Using the Laboratory Observation Protocol for Undergraduate STEM to Determine Instructor Style for Course-based Undergraduate Research Experiences
Faculty Mentor
Sue Ellen Dechenne-Peters
Location
Savannah Ballroom
Type of Research
On-going
Session Format
Poster Presentation
College
Allen E. Paulson College of Engineering & Computing
Department
Biology
Abstract
Course-Based Undergraduate Research Experiences (CUREs) are designed to promote inquiry-driven laboratory learning; however, limited research has examined the specific instructor and student behaviors that occur within these environments.This study characterizes both instructor and student behaviors in a Wolbachia CURE biology course at a Southeastern Research University, using the Laboratory Observation Protocol for Undergraduate STEM (LOPUS). Videos were collected from four instructors during five sessions of the Wolbachia CURE. Using the LOPUS, 22 observable behaviors of instructors and students were coded for every two minute interval. Differences between coders were evaluated to ensure interrater reliability. Behavioral frequencies are being analyzed to identify common interaction and instructional patterns within the Wolbachia CURE. Students most commonly exhibited one-on-one student questions, answering questions, listening, lab, and student questions. While the main instructor behaviors observed were monitoring, administration, demonstration, lecture, and follow-up. By observing instructor and student behaviors within a CURE course, this study documents how instructors and students interact. These findings provide a foundation for future research examining how CUREs shape classroom dynamics and instructional roles in undergraduate STEM laboratories.
Program Description
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Start Date
4-21-2026 10:00 AM
End Date
4-21-2026 12:00 PM
Recommended Citation
Brown, Caroline; Eldridge, Quinna; Hicks, Gillian; Holmes, Khaniyah; Kalio, Jolie; and Dechenne-Peters, Sue Ellen Phd., "Using the Laboratory Observation Protocol for Undergraduate STEM to Determine Instructor Style for Course-based Undergraduate Research Experiences" (2026). GS4 Student Scholars Symposium. 22.
https://digitalcommons.georgiasouthern.edu/research_symposium/2026A/2026A/22
Using the Laboratory Observation Protocol for Undergraduate STEM to Determine Instructor Style for Course-based Undergraduate Research Experiences
Savannah Ballroom
Course-Based Undergraduate Research Experiences (CUREs) are designed to promote inquiry-driven laboratory learning; however, limited research has examined the specific instructor and student behaviors that occur within these environments.This study characterizes both instructor and student behaviors in a Wolbachia CURE biology course at a Southeastern Research University, using the Laboratory Observation Protocol for Undergraduate STEM (LOPUS). Videos were collected from four instructors during five sessions of the Wolbachia CURE. Using the LOPUS, 22 observable behaviors of instructors and students were coded for every two minute interval. Differences between coders were evaluated to ensure interrater reliability. Behavioral frequencies are being analyzed to identify common interaction and instructional patterns within the Wolbachia CURE. Students most commonly exhibited one-on-one student questions, answering questions, listening, lab, and student questions. While the main instructor behaviors observed were monitoring, administration, demonstration, lecture, and follow-up. By observing instructor and student behaviors within a CURE course, this study documents how instructors and students interact. These findings provide a foundation for future research examining how CUREs shape classroom dynamics and instructional roles in undergraduate STEM laboratories.
