3.8 Article

Can We Quantify If It's a CURE?

相关参考文献

注意:仅列出部分参考文献,下载原文获取全部文献信息。
Article Education, Scientific Disciplines

A Course-Based Undergraduate Research Experience (CURE) in Biology: Developing Systems Thinking through Field Experiences in Restoration Ecology

Erin Stanfield et al.

Summary: Course-based undergraduate research experiences (CUREs) can enhance students' research skills and persistence in their majors, promote equity and participation, and increase scientific identity. By engaging in scientific writing and developing systems thinking, students are able to improve their ability to evaluate and analyze biological systems. These experiences have a positive impact on Latinx students' equity gains and their personal and professional lives.

CBE-LIFE SCIENCES EDUCATION (2022)

Article Education, Scientific Disciplines

A CURE for the COVID-19 Era: A Vaccine-Focused Online Immunology Laboratory

Srishti Baid et al.

Summary: This study describes a newly developed online immunology laboratory curriculum focused on vaccine development. The course incorporated the CURE elements and successfully achieved the learning objectives. The results showed that students met the curriculum's goals and the course was effective in teaching immunology techniques.

JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION (2022)

Article Education, Scientific Disciplines

Keeping Students Connected and Engaged in a Wet-Lab Research Experience during a Time of Social Distancing via Mobile Devices and Video Conferencing Software

Michel Shamoon-Pour et al.

JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION (2022)

Article Education, Scientific Disciplines

Is This Science? Students' Experiences of Failure Make a Research-Based Course Feel Authentic

Emma C. Goodwin et al.

Summary: The study found that course-based undergraduate research experiences (CUREs) enhance students' perceptions of research authenticity compared to inquiry-based curricula. Students' experiences of failure, iteration, scientific practices, and relevant discoveries in CUREs are key factors in enhancing their perceived authenticity of research experiences.

CBE-LIFE SCIENCES EDUCATION (2021)

Article Education, Scientific Disciplines

The Relationship between Perceptions of Instructional Practices and Student Self-Efficacy In Guided-Inquiry Laboratory Courses

Christopher W. Beck et al.

Summary: Results of the study show that individual student perceptions of instructional practices within a course are significantly related to student self-efficacy, while average student perceptions and faculty perceptions of their own practices across courses are not significantly associated with student self-efficacy. This suggests that faculty should engage with students during curriculum development and use noncontent talk to reinforce the science practices students are engaging in during inquiry-based laboratory courses.

CBE-LIFE SCIENCES EDUCATION (2021)

Article Microbiology

Students in a Course-Based Undergraduate Research Experience Course Discovered Dramatic Changes in the Bacterial Community Composition Between Summer and Winter Lake Samples

Stokes S. Baker et al.

Summary: The CURE metagenomics course at the University of Detroit Mercy allowed students to investigate bacterial community composition in a real-world setting, leading to the discovery of previously unidentified organisms within the samples. Through advanced statistical analysis and next-generation sequencing technology, students were able to observe distinct differences between the summer and winter bacterial populations in Lake Saint Clair.

FRONTIERS IN MICROBIOLOGY (2021)

Article Chemistry, Multidisciplinary

Embedding Research Directly into the Chemistry Curriculum with an Organic to Analytical Sequence

William E. Allen et al.

Summary: The manuscript describes the implementation of a Course-based Undergraduate Research Experience (CURE) sequence in chemistry, linking lower division organic chemistry with upper-division analytical chemistry. Research on students in CURE laboratories and Standard Instruction laboratories revealed the benefits of the CURE sections and equality in assessment performance regardless of the instructional method.

JOURNAL OF CHEMICAL EDUCATION (2021)

Article Chemistry, Multidisciplinary

Design and Implementation of an Organic to Analytical CURE Sequence

William E. Allen et al.

Summary: This study describes the design and implementation of a course-based undergraduate research experience (CURE) sequence in chemistry, focusing on mimicking the survival mechanism of tardigrades using sugar molecules. Students conducted related research in two different chemistry courses. The fidelity of CURE was demonstrated through survey results, and the CURE sequence was run with student cohorts matching the demographics of all students in the course.

JOURNAL OF CHEMICAL EDUCATION (2021)

Article Microbiology

Student Outcomes From a Large-Enrollment Introductory Course-Based Undergraduate Research Experience on Soil Microbiomes

Stanley M. Lo et al.

Summary: Recent national reports emphasize the importance of engaging undergraduate students in authentic research experiences, leading to the development of course-based undergraduate research experiences (CUREs) in biological sciences, including microbiology. While traditional mentored research experiences offer benefits like increased self-efficacy and higher graduation rates in STEM majors, CUREs have the potential to democratize research experiences by providing opportunities to all students. However, many existing CUREs are designed for advanced undergraduates, highlighting the need for more inclusive opportunities.

FRONTIERS IN MICROBIOLOGY (2021)

Article Education, Scientific Disciplines

Fostering Inclusion through an Interinstitutional, Community-Engaged, Course-Based Undergraduate Research Experience

Michele K. H. Malotky et al.

JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION (2020)

Article Education, Scientific Disciplines

Increased Scaffolding and Inquiry in an Introductory Biology Lab Enhance Experimental Design Skills and Sense of Scientific Ability

Tess L. Killpack et al.

JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION (2020)

Article Education, Scientific Disciplines

The Impact of Broadly Relevant Novel Discoveries on Student Project Ownership in a Traditional Lab Course Turned CURE

Katelyn M. Cooper et al.

CBE-LIFE SCIENCES EDUCATION (2019)

Letter Education, Scientific Disciplines

The Need to Be Sure About CUREs: Discovery and Relevance as Critical Elements of CUREs for Nonmajors

Lisa A. Corwin et al.

JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION (2018)

Article Education, Scientific Disciplines

Alternative Realities: Faculty and Student Perceptions of Instructional Practices in Laboratory Courses

Christopher W. Beck et al.

CBE-LIFE SCIENCES EDUCATION (2016)

Article Education, Scientific Disciplines

The Laboratory Course Assessment Survey: A Tool to Measure Three Dimensions of Research-Course Design

Lisa A. Corwin et al.

CBE-LIFE SCIENCES EDUCATION (2015)

Article Education, Scientific Disciplines

Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report

Lisa Corwin Auchincloss et al.

CBE-LIFE SCIENCES EDUCATION (2014)

Article Education, Scientific Disciplines

Redefining Authentic Research Experiences in Introductory Biology Laboratories and Barriers to Their Implementation

Rachelle M. Spell et al.

CBE-LIFE SCIENCES EDUCATION (2014)

Editorial Material Biochemistry & Molecular Biology

Inquiry-based and research-based laboratory pedagogies in undergraduate science

Gabriela C. Weaver et al.

NATURE CHEMICAL BIOLOGY (2008)