Course-based Research Experiences Research Articles

Models of classroom assessment for course-based research experiences

Course-based research pedagogy involves positioning students as contributors to authentic research projects as part of an engaging educational experience that promotes their learning and persistence in science. To develop a model for assessing and grading students engaged in this type of learning experience, the assessment aims and practices of a community of experienced course-based research instructors were collected and analyzed. This approach defines four aims of course-based research assessment—(1) Assessing Laboratory Work and Scientific Thinking; (2) Evaluating Mastery of Concepts, Quantitative Thinking and Skills; (3) Appraising Forms of Scientific Communication; and (4) Metacognition of Learning—along with a set of practices for each aim. These aims and practices of assessment were then integrated with previously developed models of course-based research instruction to reveal an assessment program in which instructors provide extensive feedback to support productive student engagement in research while grading those aspects of research that are necessary for the student to succeed. Assessment conducted in this way delicately balances the need to facilitate students’ ongoing research with the requirement of a final grade without undercutting the important aims of a CRE education.

A systemic transformation of an arts and sciences curriculum to nurture inclusive excellence of all students through course-based research experiences

IntroductionWe describe herein a large-scale, multidisciplinary course-based undergraduate research experience program (CRE) developed at Lawrence Technological University (LTU). In our program, all students enrolled in CRE classes participate in authentic research experiences within the framework of the curriculum, eliminating self-selection processes and other barriers to traditional extracurricular research experiences.MethodsSince 2014, we have designed and implemented more than 40 CRE courses in our College of Arts and Sciences involving more than 30 instructors from computer science, mathematics, physics, biology, chemistry, English composition, literature, philosophy, media communication, nursing, and psychology.ResultsAssessment survey data indicates that students who participate in CRE courses have an enhanced attitude towards research and discovery, as well as increased self-efficacy. This intervention is particularly relevant for non-traditional students, such as students who commute and/or have significant work or childcare commitments, who often experience limited access to research activities.DiscussionHerein we highlight the importance of a systemic institutional change that has made this intervention sustainable and likely to outlast the external funding phase. Systemic change can emerge from a combination of conditions, including: (1) developing a critical mass of CRE courses by providing instructors with both incentives and training; (2) developing general principles on which instructors can base their CRE activities; (3) securing and maintaining institutional support to promote policy changes towards a more inclusive institution; and (4) diversifying the range of the intervention, both in terms of initiatives and disciplines involved.

Metaproteogenomic Profile of a Mesopelagic Adenylylsulfate Reductase: Course-Based Discovery Using the Ocean Protein Portal.

Adenylylsulfate reductase (Apr) is a flavoprotein with a dissimilatory sulfate reductase function. Its ability to catalyze the reverse reaction in sulfur oxidizers has propelled a complex phylogenetic history of transfers with sulfate reducers and made this enzyme an important protein in ocean sulfur cycling. As part of a graduate course, we analyzed metaproteomic data from the Ocean Protein Portal and observed evidence of Apr alpha (AprA) and beta (AprB) subunits in the Central Pacific Ocean. The protein was originally taxonomically attributed toChlorobium tepidum TLS, a green sulfur bacterium. However, our phylogenomic and oceanographic contextual analysis contradicted this label, instead showing that this protein is consistent with the genomic material from the newly discovered Candidatus Lambdaproteobacteriaclass, implying that the ecological role of this lineage in oxygen minimum twilight zones is underappreciated. This study illustrates how metaproteogenomic analysis can contribute to more accurate metagenomic/proteomic annotations and comprehensive ocean biogeochemical processes conducive to course-based research experiences.

Building motivationally supportive course-based research experiences for undergraduates: a self-determination theory perspective

ABSTRACT Many institutions have turned to course-based undergraduate research experiences (CUREs) to involve more students in authentic research. However, research is lacking on how to best support and nurture student motivation in CUREs. Motivation is a critical construct to understand at the undergraduate level as lack of motivation has been identified as contributory to lower achievement as well as reduced interests in STEM college degrees and careers. Using mixed methods and self-determination theory (SDT), the purpose of the current study was to determine how students’ basic psychological needs were supported or frustrated during CURE activities. Findings suggested that student motivation was potentially reduced during all CURE activities (i.e. scientific practices, collaboration, discovery, and iteration). Furthermore, students reported that autonomy was the least supported motivational construct during the CURE. Considering these challenges, the authors recommended specific strategies to increase choice, support competence, improve collaboration, inspire discovery, and create more opportunities for iteration during CUREs.

