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Course-based Undergraduate Research Experiences (CUREs) are an increasingly utilized model for exposing students to research. The lack of robust assessments is a major hurdle to wider adoption of CUREs. The Coronavirus Infectious Disease 2019 (COVID-19) pandemic necessitated a drastic shift of in-person courses to the online format. Using the Participant Perception Indicator (PPI) survey, we measured students’ self-reported changes in learning from such a biochemistry course at a large university in south Florida based on the Biochemistry Authentic Scientific Inquiry Lab (BASIL) model. By doing this, we were able to better understand the student-benefits of CUREs and how these benefits are affected by changes in learning modalities between two relevant semesters, i.e., winter and summer of 2020. Anticipated learning outcomes (ALOs) help partially fill the gap left by the loss of physical interaction in experimental procedures. Our analysis indicated that students learned more through bioinformatic experiments compared to their wet-lab counterparts. Using pre- and post- surveys, students reported that their experience and confidence gains lagged behind their knowledge gain of technique-based skills. Students are not as confident in their understanding of techniques when unable to perform those in the physical laboratory. Thus, despite extensive pursuit of the purpose and protocols of the experiments and techniques, neither their experience nor their confidence was on par with their knowledge. This study is one of the first examples demonstrating a quantitative student-learning assessment of a CURE in the science, technology, engineering, and mathematics (STEM) disciplines. The novel assessment strategies targeted to identify gaps in learning mastery could facilitate the adoption of CUREs, fostering opportunities for all undergraduate students to vital laboratory research experiences in STEM.
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Flexible Implementation of the BASIL CURE
Abstract Course‐based Undergraduate Research Experiences (CUREs) can be a very effective means to introduce a large number of students to research. CUREs are often an extension of the instructor's research, which may make them difficult to replicate in other settings because of differences in expertise or facilities. The BASIL (Biochemistry Authentic Scientific Inquiry Lab) CURE has evolved over the past 4 years as faculty members with different backgrounds, facilities, and campus cultures have all contributed to a robust curriculum focusing on enzyme function prediction that is suitable for implementation in a wide variety of academic settings. © 2019 International Union of Biochemistry and Molecular Biology, 47(5):498–505, 2019.
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- PAR ID:
- 10460093
- Publisher / Repository:
- Wiley Blackwell (John Wiley & Sons)
- Date Published:
- Journal Name:
- Biochemistry and Molecular Biology Education
- Volume:
- 47
- Issue:
- 5
- ISSN:
- 1470-8175
- Page Range / eLocation ID:
- p. 498-505
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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