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    Modeling Course-Based Undergraduate Research Experiences: An Agenda for Future Research and Evaluation

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    2015_09_Corwin.pdf (793.6Kb)
    Date
    2015-03
    Author
    Corwin, Lisa A.
    Graham, Mark J.
    Dolan, Erin L.
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    Abstract
    Course-based undergraduate research experiences (CUREs) are being championed as scalable ways of involving undergraduates in science research. Studies of CUREs have shown that participating students achieve many of the same outcomes as students who complete research internships. However, CUREs vary widely in their design and implementation, and aspects of CUREs that are necessary and sufficient to achieve desired student outcomes have not been elucidated. To guide future research aimed at understanding the causal mechanisms underlying CURE efficacy, we used a systems approach to generate pathway models representing hypotheses of how CURE outcomes are achieved. We started by reviewing studies of CUREs and research internships to generate a comprehensive set of outcomes of research experiences, determining the level of evidence supporting each outcome. We then used this body of research and drew from learning theory to hypothesize connections between what students do during CUREs and the outcomes that have the best empirical support. We offer these models as hypotheses for the CURE community to test, revise, elaborate, or refute. We also cite instruments that are ready to use in CURE assessment and note gaps for which instruments need to be developed.
    Department
    Science and Mathematics Education
    Subject
    genomics education partnership
    millennium scholars program
    student
    self-assessment
    college-students
    experimental-design
    african-american
    project ownership
    science research
    benefits
    career
    education, scientific disciplines
    URI
    http://hdl.handle.net/2152/43239
    xmlui.dri2xhtml.METS-1.0.item-citation
    Corwin, Lisa A., Mark J. Graham, and Erin L. Dolan. "Modeling course-based undergraduate research experiences: an agenda for future research and evaluation." CBE-Life Sciences Education, Vol. 14, No. 1 (Mar., 2015): es1.
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    University of Texas at Austin Libraries
    • facebook
    • twitter
    • instagram
    • youtube
    • CONTACT US
    • MAPS & DIRECTIONS
    • JOB OPPORTUNITIES
    • UT Austin Home
    • Emergency Information
    • Site Policies
    • Web Accessibility Policy
    • Web Privacy Policy
    • Adobe Reader
    Subscribe to our NewsletterGive to the Libraries

    © The University of Texas at Austin