Integrating remote international experience and community engagement into course-based animal behavior research.

Human-centered, active-learning approaches can help students develop core competencies in biology and other STEM fields, including the ability to conduct research, use quantitative reasoning, communicate across disciplinary boundaries, and connect science education to pressing social and environmental challenges. Promising approaches for incorporating active learning into biology courses include the use of course-based research, community engagement, and international experiences. Disruption to higher education due to the COVID-19 pandemic made each of these approaches more challenging or impossible to execute. Here, we describe a scalable course-based undergraduate research experience (CURE) for an animal behavior course that integrates research and community engagement in a remote international experience. Students in courses at two U.S. universities worked with community partners to analyze the behavior of African goats grazing near informal settlements in Western Cape, South Africa. Partners established a relationship with goat herders, and then created 2-min videos of individual goats that differed in criteria (goat sex and time of day) specified by students. Students worked in small groups to choose dependent variables, and then compared goat behavior across criteria using a factorial design. In postcourse surveys, students from both universities indicated overall enthusiasm for the experience. In general, students indicated that the laboratory provided them with "somewhat more" of a research-based experience compared with biology laboratories they had taken of similar length, and "somewhat more" to "much more" of a community-engagement and international experience. Educational benefits were complemented by the fact that international educational partners facing economic hardship due to the pandemic received payment for services. Future iterations of the CURE can focus on goat behavior differences across ecological conditions to help herders increase production in the face of continued environmental and social challenges. More generally, applying the structure of this CURE could facilitate mutually beneficial collaborations with residents of under-resourced areas around the world.

The “Guns on Campus” Study: A Collaborative Course-Based Undergraduate Research Experience (CURE) in Criminal Justice

Course-based undergraduate research experiences, or CUREs, have been shown to promote equitable participation in undergraduate research, an opportunity with potent benefits for first-generation and underrepresented minority students. Yet, CUREs are employed disproportionately within STEM fields, and among upperclassmen, despite evidence of their positive effects for lower-level, social science, and humanities students. The project described herein represents an attempt to democratize access to undergraduate research experiences through the implementation of a multi-section, cross-campus CURE in a general education course in criminal justice. Pre- and post-test surveys demonstrated significant increases in participants’ perceived research ability, confidence, interest, and knowledge, with gains stable across students by race, income, and class standing. We conclude by proposing a framework for implementing course-based research experiences within introductory courses in the social sciences, including introduction to criminal justice.

Questionnaire design and sampling procedures for business and economics students: a research-oriented, hands-on course

Introductory undergraduate statistics courses widely focus on statistical concepts or software-based data analysis. Despite the fact that the analysis of real data has shown to enhance students' engagement, the step of data collection is often neglected. Once students know the challenges of data collection, they are more aware of potential imperfections, such as a lack of representativeness, during data analysis. In this paper, we present a course that closes the gap allowing Business and Economics students to conduct a full survey under realistic conditions including questionnaire design, sampling, and data analysis. It entangles theory and application by combining course-based research experiences with cooperative learning and a flipped classroom approach. Students do not only obtain competences in the field of statistics, they also gain experiences and self-confidence for future research projects because the lecturer acts as a mentor guiding the students throughout the project. Although statistics is usually an unpopular field for Business and Economics students, their motivation was high throughout the semester as they acted as researchers who analysed a specific research question. This is in agreement with student feedback, which highlights the promotion of research-related competences and self-efficacy within the course.

Cultivating not Weeding: STEM First Year Learning Community Fosters Student Persistence and Engagement

Regional comprehensive universities with access-oriented missions provide critical pathways for increasing the number and diversity of STEM graduates. The BOND program at California State University, Fresno supports the transition to college for first-time, full-time freshmen in selected STEM majors. BOND incorporates a learning community, active learning, and early course-based research experiences. Compared to comparison groups, students that participate in BOND are 1.93 times more likely to persist in STEM into their fourth year despite similar academic achievement in introductory STEM courses. A higher proportion of BOND students also engage with campus resources that support their first and second year on campus, which suggests that appropriate support builds persistence through the challenges of a STEM degree. This study highlights the importance of providing support strategies and resources in the first year for STEM retention, counter to the traditional narrative of “weeding out” students in their first year on campus.

