Course-based Research Research Articles

Addressing the global antibiotic resistance crisis through a microbiology undergraduate course-based research experience (CURE)

Objective Lens by editor Dr. John McKillip

The Morra Game as a Naturalistic Test Bed for Investigating Automatic and Voluntary Processes in Random Sequence Generation.

Morra is a 3,000-years-old hand game of prediction and numbers. The two players reveal their hand simultaneously, presenting a number of fingers between 1 and 5, while calling out a number between 2 and 10. Any player who successfully guesses the summation of fingers revealed by both players scores a point. While the game is extremely fast-paced, making it very difficult for players to achieve a conscious control of their game strategies, expert players regularly outperform non-experts, possibly with strategies residing out of conscious control. In this study, we used Morra as a naturalistic setting to investigate the necessity of attentive control in generation of sequence of items and the ability to proceduralize random number generation, which are both a crucial defensive strategy in Morra and a well-known empirical procedure to test the central executive capacity within the working memory model. We recorded the sequence of numbers generated by expert players in a Morra tournament in Sardinia (Italy) and by undergraduate students enrolled in a course-based research experience (CRE) course at Lawrence Technological University in the United States. Number sequences generated by non-expert and expert players both while playing Morra and in a random number generation task (RNGT) were compared in terms of randomness scores. Results indicate that expert players of Morra largely outperformed non-experts in the randomness scores only within Morra games, whereas in RNGT the two groups were very similar. Importantly, survey data acquired after the games indicate that expert players have very poor conscious recall of their number generation strategies used during the Morra game. Our results indicate that the ability of generating random sequences can be proceduralized and do not necessarily require attentive control. Results are discussed in the framework of the dual processing theory and its automatic-parallel-fast vs. controlled-sequential-slow polarities.

Leveraging public data to offer online inquiry opportunities.

Inquiry activities have become increasingly common in Ecology and Evolution courses, but the rapid shift to remote instruction for many faculty members in response to the COVID‐19 pandemic has created new challenges for maintaining these student‐centered activities in a distance learning format. Moving forward, many instructors will be asked to create flexible course structures that allow for a mix of different teaching modalities and will be looking for resources to support student inquiry in both online and in‐person settings. Here, we propose the use of data‐driven inquiry activities as a flexible option for offering students experiences to build career‐relevant skills and learn fundamental ecological concepts. We share lessons learned from our experiences teaching a two‐semester course‐based research experience in global change ecology that leverages publicly available datasets to engage students in broadly relevant scientific inquiry.

The Value of Failure: A Student-Driven Course-Based Research Experience in an Undergraduate Organic Chemistry Lab Inspired by an Unexpected Result

Research experiences are widely understood to be valuable for the intellectual and professional development of undergraduate science students. Course-based undergraduate research experiences (CUREs...

Using Course-Based Research to Evaluate Best Practices for Teaching Writing to First-Year Engineering Students

Using Course-Based Research to Evaluate Best Practices for Teaching Writing to First-Year Engineering Students

From proposal to poster: course-based undergraduate research experience in a physiology laboratory course.

The laboratory course is an excellent venue to apply content, practice inquiry, improve critical thinking, practice key clinical skills, and work with data. The use of inquiry-based course projects allows for students to propose open ended questions, form a hypothesis, design an experiment, collect data, analyze data, draw conclusion, and present their findings. This comprehensive experience is ideal for a capstone (senior level) laboratory course that is the culmination of 4 yr of study in the degree. At Michigan State University, the capstone laboratory has incorporated a formal course-based research experience in human physiology. The rationale and logistics for running such an experience are described in this paper.

Course-Based Research: A Vehicle for Broadening Access to Undergraduate Research in the Twenty-First Century

Course-Based Research: A Vehicle for Broadening Access to Undergraduate Research in the Twenty-First Century

Uncovering Factors Influencing Instructors' Decision Process when Considering Implementation of a Course-Based Research Experience.

