How to Identify the Research Abilities That Instructors Anticipate Students Will Develop in a Biochemistry Course-Based Undergraduate Research Experience (CURE)

被引:11
|
作者
Irby, Stefan Mark [1 ]
Anderson, Trevor R. [2 ]
Pelaez, Nancy J. [1 ]
机构
[1] Purdue Univ, Dept Chem, W Lafayette, IN 47906 USA
[2] Purdue Univ, Dept Biol Sci, W Lafayette, IN 47906 USA
来源
CBE-LIFE SCIENCES EDUCATION | 2018年 / 17卷 / 02期
基金
美国国家科学基金会;
关键词
TEACHING PRACTICE GAP; UNKNOWN FUNCTION;
D O I
10.1187/cbe.17-12-0250
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Course-based undergraduate research experiences (CUREs) have been described in a range of educational contexts. Although various anticipated learning outcomes (ALOs) have been proposed, processes for identifying them may not be rigorous or well documented, which can lead to inappropriate assessment and speculation about what students actually learn from CUREs. In this essay, we offer a user-friendly and rigorous approach based on evidence and an easy process to identify ALOs, namely, a five-step Process for Identifying Course-Based Undergraduate Research Abilities (PICURA), consisting of a content analysis, an open-ended survey, an interview, an alignment check, and a two-tiered Likert survey. The development of PICURA was guided by four criteria: 1) the process is iterative, 2) the overall process gives more insight than individual data sources, 3) the steps of the process allow for consensus across the data sources, and 4) the process allows for prioritization of the identified abilities. To address these criteria, we collected data from 10 participants in a multi-institutional biochemistry CURE. In this essay, we use two selected research abilities to illustrate how PICURA was used to identify and prioritize such abilities. PICURA could be applied to other CUREs in other contexts.
引用
收藏
页数:14
相关论文
共 50 条
  • [1] A Course-based Undergraduate Research Experience (CURE) in Biochemistry II Lecture
    Ragan, Emily
    [J]. FASEB JOURNAL, 2020, 34
  • [2] Transition to a Course-based Undergraduate Research Experience (CURE)
    Craig, Paul Alfred
    Mills, Jeffrey L.
    Roberts, Rebecca
    Pikaart, Michael
    Daubner, Colette
    Irby, Stefan
    Anderson, Trevor
    [J]. FASEB JOURNAL, 2017, 31
  • [3] How to Assess Your CURE: A Practical Guide for Instructors of Course-Based Undergraduate Research Experiences
    Shortlidge, Erin E.
    Brownell, Sara E.
    [J]. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION, 2016, 17 (03) : 399 - 408
  • [4] Interdisciplinary Collaborations: A Course-based Undergraduate Research Experience (CURE).
    Roberts, R.
    Koeppe, J.
    Price, S.
    Craig, P.
    [J]. MOLECULAR BIOLOGY OF THE CELL, 2017, 28
  • [5] A Course-Based Undergraduate Research Experience (CURE) in Soccer Analytics
    Goodman, Russell E.
    Valster, Katelin
    [J]. MATHEMATICS ENTHUSIAST, 2022, 19 (03): : 751 - 758
  • [6] A course-based undergraduate research experience in biochemistry that is suitable for students with various levels of preparedness
    Shelby, Shameka J.
    [J]. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, 2019, 47 (03) : 220 - 227
  • [7] Student Perceptions of Their Gains in Course-Based Undergraduate Research Abilities Identified as the Anticipated Learning Outcomes for a Biochemistry CURE
    Irby, Stefan M.
    Pelaez, Nancy J.
    Anderson, Trevor R.
    [J]. JOURNAL OF CHEMICAL EDUCATION, 2020, 97 (01) : 56 - 65
  • [8] Redesign of an Advanced Biochemistry Laboratory into a Course-Based Undergraduate Research Experience
    Sherrer, Shanen
    [J]. FASEB JOURNAL, 2021, 35
  • [9] Integrating Computation and Wet Lab Methods in a Biochemistry Lab Course-Based Undergraduate Research Experience (Cure)
    Koeppe, Julia R.
    McDonald, Ashley Ringer
    Roberts, Rebecca
    Craig, Paul A.
    [J]. BIOPHYSICAL JOURNAL, 2020, 118 (03) : 318A - 318A
  • [10] Effects of Course-based Undergraduate Research Experiences (CURE) on Wildlife Students
    Flaherty, Elizabeth A.
    Walker, Sarah M.
    Forrester, Jennifer H.
    Ben-David, Merav
    [J]. WILDLIFE SOCIETY BULLETIN, 2017, 41 (04): : 701 - 711