Setting up the CURE: approaches to introducing scientific literature into course‐based research projects studying Malate Dehydrogenase function in Trypanosoma brucei

We are using course‐based research experiences (CUREs) to provide opportunities for upper‐level Biochemistry and Molecular Biology majors to gain exposure to laboratory research and learn hypothesis‐development in biochemistry. One challenge to this research is the constraint of the academic calendar, limiting the amount of time students have to learn background information, develop a good hypothesis and perform proposed experiments within an academic term. The research projects in this CURE involve metabolic regulation in Trypanosoma brucei, the protozoan parasite that causes African sleeping sickness, pathogenesis by this unicellular eukaryote is dependent on a metabolic transition from oxidative phosphorylation in the Tsetse fly host to glycolytic metabolism in mammalian hosts. We are interested in exploring potential substrate‐channeling functions of malate dehydrogenase (MDH) isoforms in T. brucei,by exploring protein‐protein interactions and post‐translational modifications using recombinant T. bruceiMDH. This research is performed in collaboration with the protein‐centric MDH CURE community (MCC), a consortium of faculty working on MDH research. MCC CUREs have been shown to support student learning and ownership of research, and provide a wealth of opportunities for comparative studies, access to scientific information and community to assist with course design and sharing of reagents. In one timeline of our MDH CURE, the semester begins with a four‐week “boot camp” of common laboratory techniques and, at the same time, student teams learn some background within a defined research area and choose projects. They spend the remaining eight weeks performing research then present their fundings at the end. This approach provides several weeks for research, but students have little time to learn the background about their projects before they actually begin. Recently a new timeline was tried for the CURE in which the first three weeks is spent on assignments related to reading and discussing relevant scientific literature, then two weeks of “boot camp” before student teams begin their research projects. In this approach, there was more focus on literature and previous experiments as they developed their hypotheses. Students in both semesters had the opportunity to share their ideas and projects with other members of the MCC. Comparing the outcomes from these two timelines, the longer “boot camp” model provided students one more week to perform research, while the earlier literature assignments resulted in greater use of outside sources and understanding of the context of the research in final reports. This provides a model for ways to prepare students for CURE research projects.

Real-time text message surveys reveal student perceptions of personnel resources throughout a course-based research experience.

Course-based research experiences (CREs) are designed to engage students in authentic scientific experiences that are embedded into a standard curriculum. CREs provide valuable research experiences to large numbers of undergraduate biology students, however, CRE implementation can require many personnel. Because limited personnel may be a barrier to widespread CRE implementation, our goal was to discover which personnel students valued throughout a CRE and the ways they were valuable. We investigated students’ perceptions of personnel resources throughout a semester-long CRE using two survey approaches. Using a text message survey administered multiple times per week, real-time data was collected about which personnel resource students perceived to be the most helpful. Using a web-based survey administered five times throughout the semester, retrospective data was collected about how often students used each personnel resource and how helpful students perceived each personnel resource to be. Graduate teaching assistants (TAs) were consistently selected as the most helpful personnel resource by the majority of respondents throughout the semester, with most respondents describing graduate TAs providing project-specific feedback. Although less frequently, undergraduate TAs were also consistently selected as the most helpful personnel resource. Respondents described undergraduate TAs providing project-specific feedback, general feedback, and project-specific resources. Data from the retrospective, web-based survey largely mirrored the real-time, text message survey data. Throughout the semester, most respondents reported using graduate TAs “Often” or “Always” and that graduate TAs were “Very” or “Extremely” helpful. Throughout most of the semester, most respondents also reported using undergraduate TAs “Often” or “Always” and that undergraduate TAs were “Very” or “Extremely” helpful. The results of this descriptive study underscore the importance of graduate and undergraduate TAs in the development and implementation of CREs, emphasizing the need for departments and course coordinators to be intentional in planning TA training that prepares TAs to fulfill their critical role in CRE implementation.

Broadening Access to STEM through the Community College: Investigating the Role of Course-Based Research Experiences (CREs).

