Multi-Institutional, Multidisciplinary Study of the Impact of Course-Based Research Experiences

Numerous national reports have called for reforming laboratory courses so that all students experience the research process. In response, many course-based research experiences (CREs) have been developed and implemented. Research on the impact of these CREs suggests that student benefits can be simi...

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Autores principales:	Catherine M. Mader, Christopher W. Beck, Wendy H. Grillo, Gail P. Hollowell, Bettye S. Hennington, Nancy L. Staub, Veronique A. Delesalle, Denise Lello, Robert B. Merritt, Gerald D. Griffin, Chastity Bradford, Jinghe Mao, Lawrence S. Blumer, Sandra L. White
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2017
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/1b738af06b2741ee90ae3495132c5703
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spelling	oai:doaj.org-article:1b738af06b2741ee90ae3495132c57032021-11-15T15:04:06ZMulti-Institutional, Multidisciplinary Study of the Impact of Course-Based Research Experiences10.1128/jmbe.v18i2.13171935-78851935-7877https://doaj.org/article/1b738af06b2741ee90ae3495132c57032017-09-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v18i2.1317https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Numerous national reports have called for reforming laboratory courses so that all students experience the research process. In response, many course-based research experiences (CREs) have been developed and implemented. Research on the impact of these CREs suggests that student benefits can be similar to those of traditional apprentice-model research experiences. However, most assessments of CREs have been in individual courses at individual institutions or across institutions using the same CRE model. Furthermore, which structures and components of CREs result in the greatest student gains is unknown. We explored the impact of different CRE models in different contexts on student self-reported gains in understanding, skills, and professional development using the Classroom Undergraduate Research Experience (CURE) survey. Our analysis included 49 courses developed and taught at seven diverse institutions. Overall, students reported greater gains for all benefits when compared with the reported national means for the Survey of Undergraduate Research Experiences (SURE). Two aspects of these CREs were associated with greater student gains: 1) CREs that were the focus of the entire course or that more fully integrated modules within a traditional laboratory and 2) CREs that had a higher degree of student input and results that were unknown to both students and faculty.Catherine M. MaderChristopher W. BeckWendy H. GrilloGail P. HollowellBettye S. HenningtonNancy L. StaubVeronique A. DelesalleDenise LelloRobert B. MerrittGerald D. GriffinChastity BradfordJinghe MaoLawrence S. BlumerSandra L. WhiteAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 18, Iss 2 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Catherine M. Mader Christopher W. Beck Wendy H. Grillo Gail P. Hollowell Bettye S. Hennington Nancy L. Staub Veronique A. Delesalle Denise Lello Robert B. Merritt Gerald D. Griffin Chastity Bradford Jinghe Mao Lawrence S. Blumer Sandra L. White Multi-Institutional, Multidisciplinary Study of the Impact of Course-Based Research Experiences
description	Numerous national reports have called for reforming laboratory courses so that all students experience the research process. In response, many course-based research experiences (CREs) have been developed and implemented. Research on the impact of these CREs suggests that student benefits can be similar to those of traditional apprentice-model research experiences. However, most assessments of CREs have been in individual courses at individual institutions or across institutions using the same CRE model. Furthermore, which structures and components of CREs result in the greatest student gains is unknown. We explored the impact of different CRE models in different contexts on student self-reported gains in understanding, skills, and professional development using the Classroom Undergraduate Research Experience (CURE) survey. Our analysis included 49 courses developed and taught at seven diverse institutions. Overall, students reported greater gains for all benefits when compared with the reported national means for the Survey of Undergraduate Research Experiences (SURE). Two aspects of these CREs were associated with greater student gains: 1) CREs that were the focus of the entire course or that more fully integrated modules within a traditional laboratory and 2) CREs that had a higher degree of student input and results that were unknown to both students and faculty.
format	article
author	Catherine M. Mader Christopher W. Beck Wendy H. Grillo Gail P. Hollowell Bettye S. Hennington Nancy L. Staub Veronique A. Delesalle Denise Lello Robert B. Merritt Gerald D. Griffin Chastity Bradford Jinghe Mao Lawrence S. Blumer Sandra L. White
author_facet	Catherine M. Mader Christopher W. Beck Wendy H. Grillo Gail P. Hollowell Bettye S. Hennington Nancy L. Staub Veronique A. Delesalle Denise Lello Robert B. Merritt Gerald D. Griffin Chastity Bradford Jinghe Mao Lawrence S. Blumer Sandra L. White
author_sort	Catherine M. Mader
title	Multi-Institutional, Multidisciplinary Study of the Impact of Course-Based Research Experiences
title_short	Multi-Institutional, Multidisciplinary Study of the Impact of Course-Based Research Experiences
title_full	Multi-Institutional, Multidisciplinary Study of the Impact of Course-Based Research Experiences
title_fullStr	Multi-Institutional, Multidisciplinary Study of the Impact of Course-Based Research Experiences
title_full_unstemmed	Multi-Institutional, Multidisciplinary Study of the Impact of Course-Based Research Experiences
title_sort	multi-institutional, multidisciplinary study of the impact of course-based research experiences
publisher	American Society for Microbiology
publishDate	2017
url	https://doaj.org/article/1b738af06b2741ee90ae3495132c5703
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Multi-Institutional, Multidisciplinary Study of the Impact of Course-Based Research Experiences

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