One Early Course-Based Undergraduate Research Experience Produces Sustainable Knowledge Gains, but only Transient Perception Gains

Universities have been called upon to integrate research experiences into early, introductory courses to better prepare our STEM workforce. This call is primarily based on short-term studies that link research experiences with knowledge and perception gains. However, the influence of pre-existing st...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Tom D. Wolkow, Jill Jenkins, Lisa Durrenberger, Kylie Swanson-Hoyle, Lisa M. Hines
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2019
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/dfc6c579af354a098214566d5220fcb7
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:dfc6c579af354a098214566d5220fcb7
record_format	dspace
spelling	oai:doaj.org-article:dfc6c579af354a098214566d5220fcb72021-11-15T15:04:28ZOne Early Course-Based Undergraduate Research Experience Produces Sustainable Knowledge Gains, but only Transient Perception Gains10.1128/jmbe.v20i2.16791935-78851935-7877https://doaj.org/article/dfc6c579af354a098214566d5220fcb72019-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v20i2.1679https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Universities have been called upon to integrate research experiences into early, introductory courses to better prepare our STEM workforce. This call is primarily based on short-term studies that link research experiences with knowledge and perception gains. However, the influence of pre-existing student characteristics has not been fully disentangled from the research experience, and the long-term stability of these gains is uncertain. To address these issues, we integrated a course-based undergraduate research experience (CURE) into randomly assigned sections of a required freshman-level biology laboratory course. We previously reported that this CURE resulted in immediate targeted knowledge and perception gains. Here, we evaluate the stability of these gains as students progressed through a biology degree program. At sophomore year, the impact of the CURE on student perception was still apparent. When compared to controls, students who participated in the CURE perceived a greater understanding of what researchers do and an increased interest in pursuing a research career. However, by senior year, these positive perceptions had fallen to levels shared by control groups. Targeted knowledge gains persisted throughout this study. Our results support CURE logic models predicting that multiple CUREs will be required to sustain perception gains.Tom D. WolkowJill JenkinsLisa DurrenbergerKylie Swanson-HoyleLisa M. HinesAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 20, Iss 2 (2019)
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 Tom D. Wolkow Jill Jenkins Lisa Durrenberger Kylie Swanson-Hoyle Lisa M. Hines One Early Course-Based Undergraduate Research Experience Produces Sustainable Knowledge Gains, but only Transient Perception Gains
description	Universities have been called upon to integrate research experiences into early, introductory courses to better prepare our STEM workforce. This call is primarily based on short-term studies that link research experiences with knowledge and perception gains. However, the influence of pre-existing student characteristics has not been fully disentangled from the research experience, and the long-term stability of these gains is uncertain. To address these issues, we integrated a course-based undergraduate research experience (CURE) into randomly assigned sections of a required freshman-level biology laboratory course. We previously reported that this CURE resulted in immediate targeted knowledge and perception gains. Here, we evaluate the stability of these gains as students progressed through a biology degree program. At sophomore year, the impact of the CURE on student perception was still apparent. When compared to controls, students who participated in the CURE perceived a greater understanding of what researchers do and an increased interest in pursuing a research career. However, by senior year, these positive perceptions had fallen to levels shared by control groups. Targeted knowledge gains persisted throughout this study. Our results support CURE logic models predicting that multiple CUREs will be required to sustain perception gains.
format	article
author	Tom D. Wolkow Jill Jenkins Lisa Durrenberger Kylie Swanson-Hoyle Lisa M. Hines
author_facet	Tom D. Wolkow Jill Jenkins Lisa Durrenberger Kylie Swanson-Hoyle Lisa M. Hines
author_sort	Tom D. Wolkow
title	One Early Course-Based Undergraduate Research Experience Produces Sustainable Knowledge Gains, but only Transient Perception Gains
title_short	One Early Course-Based Undergraduate Research Experience Produces Sustainable Knowledge Gains, but only Transient Perception Gains
title_full	One Early Course-Based Undergraduate Research Experience Produces Sustainable Knowledge Gains, but only Transient Perception Gains
title_fullStr	One Early Course-Based Undergraduate Research Experience Produces Sustainable Knowledge Gains, but only Transient Perception Gains
title_full_unstemmed	One Early Course-Based Undergraduate Research Experience Produces Sustainable Knowledge Gains, but only Transient Perception Gains
title_sort	one early course-based undergraduate research experience produces sustainable knowledge gains, but only transient perception gains
publisher	American Society for Microbiology
publishDate	2019
url	https://doaj.org/article/dfc6c579af354a098214566d5220fcb7
work_keys_str_mv	AT tomdwolkow oneearlycoursebasedundergraduateresearchexperienceproducessustainableknowledgegainsbutonlytransientperceptiongains AT jilljenkins oneearlycoursebasedundergraduateresearchexperienceproducessustainableknowledgegainsbutonlytransientperceptiongains AT lisadurrenberger oneearlycoursebasedundergraduateresearchexperienceproducessustainableknowledgegainsbutonlytransientperceptiongains AT kylieswansonhoyle oneearlycoursebasedundergraduateresearchexperienceproducessustainableknowledgegainsbutonlytransientperceptiongains AT lisamhines oneearlycoursebasedundergraduateresearchexperienceproducessustainableknowledgegainsbutonlytransientperceptiongains
_version_	1718428282708295680

One Early Course-Based Undergraduate Research Experience Produces Sustainable Knowledge Gains, but only Transient Perception Gains

Ejemplares similares