Broadening access to science, technology, engineering, and mathematics (STEM) professions through the provision of early-career research experiences for a wide range of demographic groups is important for the diversification of the STEM workforce. The size and diversity of the community college system make it a prime educational site for achieving this aim. However, some evidence shows that women and Black, Latinx, and Native American student groups have been hindered in STEM at the community college level. One option for enhancing persistence in STEM is to incorporate the course-based research experiences (CREs) into the curriculum as a replacement for the prevalent traditional laboratory. This can be achieved through the integration of community colleges within extant, multi-institutional CREs such as the SEA-PHAGES program. Using a propensity score–matching technique, students in a CRE and traditional laboratory were compared on a range of psychosocial variables (project ownership, self-efficacy, science identity, scientific community values, and networking). Results revealed higher ratings for women and persons excluded because of their ethnicity or race (PEERs) in the SEA-PHAGES program on important predictors of persistence such as project ownership and science identity. This suggests that the usage of CREs at community colleges could have positive effects in addressing the gender gap for women and enhance inclusiveness for PEER students in STEM.

Course-Based Versus Field Undergraduate Research Experiences

This paper compares undergraduate course-based research experiences to field-based research experiences to understand the relationship between these different forms of experiential learning. I study undergraduate research experiences across an economics department at a large Canadian research university. Statistical analysis indicates there are not large differences between field- and course-based experiences. The main differences favour course-based instruction, with course-based experiences associated with more independent thinking and relevant task engagement. Overall, I conclude curriculum designers should focus attention on proper course-based curriculum design rather than simply trying to adapt “research-like” experiences into the classroom.

Assessment of Course-Based Research Modules Based on Faculty Research in Introductory Biology.

ABSTRACTCalls for early exposure of all undergraduates to research have led to the increased use and study of course-based research experiences (CREs). CREs have been shown to increase measures of persistence in the sciences, such as science identity, scientific self-efficacy, project ownership, scientific community values, and networking. However, implementing CREs can be challenging and resource-intensive. These barriers may be partly mitigated by the use of short-term CRE modules rather than semester- or year-long projects. One study has shown that a CRE module captures some of the known benefits of CREs as measured by the Persistence in the Sciences (PITS) survey. Here, we used this same survey to assess outcomes for introductory biology students who completed a semester of modular CREs based on faculty research at an R1 university. The results indicated levels of self-efficacy, science community values, and science identity similar to those previously reported for students in the Science Education Alliance-Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) full-semester CRE. Scores for project ownership (content) were between previously reported traditional lab and CRE scores, while project ownership (emotion) and networking were similar to those of traditional labs. Our results suggest that modular CREs can lead to significant gains in student affect measures that have been linked to persistence in the sciences in other studies. Although gains were not as great in all measures as with a semester-long CRE, implementation of modular CREs may be more feasible and offers the added benefits of exposing students to diverse research fields and lab techniques.

Engaging Undergraduates in Research Experiences at a Distance: Insights and Recommendations for Remote URE.

Undergraduates phenotyping Arabidopsis knockouts (unPAK) is a biology research network that has provided undergraduate research experiences (URE) since 2010. In 2019, unPAK expanded to include a summer URE that engaged undergraduate researchers from across the network in an intensive collaborative program. In response to the COVID-19 pandemic in 2020, unPAK rapidly shifted to provide the summer URE program remotely. This article describes (i) the instructional and communication processes of unPAK in the remote URE; and (ii) a summative assessment of the outcomes associated with the remote summer program as compared with the 2019 in-person program. We conclude by offering timely recommendations for educators in biology that emerged from the 2020 remote summer research experience, which may be applicable to other remote UREs and course-based research experiences (CUREs).

Open Inquiry versus Broadly Relevant Short-Term Research Experiences for Non-Biology Majors.

Undergraduate student participation in course-based research experiences results in many positive outcomes, but there is a lack of evidence demonstrating which elements of a research experience are necessary, especially for non-biology majors. Broad relevance is one element that can be logistically challenging to incorporate into research experiences in large-enrollment courses. We investigated the impacts of broad relevance in a short-term research experience in an introductory biology course for non-majors. Students either participated in an open-inquiry research experience (OI-RE), where they developed their own research question, or a broadly relevant research experience (BR-RE), where they investigated a question assigned to them that was relevant to an ongoing research project. We found a significant association between the type of research project experienced and students’ preference for an experience, with half of the students in the OI-RE group and nearly all students in the BR-RE group preferring a broadly relevant research experience. However, since science confidence increased over the course for both groups, these findings indicate that while students who participated in a BR-RE valued it, broadly relevant research experiences may not be necessary for positive outcomes for non-majors.

