A CURE lab in an introductory biology course has minimal impact on student outcomes, self-confidence, and preferences compared to a traditional lab DOI Creative Commons
Andrew F. Mashintonio, Richard H. Heineman

Journal of Microbiology and Biology Education, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 20, 2025

ABSTRACT Course-based undergraduate research experiences (CUREs) have grown in popularity, particularly within introductory biology courses, to provide more students with authentic experiences. CUREs been shown many of the same positive effects as conventional experiences; however, most assessments lack an appropriate comparison group evaluate their effectiveness. Here, we introduced a CURE into lab at regional public university but maintained traditional, “cookie-cutter” half sections over 3-year period. We compared changes test scores and survey responses, final lecture scores, D, F, withdrawal, incomplete (DFWI) retention rates between non-honors each group. While both groups showed significant improvement only transfer had significantly greater vs traditional lab. Students increases self-confidence some lab-related tasks, differences these were generally not groups. There no score, DFWI rate, or rate. Factors affecting measured success may include type chosen, student career interests, COVID-19; other impacts captured by our measurements. This study demonstrates importance carefully choosing match population, well assessing CURE’s impact against

Language: Английский

A CURE lab in an introductory biology course has minimal impact on student outcomes, self-confidence, and preferences compared to a traditional lab DOI Creative Commons
Andrew F. Mashintonio, Richard H. Heineman

Journal of Microbiology and Biology Education, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 20, 2025

ABSTRACT Course-based undergraduate research experiences (CUREs) have grown in popularity, particularly within introductory biology courses, to provide more students with authentic experiences. CUREs been shown many of the same positive effects as conventional experiences; however, most assessments lack an appropriate comparison group evaluate their effectiveness. Here, we introduced a CURE into lab at regional public university but maintained traditional, “cookie-cutter” half sections over 3-year period. We compared changes test scores and survey responses, final lecture scores, D, F, withdrawal, incomplete (DFWI) retention rates between non-honors each group. While both groups showed significant improvement only transfer had significantly greater vs traditional lab. Students increases self-confidence some lab-related tasks, differences these were generally not groups. There no score, DFWI rate, or rate. Factors affecting measured success may include type chosen, student career interests, COVID-19; other impacts captured by our measurements. This study demonstrates importance carefully choosing match population, well assessing CURE’s impact against

Language: Английский

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