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

ABSTRACT Calls 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, sc...

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Autores principales:	Megan F. Cole, Meleah A. Hickman, Levi Morran, Christopher W. Beck
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2021
Materias:	course-based research experience short-term research experience modules self-efficacy science identity student affect Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/1eb8c1d1f9574a4a88c616bd5cdc4640
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spelling	oai:doaj.org-article:1eb8c1d1f9574a4a88c616bd5cdc46402021-11-15T15:04:52ZAssessment of Course-Based Research Modules Based on Faculty Research in Introductory Biology10.1128/jmbe.00148-211935-78851935-7877https://doaj.org/article/1eb8c1d1f9574a4a88c616bd5cdc46402021-09-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.00148-21https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885ABSTRACT Calls 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.Megan F. ColeMeleah A. HickmanLevi MorranChristopher W. BeckAmerican Society for Microbiologyarticlecourse-based research experienceshort-term research experiencemodulesself-efficacyscience identitystudent affectSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 22, Iss 2 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	course-based research experience short-term research experience modules self-efficacy science identity student affect Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	course-based research experience short-term research experience modules self-efficacy science identity student affect Special aspects of education LC8-6691 Biology (General) QH301-705.5 Megan F. Cole Meleah A. Hickman Levi Morran Christopher W. Beck Assessment of Course-Based Research Modules Based on Faculty Research in Introductory Biology
description	ABSTRACT Calls 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.
format	article
author	Megan F. Cole Meleah A. Hickman Levi Morran Christopher W. Beck
author_facet	Megan F. Cole Meleah A. Hickman Levi Morran Christopher W. Beck
author_sort	Megan F. Cole
title	Assessment of Course-Based Research Modules Based on Faculty Research in Introductory Biology
title_short	Assessment of Course-Based Research Modules Based on Faculty Research in Introductory Biology
title_full	Assessment of Course-Based Research Modules Based on Faculty Research in Introductory Biology
title_fullStr	Assessment of Course-Based Research Modules Based on Faculty Research in Introductory Biology
title_full_unstemmed	Assessment of Course-Based Research Modules Based on Faculty Research in Introductory Biology
title_sort	assessment of course-based research modules based on faculty research in introductory biology
publisher	American Society for Microbiology
publishDate	2021
url	https://doaj.org/article/1eb8c1d1f9574a4a88c616bd5cdc4640
work_keys_str_mv	AT meganfcole assessmentofcoursebasedresearchmodulesbasedonfacultyresearchinintroductorybiology AT meleahahickman assessmentofcoursebasedresearchmodulesbasedonfacultyresearchinintroductorybiology AT levimorran assessmentofcoursebasedresearchmodulesbasedonfacultyresearchinintroductorybiology AT christopherwbeck assessmentofcoursebasedresearchmodulesbasedonfacultyresearchinintroductorybiology
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Assessment of Course-Based Research Modules Based on Faculty Research in Introductory Biology

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