning environments because they possess five core design components, and while national calls to improve STEM education have led to an increase in CURE programs nationally, less work has specifically focused on which core components are critical to achieving desired student outcomes. Here we use a backward elimination experimental design to test the importance of two CURE components for a population of non-biology majors: the experience of discovery and the production of data broadly relevant to the scientific or local community. We found nonsignificant impacts of either laboratory component on students’ academic performance, science self-efficacy, sense of project ownership, and perceived value of the laboratory experience. Our results challenge the assumption that all core components of CUREs are essential to achieve positive student outcomes when applied at scale.
AB - Course-based undergraduate research experiences (CUREs) are a type of laboratory learning environment associated with a science course, in which undergraduates participate in novel research. According to Auchincloss et al. (CBE Life Sci Educ 2104; 13:29–40), CUREs are distinct from other laboratory learning environments because they possess five core design components, and while national calls to improve STEM education have led to an increase in CURE programs nationally, less work has specifically focused on which core components are critical to achieving desired student outcomes. Here we use a backward elimination experimental design to test the importance of two CURE components for a population of non-biology majors: the experience of discovery and the production of data broadly relevant to the scientific or local community. We found nonsignificant impacts of either laboratory component on students’ academic performance, science self-efficacy, sense of project ownership, and perceived value of the laboratory experience. Our results challenge the assumption that all core components of CUREs are essential to achieve positive student outcomes when applied at scale.
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U2 - 10.1128/jmbe.v19i2.1515
DO - 10.1128/jmbe.v19i2.1515
M3 - Article
C2 - 29854065
AN - SCOPUS:85064756233
VL - 19
JO - Journal of Microbiology and Biology Education
JF - Journal of Microbiology and Biology Education
SN - 1935-7877
IS - 2
M1 - 1515
ER -