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Abstract Course‐based Undergraduate Research Experiences (CUREs) have beneficial impacts on students and the capacity to provide authentic research experiences that are accessible and beneficial to all students, especially those from Minoritized Groups. CUREs can be presented in a full semester format (cCURE) and shorter modules incorporated into laboratory courses (mCURE). In this study, protein‐centric CUREs were implemented at two minority‐serving Community Colleges (CCs) in introductory biology and chemistry courses. Using validated assessment tools, student self‐reported gains, and institutional data, we examined student outcomes in three conditions: control, mCURE, and cCURE courses. We also examined whether there was a differential impact on student outcomes by Minoritized Group status. Our findings show that students from Minoritized Groups have improved scientific literacy compared to their White/Asian peers in the cCUREs, whereas students from Minoritized Groups in the control course had lower relative scientific literacy. There was no significant difference in STEM Career Interest between the three conditions. Most significantly, the one‐year retention rate of students from the mCURE condition was 24% higher than that seen among control students. Furthermore, retention of students from Minoritized Groups in mCUREs was significantly higher than in control courses, whereas no significant difference was observed in White/Asian students. Taken together, these data suggest that CUREs can be an impactful practice in introductory courses at CCs, especially for students from Minoritized Groups.
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Addressing the Unique Qualities of Upper-Level Biology Course-based Undergraduate Research Experiences through the Integration of Skill-Building
Synopsis Early exposure to course-based undergraduate research experiences (CUREs) in introductory biology courses can promote positive student outcomes such as increased confidence, critical thinking, and views of applicability in lower-level courses, but it is unknown if these same impacts are achieved by upper-level courses. Upper-level courses differ from introductory courses in several ways, and one difference that could impact these positive student outcomes is the importance of balancing structure with independence in upper-level CUREs where students typically have more autonomy and greater complexity in their research projects. Here we compare and discuss two formats of upper-level biology CUREs (Guided and Autonomous) that vary along a continuum between structure and independence. We share our experiences teaching an upper-level CURE in two different formats and contrast those formats through student reported perceptions of confidence, professional applicability, and CURE format. Results indicate that the Guided Format (i.e., a more even balance between structure and independence) led to more positive impacts on student outcomes than the Autonomous Format (less structure and increased independence). We review the benefits and drawbacks of each approach while considering the unique elements of upper-level courses relative to lower-level courses. We conclude with a discussion of how implementing structured skill-building can assist instructors in adapting CUREs to their courses.
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- Award ID(s):
- 1751296
- PAR ID:
- 10273000
- Date Published:
- Journal Name:
- Integrative and Comparative Biology
- ISSN:
- 1540-7063
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1093/icb/icab006
