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   Harmon, Brenda B; Das, Deepika; Neuman, Annette W; Nkomo, Simbarashe; Powell, Nichole L; Scharf, Austin (June 2024, Journal of Chemical Education)
2. Assessing students’ views about experimental physics in a German laboratory course

   https://doi.org/10.1088/1742-6596/2750/1/012013  

   Teichmann, E; Lewandowski, H J; Alemani, M (April 2024, Journal of Physics: Conference Series)

   Abstract Physics laboratory courses (PLC) have been recently the topic of several research studies examining their effectiveness at reaching their goals. As a result, a discussion about the effectiveness of traditional PLC for students’ content knowledge, skills, and “expert-thinking” acquisition has developed. Critical for the investigation of students learning in those settings has been the development of research-based assessments tools. An example of those is the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). Recently, we translated the E-CLASS into German and set up a centralized survey administration system for instructors, allowing data acquisition and automated data analysis. Previously, we described this process and presented the preliminary results of the study of the introductory PLC at the University of Potsdam (UP). Here, we present an extended study that allows us to make stronger conclusions about students’ views about experimental physics at the UP. Overall, we find that students at US institutions have a higher level of “expert-like” views than students at the UP. 

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3. Redesign of an Advanced Biochemistry Laboratory into a Course‐Based Undergraduate Research Experience

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   Sherrer, Shanen (May 2021, The FASEB Journal)

   null (Ed.)
4. Development of a Laboratory Course in Industrial Power and Control for Electrical Engineers

   https://doi.org/10.18260/1-2--46031  

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5. Adding Authenticity to Inquiry in a First-Year, Research-Based, Biology Laboratory Course

   https://doi.org/10.1187/cbe.18-07-0126  

   Indorf, Jane L.; Weremijewicz, Joanna; Janos, David P.; Gaines, Michael S.; Hatfull, Graham F. (September 2019, CBE—Life Sciences Education)

   Course-based undergraduate research experiences (CUREs) are an effective way to integrate research into an undergraduate science curriculum and extend research experiences to a large, diverse group of early-career students. We developed a biology CURE at the University of Miami (UM) called the UM Authentic Research Laboratories (UMARL), in which groups of first-year students investigated novel questions and conducted projects of their own design related to the research themes of the faculty instructors. Herein, we describe the implementation and student outcomes of this long-running CURE. Using a national survey of student learning through research experiences in courses, we found that UMARL led to high student self-reported learning gains in research skills such as data analysis and science communication, as well as personal development skills such as self-confidence and self-efficacy. Our analysis of academic outcomes revealed that the odds of students who took UMARL engaging in individual research, graduating with a degree in science, technology, engineering, or mathematics (STEM) within 4 years, and graduating with honors were 1.5–1.7 times greater than the odds for a matched group of students from UM’s traditional biology labs. The authenticity of UMARL may have fostered students’ confidence that they can do real research, reinforcing their persistence in STEM. 

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