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Modeling Course-Based Undergraduate Research Experiences: An Agenda for Future Research and Evaluation
Course-based undergraduate research experiences (CUREs) are being championed as scalable ways of involving undergraduates in science research. Studies of CUREs have shown that participating students achieve many of the same outcomes as students who complete research internships. However, CUREs vary...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
American Society for Cell Biology
2015
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4353087/ https://www.ncbi.nlm.nih.gov/pubmed/25687826 http://dx.doi.org/10.1187/cbe.14-10-0167 |
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author | Corwin, Lisa A. Graham, Mark J. Dolan, Erin L. |
author_facet | Corwin, Lisa A. Graham, Mark J. Dolan, Erin L. |
author_sort | Corwin, Lisa A. |
collection | PubMed |
description | Course-based undergraduate research experiences (CUREs) are being championed as scalable ways of involving undergraduates in science research. Studies of CUREs have shown that participating students achieve many of the same outcomes as students who complete research internships. However, CUREs vary widely in their design and implementation, and aspects of CUREs that are necessary and sufficient to achieve desired student outcomes have not been elucidated. To guide future research aimed at understanding the causal mechanisms underlying CURE efficacy, we used a systems approach to generate pathway models representing hypotheses of how CURE outcomes are achieved. We started by reviewing studies of CUREs and research internships to generate a comprehensive set of outcomes of research experiences, determining the level of evidence supporting each outcome. We then used this body of research and drew from learning theory to hypothesize connections between what students do during CUREs and the outcomes that have the best empirical support. We offer these models as hypotheses for the CURE community to test, revise, elaborate, or refute. We also cite instruments that are ready to use in CURE assessment and note gaps for which instruments need to be developed. |
format | Online Article Text |
id | pubmed-4353087 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2015 |
publisher | American Society for Cell Biology |
record_format | MEDLINE/PubMed |
spelling | pubmed-43530872015-04-07 Modeling Course-Based Undergraduate Research Experiences: An Agenda for Future Research and Evaluation Corwin, Lisa A. Graham, Mark J. Dolan, Erin L. CBE Life Sci Educ Essay Course-based undergraduate research experiences (CUREs) are being championed as scalable ways of involving undergraduates in science research. Studies of CUREs have shown that participating students achieve many of the same outcomes as students who complete research internships. However, CUREs vary widely in their design and implementation, and aspects of CUREs that are necessary and sufficient to achieve desired student outcomes have not been elucidated. To guide future research aimed at understanding the causal mechanisms underlying CURE efficacy, we used a systems approach to generate pathway models representing hypotheses of how CURE outcomes are achieved. We started by reviewing studies of CUREs and research internships to generate a comprehensive set of outcomes of research experiences, determining the level of evidence supporting each outcome. We then used this body of research and drew from learning theory to hypothesize connections between what students do during CUREs and the outcomes that have the best empirical support. We offer these models as hypotheses for the CURE community to test, revise, elaborate, or refute. We also cite instruments that are ready to use in CURE assessment and note gaps for which instruments need to be developed. American Society for Cell Biology 2015-03-02 /pmc/articles/PMC4353087/ /pubmed/25687826 http://dx.doi.org/10.1187/cbe.14-10-0167 Text en © 2015 L. A. Corwin et al.CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society of Cell Biology. |
spellingShingle | Essay Corwin, Lisa A. Graham, Mark J. Dolan, Erin L. Modeling Course-Based Undergraduate Research Experiences: An Agenda for Future Research and Evaluation |
title | Modeling Course-Based Undergraduate Research Experiences: An Agenda for Future Research and Evaluation |
title_full | Modeling Course-Based Undergraduate Research Experiences: An Agenda for Future Research and Evaluation |
title_fullStr | Modeling Course-Based Undergraduate Research Experiences: An Agenda for Future Research and Evaluation |
title_full_unstemmed | Modeling Course-Based Undergraduate Research Experiences: An Agenda for Future Research and Evaluation |
title_short | Modeling Course-Based Undergraduate Research Experiences: An Agenda for Future Research and Evaluation |
title_sort | modeling course-based undergraduate research experiences: an agenda for future research and evaluation |
topic | Essay |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4353087/ https://www.ncbi.nlm.nih.gov/pubmed/25687826 http://dx.doi.org/10.1187/cbe.14-10-0167 |
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