A Learning Community Involving Collaborative Course-Based Research Experiences for Foundational Chemistry Laboratories

Numerous American national committees have recommended the replacement of traditional labs with a more engaging curriculum that inspires inquiry and enhances scientific skills (examples include the President’s Council of Advisors on Science and Technology (PCAST)’s Engage to Excel program and American Association for the Advancement of Science (AAAS) Vision and Change, among others), due to a large body of evidence that shows significant enhancements in student learning and affective outcomes. The implementation of Course-Based Undergraduate Research Experiences (CUREs) is a creative way to scale up the deployment of authentic research experiences to students. Another highly regarded high-impact practice in postsecondary education is the addition of learning communities. The integration of a three-course learning community and authentic research experiences to laboratory courses adds both a community of scholarship and a development of scientific communication and process skills. This study describes a course that blends these two high-impact practices in higher education in order to promote greater post-course gains in essential elements of a CURE curriculum. This collaborative course shows large post-course gains in essential elements, such as scientific communication and working collaboratively.

Reaching a Large Urban Undergraduate Population through Microbial Ecology Course-Based Research Experiences.

Traditional postsecondary education is making progress on embracing the diversity of student backgrounds and experiences while preparing them for the demands of STEM careers. Course-based undergraduate research experiences (CUREs) are effective tools to concurrently achieve many student and faculty goals: facilitating training of students, building career competencies, generating publishable research results and enabling research experiences where students apply their knowledge and interest. Georgia State University is not unique with a high student demand for research experiences and mentors that is greater than traditional research faculty labs can accommodate. Georgia State University is, however, unique in that it is a demographically diverse campus which serves minority and non-traditional students (i.e., second career and veterans) and is also rapidly growing. Therefore, to enhance the microbiology curriculum and facilitate authentic research experiences for the growing number of biology majors, a cluster of course-based research experiences in microbial ecology was developed. A former research lab space was converted to a collaborative teaching lab to serve the growth in course offerings, as well as to accommodate multiple microbial ecology research projects occurring in the same space. The courses offered appeal to students, build on the strengths of faculty experiences, and facilitate collaboration amongst students and with the greater Atlanta community. To ensure that our CUREs are accessible to the diverse students in our department, we addressed a variety of logistical and curricular challenges. Solutions to such challenges align with the goals of the university to offer research and signature experiences to ensure students are included and trained in STEM skills.

Systematic Review of Course-based Undergraduate Research Experiences: Implications for Music Therapy Education

Abstract Course-based undergraduate research experiences (CUREs) involve entire classes of students in addressing research questions or problems of interest to the scientific community. The purpose of this study was to systematically examine the available literature for CUREs and explore implications and best practices for inclusion in music therapy education and training. The research questions included: (a) What are the characteristics of course-based undergraduate research experiences (i.e., participants, grade level, course, field of study, course type, duration, terminology, study design)? (b) What are the outcomes of course-based research experiences and how are these outcomes measured? Searching ERIC, PubMed, and Web of Science, authors identified articles published between 2000–2017 meeting criteria. Of 5,809 articles, 54 met inclusion criteria: published quantitative, qualitative, or mixed methods study; involved undergraduate students; and the intervention met the five dimensions of CURE models. The majority of CURE studies were implemented in one-semester required courses in the life sciences for a variety of student grade levels. CURE outcomes frequently included increased research knowledge, increased course content knowledge and skills, improved attitudes and beliefs, general perceptions of the learning experience, and improved course satisfaction. CURE measurement tools were varied, but several used a researcher-created posttest, standard university course evaluations, researcher-created pretests/posttests, or standardized research skill development surveys. The majority of studies indicated a positive student response to CURE implementation. Implications and recommendations for music therapy education and training are discussed.

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

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.

Developing a Tiered Mentoring Model for Teaching Assistants Instructing Course-Based Research Experiences

Developing a Tiered Mentoring Model for Teaching Assistants Instructing Course-Based Research Experiences