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Mader CM, Beck CW, Grillo WH, et al. Multi-Institutional, Multidisciplinary Study of the Impact of Course-Based Research Experiences. J Microbiol Biol Educ. 2017;18(2)doi: 10.1128/jmbe.v18i2.1317.
Mader, C. M., Beck, C. W., Grillo, W. H., Hollowell, G. P., Hennington, B. S., Staub, N. L., Delesalle, V. A., Lello, D., Merritt, R. B., Griffin, G. D., Bradford, C., Mao, J., Blumer, L. S., & White, S. L. (2017). Multi-Institutional, Multidisciplinary Study of the Impact of Course-Based Research Experiences. Journal of microbiology & biology education, 18(2), . https://doi.org/10.1128/jmbe.v18i2.1317
Mader, Catherine M, et al. "Multi-Institutional, Multidisciplinary Study of the Impact of Course-Based Research Experiences." Journal of microbiology & biology education vol. 18,2 (2017). doi: https://doi.org/10.1128/jmbe.v18i2.1317
Mader CM, Beck CW, Grillo WH, Hollowell GP, Hennington BS, Staub NL, Delesalle VA, Lello D, Merritt RB, Griffin GD, Bradford C, Mao J, Blumer LS, White SL. Multi-Institutional, Multidisciplinary Study of the Impact of Course-Based Research Experiences. J Microbiol Biol Educ. 2017 Sep 01;18(2). doi: 10.1128/jmbe.v18i2.1317. eCollection 2017. PMID: 28861141; PMCID: PMC5577972.
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J Microbiol Biol Educ. 2017 Sep 01;18(2). doi: 10.1128/jmbe.v18i2.1317. eCollection 2017.

Multi-Institutional, Multidisciplinary Study of the Impact of Course-Based Research Experiences.

Journal of microbiology & biology education

Catherine M Mader, Christopher W Beck, Wendy H Grillo, Gail P Hollowell, Bettye S Hennington, Nancy L Staub, Veronique A Delesalle, Denise Lello, Robert B Merritt, Gerald D Griffin, Chastity Bradford, Jinghe Mao, Lawrence S Blumer, Sandra L White

Affiliations

  1. Department of Physics, Hope College, Holland, MI 49423.
  2. Department of Biology, Emory University, Atlanta, GA 30322.
  3. Department of Biology, North Carolina Central University, Durham, NC 27707.
  4. Department of Biology, Tougaloo College, Tougaloo, MS 39174.
  5. Biology Department, Gonzaga University, Spokane, WA 99258.
  6. Department of Biology, Gettysburg College, Gettysburg, PA 17325.
  7. Department of Biological Sciences, Smith College, Northampton, MA 01063.
  8. Department of Biology, Tuskegee University, Tuskegee Institute, AL 36088.
  9. Department of Biology, Hope College, Holland, MI 49423.
  10. Department of Biology, Morehouse College, Atlanta, GA 30314.
  11. Center for Science, Math and Technology Education, North Carolina Central University, Durham, NC 27707.

PMID: 28861141 PMCID: PMC5577972 DOI: 10.1128/jmbe.v18i2.1317

Abstract

Numerous national reports have called for reforming laboratory courses so that all students experience the research process. In response, many course-based research experiences (CREs) have been developed and implemented. Research on the impact of these CREs suggests that student benefits can be similar to those of traditional apprentice-model research experiences. However, most assessments of CREs have been in individual courses at individual institutions or across institutions using the same CRE model. Furthermore, which structures and components of CREs result in the greatest student gains is unknown. We explored the impact of different CRE models in different contexts on student self-reported gains in understanding, skills, and professional development using the Classroom Undergraduate Research Experience (CURE) survey. Our analysis included 49 courses developed and taught at seven diverse institutions. Overall, students reported greater gains for all benefits when compared with the reported national means for the Survey of Undergraduate Research Experiences (SURE). Two aspects of these CREs were associated with greater student gains: 1) CREs that were the focus of the entire course or that more fully integrated modules within a traditional laboratory and 2) CREs that had a higher degree of student input and results that were unknown to both students and faculty.

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