Abstract
As part of a wider reform to scaffold quantitative and research skills throughout the biology major, we introduced course-based undergraduate research experiences (CURE) in sections of a large-enrollment introductory biology laboratory course in a mid-level, public, minority-serving institution. This initiative was undertaken as part of the in the National Science Foundation / Council for Undergraduate Research Transformations Project. Student teams performed two or three experiments, depending on semester. They designed, implemented, analyzed, revised and iterated, wrote scientific paper-style reports, and gave oral presentations. We tested the impact of CURE on student proficiency in experimental design and statistical reasoning, and student research confidence and attitudes over two semesters. We found that students in the CURE sections met the reformed learning objectives for experimental design and statistical reasoning. CURE students also showed higher levels of experimental design proficiency, research self-efficacy, and more expert-like scientific mindsets compared to students in a matched cohort with the traditional design. While students in both groups described labs as a positive experience in end-of-semester reflections, the CURE group showed a high level of engagement with the research process. Students in CURE sections identified components of the research process that were difficult, while also reporting enjoying and valuing research. This study demonstrates improved learning, confidence, and attitudes toward research in a challenging CURE laboratory course where students had significant autonomy combined with appropriate support at a diverse public university.
Highlights
To prepare for the large-scale implementation of course-based undergraduate research experiences (CURE) in all sections of our introductory biology laboratories, we studied the impact of a CURE design on measures of student learning and attitudes in a subset of the BIO 112 laboratory sections for two semesters
We predicted that students in the CURE laboratory sections would: 1) Meet the CURE-specific course learning objectives for experimental design and statistical reasoning; 2) Demonstrate higher scores on assessments and surveys for research interest, confidence, and scientific mindsets than students enrolled in traditional laboratory sections; and 3) demonstrate greater proficiency in meeting Biology program student learning outcomes (SLOs) for scientific inquiry and research skills than students enrolled in traditional laboratory sections, as measured by assessments of experimental design and statistical reasoning skills
We developed a 14-item questionnaire on student confidence related to common research skills, ranging from performing background research, Student learning and attitudes in a research-rich biology laboratory experimental design and analysis, to collaborative work (S3 File)
Summary
Student-centered, active learning approaches in higher education, including course-based undergraduate research experiences (CUREs) are widely accepted, high impact practices that. One of the major goals of the CUR Transformations Project is to support departmental reform by scaffolding CURE throughout the curriculum with a goal of guiding students toward greater independence and ownership of learning For this pilot study of Year 1 of reform, we implemented CURE modules focused on culturing independence in the design of experiments and the collection of data, the quantitative analysis and interpretation of results, and the communication of the findings in scientific-style reports and presentations. We included several measures of student achievement using published instruments as well as evaluation of laboratory reports and exams in the CURE sections This approach provides a mechanism to analyze metrics relevant to both departmental reform and experimental design skills and statistical reasoning more generally [18,19,20,21]. We predicted that students in the CURE laboratory sections would: 1) Meet the CURE-specific course learning objectives for experimental design and statistical reasoning; 2) Demonstrate higher scores on assessments and surveys for research interest, confidence, and scientific mindsets than students enrolled in traditional laboratory sections; and 3) demonstrate greater proficiency in meeting Biology program SLOs for scientific inquiry and research skills than students enrolled in traditional laboratory sections, as measured by assessments of experimental design and statistical reasoning skills
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