New Perspectives in Science Education
Use of Instructional Modules to Support Students' Learning in Course-based Undergraduate Research Experiences (CUREs).
Corinna Most, Department of Ecology, Evolution, and Organismal Biology Iowa State University (United States)
Kale Hawks, Department of Ecology, Evolution, and Organismal Biology Iowa State University (United States)
Norah Warchola, Department of Ecology, Evolution, and Organismal Biology Iowa State University (United States)
Abstract
Course-based Undergraduate Research Experiences (CUREs) provide undergraduates with the opportunity to engage in original research. They foster greater understanding of the scientific process, increase students’ depth of knowledge in the specific subject, and promote the development of critical thinking skills [1]. They also increase graduation and completion rates [2], particularly for underrepresented students [3], and they can improve students’ sense of scientific self-efficacy [1,4], their scientific identity [5], and their scientific community values [3]. CURE participants are more likely to pursue further research opportunities, including through graduate programs [6]. To support both instructors and students in CUREs, we developed instructional modules that could be easily and flexibly included in courses’ digital Learning Management System (LMS). This project benefits students by providing more and consistently high-quality opportunities to engage in research; it benefits instructors by reducing the demand on their time as they develop and implement CUREs; and it benefits the University’s recruitment and retention goals by enhancing the appeal of Life Sciences majors. Here, we present on the structure and content of the modules we created, their implementation process, and pre/post-survey data we collected from students to assess their effectiveness.
Keywords: Course-based Undergraduate Research Experiences (CUREs); instructional support; student research.
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