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A Call to Develop Course-Based Undergraduate Research Experiences (CUREs) for Nonmajors Courses

Course-based undergraduate research experiences (CUREs) for non–science majors (nonmajors) are potentially distinct from CUREs for developing scientists in their goals, learning objectives, and assessment strategies. While national calls to improve science, technology, engineering, and mathematics e...

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Autores principales: Ballen, Cissy J., Blum, Jessamina E., Brownell, Sara, Hebert, Sadie, Hewlett, James, Klein, Joanna R., McDonald, Erik A., Monti, Denise L., Nold, Stephen C., Slemmons, Krista E., Soneral, Paula A. G., Cotner, Sehoya
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society for Cell Biology 2017
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5459265/
https://www.ncbi.nlm.nih.gov/pubmed/28450449
http://dx.doi.org/10.1187/cbe.16-12-0352
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author Ballen, Cissy J.
Blum, Jessamina E.
Brownell, Sara
Hebert, Sadie
Hewlett, James
Klein, Joanna R.
McDonald, Erik A.
Monti, Denise L.
Nold, Stephen C.
Slemmons, Krista E.
Soneral, Paula A. G.
Cotner, Sehoya
author_facet Ballen, Cissy J.
Blum, Jessamina E.
Brownell, Sara
Hebert, Sadie
Hewlett, James
Klein, Joanna R.
McDonald, Erik A.
Monti, Denise L.
Nold, Stephen C.
Slemmons, Krista E.
Soneral, Paula A. G.
Cotner, Sehoya
author_sort Ballen, Cissy J.
collection PubMed
description Course-based undergraduate research experiences (CUREs) for non–science majors (nonmajors) are potentially distinct from CUREs for developing scientists in their goals, learning objectives, and assessment strategies. While national calls to improve science, technology, engineering, and mathematics education have led to an increase in research revealing the positive effects of CUREs for science majors, less work has specifically examined whether nonmajors are impacted in the same way. To address this gap in our understanding, a working group focused on nonmajors CUREs was convened to discuss the following questions: 1) What are our laboratory-learning goals for nonmajors? 2) What are our research priorities to determine best practices for nonmajors CUREs? 3) How can we collaborate to define and disseminate best practices for nonmajors in CUREs? We defined three broad student outcomes of prime importance to the nonmajors CURE: improvement of scientific literacy skills, proscience attitudes, and evidence-based decision making. We evaluated the state of knowledge of best practices for nonmajors, and identified research priorities for the future. The report that follows is a summary of the conclusions and future directions from our discussion.
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spelling pubmed-54592652017-06-12 A Call to Develop Course-Based Undergraduate Research Experiences (CUREs) for Nonmajors Courses Ballen, Cissy J. Blum, Jessamina E. Brownell, Sara Hebert, Sadie Hewlett, James Klein, Joanna R. McDonald, Erik A. Monti, Denise L. Nold, Stephen C. Slemmons, Krista E. Soneral, Paula A. G. Cotner, Sehoya CBE Life Sci Educ Meeting Report Course-based undergraduate research experiences (CUREs) for non–science majors (nonmajors) are potentially distinct from CUREs for developing scientists in their goals, learning objectives, and assessment strategies. While national calls to improve science, technology, engineering, and mathematics education have led to an increase in research revealing the positive effects of CUREs for science majors, less work has specifically examined whether nonmajors are impacted in the same way. To address this gap in our understanding, a working group focused on nonmajors CUREs was convened to discuss the following questions: 1) What are our laboratory-learning goals for nonmajors? 2) What are our research priorities to determine best practices for nonmajors CUREs? 3) How can we collaborate to define and disseminate best practices for nonmajors in CUREs? We defined three broad student outcomes of prime importance to the nonmajors CURE: improvement of scientific literacy skills, proscience attitudes, and evidence-based decision making. We evaluated the state of knowledge of best practices for nonmajors, and identified research priorities for the future. The report that follows is a summary of the conclusions and future directions from our discussion. American Society for Cell Biology 2017 /pmc/articles/PMC5459265/ /pubmed/28450449 http://dx.doi.org/10.1187/cbe.16-12-0352 Text en © 2017 C. J. Ballen et al. CBE—Life Sciences Education © 2017 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 for Cell Biology.
spellingShingle Meeting Report
Ballen, Cissy J.
Blum, Jessamina E.
Brownell, Sara
Hebert, Sadie
Hewlett, James
Klein, Joanna R.
McDonald, Erik A.
Monti, Denise L.
Nold, Stephen C.
Slemmons, Krista E.
Soneral, Paula A. G.
Cotner, Sehoya
A Call to Develop Course-Based Undergraduate Research Experiences (CUREs) for Nonmajors Courses
title A Call to Develop Course-Based Undergraduate Research Experiences (CUREs) for Nonmajors Courses
title_full A Call to Develop Course-Based Undergraduate Research Experiences (CUREs) for Nonmajors Courses
title_fullStr A Call to Develop Course-Based Undergraduate Research Experiences (CUREs) for Nonmajors Courses
title_full_unstemmed A Call to Develop Course-Based Undergraduate Research Experiences (CUREs) for Nonmajors Courses
title_short A Call to Develop Course-Based Undergraduate Research Experiences (CUREs) for Nonmajors Courses
title_sort call to develop course-based undergraduate research experiences (cures) for nonmajors courses
topic Meeting Report
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5459265/
https://www.ncbi.nlm.nih.gov/pubmed/28450449
http://dx.doi.org/10.1187/cbe.16-12-0352
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