Course-based undergraduate research experiences (CUREs) are an effective way to expose large numbers of students to authentic research, yet most laboratory courses still use traditional “cookbook” methods. While barriers to using CUREs have been captured postimplementation, little is known about the decision mindset before implementation or what features of CURE design may mitigate perceived barriers. Perception of an innovation (such as a CURE) influences the likelihood of its adoption, and diffusion of innovations theory posits that the decision to adopt is largely influenced by five perceived features of an innovation: relative advantage, compatibility, complexity, observability, and trialability. We conducted interviews with instructors considering using the Prevalence of Antibiotic Resistance in the Environment (PARE) project to assess their perceptions of CUREs and motivations for using PARE. Instructors viewed CUREs as having relative advantages over traditional methods; however, CUREs were also viewed as complex, with instructors citing multiple barriers. Instructors were motivated to use PARE because of its potential scientific impact and compatibility with their courses’ structures and resources. Instructors perceived PARE to have few barriers to implementation compared with other CUREs. Designing CUREs that address common instructor barriers and drivers could increase the rate of diffusion of CUREs.

Development of a Large-Enrollment Course-Based Research Experience in an Undergraduate Organic Chemistry Laboratory: Structure–Function Relationships in Pyrylium Photoredox Catalysts

Despite the recognized effectiveness of course-based undergraduate research experiences (CUREs), there are few examples of the development of a CURE-based course in a large-enrollment undergraduate...

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.

Information Communication Technology (ICT): The New Frontier of Child and Youth Care (CYC) Practice

This exploratory course-based research investigates the use of information communication technologies (ICT) by child and youth care (CYC) students in their interactions with children, youth, and families. Data were collected through an online mixed closed- and open-ended survey. The data analysis consisted of a descriptive statistical analysis of the survey’s closed-ended questions and a thematic analysis of the survey’s open-ended questions. The findings revealed that CYC students are using ICT in their interactions with children, youth, and families and that the potential positive use of ICT should be addressed in a more significant way in the classroom.

Taking Temperature with Leaves: A Semester-Long Structured-Inquiry Research Investigation for Undergraduate Plant Biology

Inquiry- and course-based research pedagogies have demonstrated effectiveness for preparing undergraduate biology students with authentic scientific skills and competencies, yet many students lack the experience to engage successfully in open-ended research activities without sufficient scaffolding and structure. Further, curricula for student-centered laboratory activities are lacking for several biological disciplines, including plant biology and botany. In this article, I describe a semester-long structured-inquiry research curriculum developed for a plant biology course taught to second-year biology students that integrates key elements of inquiry and discovery while providing a structured approach to gaining research skills. In the research project, students collect leaves from woody dicot plants across a range of environments that are characterized by different mean annual temperatures, and investigate the relationship between various leaf characteristics and temperature. Curricular materials are provided to teach skills in scientific paper reading, field data collection, data processing including microscopy and image analysis, quantitative data analysis in R, biological inference, and scientific writing. This comprehensive, ready-to-implement curriculum is suitable for plant biology, botany, and plant ecology courses and is particularly valuable for students with no prior research experience.

Homelessness From a Holistic Paradigm: Bridging Gaps in Curriculum Through Supplemental Education Opportunities

ABSTRACT In the following article we argue that social work education and research ought to approach homelessness from a holistic paradigm emphasizing individual resilience and autonomy. The current lack of explicit curriculum in many schools of social work necessitates creative strategies to integrate homeless content into social work education. We offer 3 diverse pedagogical strategies: course-based service learning, program evaluation, and graduate research assistantships. Students engaged in these activities acquire firsthand experiences with individuals experiencing homelessness in ways that humanize the issue, and critical reflection facilitates application of new knowledge. Additional, students’ work may impact homeless services positively by generating data to support service and policy reforms. Ultimately, schools of social work could formally offer courses on housing and homelessness.

Semester-Long Course-Based Research Project in Second-Semester Organic Chemistry: Synthesizing Potential Lead Compounds for the Treatment of a Neglected Tropical Disease

A semester-long research project for second-semester organic chemistry lab sections was developed. Student projects were based on preliminary data from faculty research that suggested the natural p...

