Bridging Trade-Offs between Traditional and Course-Based Undergraduate Research Experiences by Building Student Communication Skills, Identity, and Interest

ABSTRACT Undergraduate research plays an important role in the development of science students. The two most common forms of undergraduate research are those in traditional settings (such as internships and research-for-credit in academic research labs) and course-based undergraduate research experi...

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Autores principales:	Alita R. Burmeister, Katie Dickinson, Mark J. Graham
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2021
Materias:	undergraduate research course-based research communication interest scientific identity inclusive teaching Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/466fff1017624d1a909ffed50c1d196a
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spelling	oai:doaj.org-article:466fff1017624d1a909ffed50c1d196a2021-11-15T15:04:52ZBridging Trade-Offs between Traditional and Course-Based Undergraduate Research Experiences by Building Student Communication Skills, Identity, and Interest10.1128/jmbe.00156-211935-78851935-7877https://doaj.org/article/466fff1017624d1a909ffed50c1d196a2021-09-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.00156-21https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885ABSTRACT Undergraduate research plays an important role in the development of science students. The two most common forms of undergraduate research are those in traditional settings (such as internships and research-for-credit in academic research labs) and course-based undergraduate research experiences (CUREs). Both of these settings offer many benefits to students, yet they have unique strengths and weaknesses that lead to trade-offs. Traditional undergraduate research experiences (UREs) offer the benefits of personalized mentorship and experience in a professional setting, which help build students’ professional communication skills, interest, and scientific identity. However, UREs can reach only a limited number of students. On the other end of the trade-off, CUREs offer research authenticity in a many-to-one classroom research environment that reaches more students. CUREs provide real research experience in a collaborative context, but CUREs are not yet necessarily equipping students with all of the experiences needed to transition into a research lab environment outside the classroom. We propose that CURE instructors can bridge trade-offs between UREs and CUREs by deliberately including learning goals and activities in CUREs that recreate the benefits of UREs, specifically in the areas of professional communication, scientific identify, and student interest. To help instructors implement this approach, we provide experience- and evidence-based guidance for student-centered, collaborative learning opportunities.Alita R. BurmeisterKatie DickinsonMark J. GrahamAmerican Society for Microbiologyarticleundergraduate researchcourse-based researchcommunicationinterestscientific identityinclusive teachingSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 22, Iss 2 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	undergraduate research course-based research communication interest scientific identity inclusive teaching Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	undergraduate research course-based research communication interest scientific identity inclusive teaching Special aspects of education LC8-6691 Biology (General) QH301-705.5 Alita R. Burmeister Katie Dickinson Mark J. Graham Bridging Trade-Offs between Traditional and Course-Based Undergraduate Research Experiences by Building Student Communication Skills, Identity, and Interest
description	ABSTRACT Undergraduate research plays an important role in the development of science students. The two most common forms of undergraduate research are those in traditional settings (such as internships and research-for-credit in academic research labs) and course-based undergraduate research experiences (CUREs). Both of these settings offer many benefits to students, yet they have unique strengths and weaknesses that lead to trade-offs. Traditional undergraduate research experiences (UREs) offer the benefits of personalized mentorship and experience in a professional setting, which help build students’ professional communication skills, interest, and scientific identity. However, UREs can reach only a limited number of students. On the other end of the trade-off, CUREs offer research authenticity in a many-to-one classroom research environment that reaches more students. CUREs provide real research experience in a collaborative context, but CUREs are not yet necessarily equipping students with all of the experiences needed to transition into a research lab environment outside the classroom. We propose that CURE instructors can bridge trade-offs between UREs and CUREs by deliberately including learning goals and activities in CUREs that recreate the benefits of UREs, specifically in the areas of professional communication, scientific identify, and student interest. To help instructors implement this approach, we provide experience- and evidence-based guidance for student-centered, collaborative learning opportunities.
format	article
author	Alita R. Burmeister Katie Dickinson Mark J. Graham
author_facet	Alita R. Burmeister Katie Dickinson Mark J. Graham
author_sort	Alita R. Burmeister
title	Bridging Trade-Offs between Traditional and Course-Based Undergraduate Research Experiences by Building Student Communication Skills, Identity, and Interest
title_short	Bridging Trade-Offs between Traditional and Course-Based Undergraduate Research Experiences by Building Student Communication Skills, Identity, and Interest
title_full	Bridging Trade-Offs between Traditional and Course-Based Undergraduate Research Experiences by Building Student Communication Skills, Identity, and Interest
title_fullStr	Bridging Trade-Offs between Traditional and Course-Based Undergraduate Research Experiences by Building Student Communication Skills, Identity, and Interest
title_full_unstemmed	Bridging Trade-Offs between Traditional and Course-Based Undergraduate Research Experiences by Building Student Communication Skills, Identity, and Interest
title_sort	bridging trade-offs between traditional and course-based undergraduate research experiences by building student communication skills, identity, and interest
publisher	American Society for Microbiology
publishDate	2021
url	https://doaj.org/article/466fff1017624d1a909ffed50c1d196a
work_keys_str_mv	AT alitarburmeister bridgingtradeoffsbetweentraditionalandcoursebasedundergraduateresearchexperiencesbybuildingstudentcommunicationskillsidentityandinterest AT katiedickinson bridgingtradeoffsbetweentraditionalandcoursebasedundergraduateresearchexperiencesbybuildingstudentcommunicationskillsidentityandinterest AT markjgraham bridgingtradeoffsbetweentraditionalandcoursebasedundergraduateresearchexperiencesbybuildingstudentcommunicationskillsidentityandinterest
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Bridging Trade-Offs between Traditional and Course-Based Undergraduate Research Experiences by Building Student Communication Skills, Identity, and Interest

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