Course-Based Undergraduate Research Experiences (CUREs) as Settings for Producing Competent Graduates: Grounding Perception with Measures of Core Competencies
Session Format
Presentation Session (20 minutes)
Session Format
Presentation Session (45 minutes)
Target Audience
Research
Location
Room 2904
Abstract for the conference program
Most studies of course-based undergraduate research experiences (CUREs) are limited by reliance on self-reported gains through surveys, and we seek resolution of this limitation by directly assessing gains from an immersive CURE that integrates bioinformatics analysis and conventional molecular experimentation. Science literacy, self-directed learning, critical thinking, and ability to develop argument were measured using rubrics designed to semi-quantitatively code writing assignments, journal club reports, and weekly learning logs. The CURE survey (Lopatto et al.) was modified to provide pre- and post-course measurement of perceptual gains in student skills, confidence, and science identity. Analysis of the initial cohort of students enrolled in the student indicate that gains in competence and self-directed learning are aligned with self-reported gains in science identity and scientific competence. We anticipate our tools and findings will inform efforts to build high-impact platforms for undergraduate research that can be scaled up throughout USG.
Proposal Track
Research Project
Proposal Track
R2: Completed Projects
Start Date
3-4-2016 11:30 AM
End Date
3-4-2016 11:50 AM
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Sanderson, Michael; Russell, Nancy; Campbell, Mariya; Poole, Therese; and Ulrich, Paul, "Course-Based Undergraduate Research Experiences (CUREs) as Settings for Producing Competent Graduates: Grounding Perception with Measures of Core Competencies" (2016). Interdisciplinary STEM Teaching & Learning Conference (2012-2019). 21.
https://digitalcommons.georgiasouthern.edu/stem/2016/2016/21
Course-Based Undergraduate Research Experiences (CUREs) as Settings for Producing Competent Graduates: Grounding Perception with Measures of Core Competencies
Room 2904
Most studies of course-based undergraduate research experiences (CUREs) are limited by reliance on self-reported gains through surveys, and we seek resolution of this limitation by directly assessing gains from an immersive CURE that integrates bioinformatics analysis and conventional molecular experimentation. Science literacy, self-directed learning, critical thinking, and ability to develop argument were measured using rubrics designed to semi-quantitatively code writing assignments, journal club reports, and weekly learning logs. The CURE survey (Lopatto et al.) was modified to provide pre- and post-course measurement of perceptual gains in student skills, confidence, and science identity. Analysis of the initial cohort of students enrolled in the student indicate that gains in competence and self-directed learning are aligned with self-reported gains in science identity and scientific competence. We anticipate our tools and findings will inform efforts to build high-impact platforms for undergraduate research that can be scaled up throughout USG.