Course-Based Research in the First Semester of College: Teaching Inquiry and Building Community Using Constructed Wetlands for Greywater Treatment

Course-Based Research in the First Semester of College: Teaching Inquiry and Building Community Using Constructed Wetlands for Greywater Treatment

Course-based research experience of undergraduate medical students through project-based learning.

PurposeThis study aimed to design and implement an introductory-level course-based research experience (CRE) through project-based learning (PBL) for undergraduate medical students and investigate their learning experience and research skill development, with the ultimate objective of exploring whether CRE can be effectively utilized for undergraduate research experience.MethodsThis study included 40 second-year premedical students enrolled in “Scientific thinking and medical research,” which was developed as an introductory-level CRE through PBL. It was a three-credit course and the students met twice a week for one semester. The students’ learning experiences were examined with a 15-item survey including three open-ended questions, while their research skills were assessed through the research reports using a research skill rubric at the end of the course.ResultsThe findings showed that the students perceived the course structure as appropriate and helpful. They also considered the group work experience to be positive and productive. Learner satisfaction items also earned positive responses in general. Regarding the research skill assessment, the mean value of the research skill scores of each group was 19.11 out of 27 and the mean value of each research skill score was 2.12 out of 3.ConclusionOverall, the students were satisfied with their research experience, and their research skills were developed, suggesting that this introductory CRE through PBL can be effectively and efficiently utilized for undergraduate research experience.

Faith It till You Make It: A CYC Course-Based Qualitative Inquiry

Faith It till You Make It: A CYC Course-Based Qualitative Inquiry Jessica, Buss, BCYC, Moriah, Erbacker, BCYC, Brittany Kryzanowski, BCYC, Heidi, Pisca, BCYC, Gerard Bellefeuille Abstract The purpose of this course-based research study was to explore the perceptions of faith-based child and youth care (CYC) students in completing a third-year expressive arts-based CYC practice self-image assignment that invited them to incorporate their personal spiritual beliefs as a component of their CYC identity. The course-base study also sought to examine the potential of arts-based assignment in creating a safe medium to express one’s faith in CYC education. The focus group method was the primary data collection strategy. Thematic analysis resulted in the identification of three themes: a) relational safety within one’s environment, b) fear of judgement from classmates and coworkers, and c) desire for authenticity within one’s CYC identity. The results of this course-based study indicate that for many CYC students, the arts-based CYC practice self-portrait assignment was a safe place to express their faith and spiritual beliefs. Full Text: PDF DOI: 10.15640/jehd.v9n1a3

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.

426 Awardee Talk: growing the quantity and quality of undergraduate research experiences in animal science

Abstract Undergraduate research is known to be one of experiential learning methods that helps animal science students gain critical thinking skills. There is high demand for these opportunities. For example, 77.9% of incoming freshmen in the Department of Animal Sciences & Industry at Kansas State University from 2016–2018 planned to conduct research sometime during their undergraduate career (225 of 289 students). Conventional 1:1 faculty:undergraduate mentoring methods in the Department were only serving 1.7% of the undergraduate population (21 of 1,212 students). This creates a unique challenge of increasing the number of undergraduate research opportunities, while maintaining the impact of individualized experiential learning. One method to address this challenge is the incorporation of a course-based research program. In this model, research projects are conducted during a conventional semester during scheduled classroom hours, with project components divided into three 5-week sections: 1) research preparation, including compliance requirements, hypothesis testing, experimental design, and protocol development; 2) data collection; and 3) data interpretation and dissemination. Students collect data as a team, but individually develop their own research abstract and poster to maintain a high level of experiential learning. By teaching multiples sections of this course per semester and incorporating the concepts into existing laboratories, 13.3% of students in the Department completed undergraduate research in the 2018–2019 academic year (159 of 1,197 students). To monitor the quality of these experiences, student critical thinking ability was assessed using the online Critical Thinking Basic Concepts & Understanding Test (Foundation for Critical Thinking, Tomales, CA). The type of research experience did not influence assessed skills (P > 0.10). Thus, course-based undergraduate research experiences may be an option for growing the quantity and quality of undergraduate research experience in animal science.