Comparing the Impact of Course-Based and Apprentice-Based Research Experiences in a Life Science Laboratory Curriculum

This four-year study describes the assessment of a bifurcated laboratory curriculum designed to provide upper-division undergraduate majors in two life science departments meaningful exposure to authentic research. The timing is critical as it provides a pathway for both directly admitted and transf...

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Autores principales:	Casey Shapiro, Jordan Moberg-Parker, Shannon Toma, Carlos Ayon, Hilary Zimmerman, Elizabeth A. Roth-Johnson, Stephen P. Hancock, Marc Levis-Fitzgerald, Erin R. Sanders
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2015
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/af61c9d2667745e39299479310e369e2
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spelling	oai:doaj.org-article:af61c9d2667745e39299479310e369e22021-11-15T15:04:04ZComparing the Impact of Course-Based and Apprentice-Based Research Experiences in a Life Science Laboratory Curriculum10.1128/jmbe.v16i2.10451935-78851935-7877https://doaj.org/article/af61c9d2667745e39299479310e369e22015-12-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v16i2.1045https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885This four-year study describes the assessment of a bifurcated laboratory curriculum designed to provide upper-division undergraduate majors in two life science departments meaningful exposure to authentic research. The timing is critical as it provides a pathway for both directly admitted and transfer students to enter research. To fulfill their degree requirements, all majors complete one of two paths in the laboratory program. One path immerses students in scientific discovery experienced through team research projects (course-based undergraduate research experiences, or CUREs) and the other path through a mentored, independent research project (apprentice-based research experiences, or AREs). The bifurcated laboratory curriculum was structured using backwards design to help all students, irrespective of path, achieve specific learning outcomes. Over 1,000 undergraduates enrolled in the curriculum. Self-report survey results indicate that there were no significant differences in affective gains by path. Students conveyed which aspects of the curriculum were critical to their learning and development of research-oriented skills. Students’ interests in biology increased upon completion of the curriculum, inspiring a subset of CURE participants to subsequently pursue further research. A rubric-guided performance evaluation, employed to directly measure learning, revealed differences in learning gains for CURE versus ARE participants, with evidence suggesting a CURE can reduce the achievement gap between high-performing students and their peers.Casey ShapiroJordan Moberg-ParkerShannon TomaCarlos AyonHilary ZimmermanElizabeth A. Roth-JohnsonStephen P. HancockMarc Levis-FitzgeraldErin R. SandersAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 16, Iss 2, Pp 186-197 (2015)
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 Casey Shapiro Jordan Moberg-Parker Shannon Toma Carlos Ayon Hilary Zimmerman Elizabeth A. Roth-Johnson Stephen P. Hancock Marc Levis-Fitzgerald Erin R. Sanders Comparing the Impact of Course-Based and Apprentice-Based Research Experiences in a Life Science Laboratory Curriculum
description	This four-year study describes the assessment of a bifurcated laboratory curriculum designed to provide upper-division undergraduate majors in two life science departments meaningful exposure to authentic research. The timing is critical as it provides a pathway for both directly admitted and transfer students to enter research. To fulfill their degree requirements, all majors complete one of two paths in the laboratory program. One path immerses students in scientific discovery experienced through team research projects (course-based undergraduate research experiences, or CUREs) and the other path through a mentored, independent research project (apprentice-based research experiences, or AREs). The bifurcated laboratory curriculum was structured using backwards design to help all students, irrespective of path, achieve specific learning outcomes. Over 1,000 undergraduates enrolled in the curriculum. Self-report survey results indicate that there were no significant differences in affective gains by path. Students conveyed which aspects of the curriculum were critical to their learning and development of research-oriented skills. Students’ interests in biology increased upon completion of the curriculum, inspiring a subset of CURE participants to subsequently pursue further research. A rubric-guided performance evaluation, employed to directly measure learning, revealed differences in learning gains for CURE versus ARE participants, with evidence suggesting a CURE can reduce the achievement gap between high-performing students and their peers.
format	article
author	Casey Shapiro Jordan Moberg-Parker Shannon Toma Carlos Ayon Hilary Zimmerman Elizabeth A. Roth-Johnson Stephen P. Hancock Marc Levis-Fitzgerald Erin R. Sanders
author_facet	Casey Shapiro Jordan Moberg-Parker Shannon Toma Carlos Ayon Hilary Zimmerman Elizabeth A. Roth-Johnson Stephen P. Hancock Marc Levis-Fitzgerald Erin R. Sanders
author_sort	Casey Shapiro
title	Comparing the Impact of Course-Based and Apprentice-Based Research Experiences in a Life Science Laboratory Curriculum
title_short	Comparing the Impact of Course-Based and Apprentice-Based Research Experiences in a Life Science Laboratory Curriculum
title_full	Comparing the Impact of Course-Based and Apprentice-Based Research Experiences in a Life Science Laboratory Curriculum
title_fullStr	Comparing the Impact of Course-Based and Apprentice-Based Research Experiences in a Life Science Laboratory Curriculum
title_full_unstemmed	Comparing the Impact of Course-Based and Apprentice-Based Research Experiences in a Life Science Laboratory Curriculum
title_sort	comparing the impact of course-based and apprentice-based research experiences in a life science laboratory curriculum
publisher	American Society for Microbiology
publishDate	2015
url	https://doaj.org/article/af61c9d2667745e39299479310e369e2
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Comparing the Impact of Course-Based and Apprentice-Based Research Experiences in a Life Science Laboratory Curriculum

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