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Student Perceptions of Twenty-First-Century Professional Skills Developed in a Course-Based Research Experience.

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Title: Student Perceptions of Twenty-First-Century Professional Skills Developed in a Course-Based Research Experience.
Authors: Hall, Kailah E.1 (AUTHOR) Kailah_hall1@baylor.edu, Sulak, Tracey N.1 (AUTHOR), Hebda, Maryann R.1 (AUTHOR), St. Louis, Alex T.2 (AUTHOR), Lutz, Liesel A.1 (AUTHOR), Harvill, Marty L.3 (AUTHOR)
Source: Journal of Experiential Education. Jun2026, Vol. 49 Issue 2, p371-399. 29p.
Subject Terms: *Science education, *Creative ability, *Critical thinking, Mentoring, Professional competence, Social skills
Abstract: Background: Twenty-first-century professional skills are vital to success in science careers and can be developed through participation in course-based undergraduate research experiences (CUREs). However, CURE research rarely explores outcomes of undergraduates who serve as mentors and their perceptions of their skill development. Purpose: This study investigated how undergraduate biology students perceived their development of 21st-century professional skills as a result of Inclusive Biologists Engaging in Active Research with Students (iBEARS), a CURE approach to experiential learning that positioned them to serve as research mentors to local classes of K–12 students. Method: Using a phenomenological case study design, we analyzed pre- and post-CURE reflection data from 24 of the undergraduates and follow-up interview data from four former CURE participants to examine their perceptions of developing the following competencies: communication, collaboration, critical thinking, and creativity. Findings: Thematic analysis revealed that participants recognized their utilization of skills during CURE participation but also felt that they had strengthened each skill. Communication skills were the most recognized and discussed by participants, while creativity skills were the least discussed. Implications: Educators should work to broaden access to CURE curricula that offer opportunities for undergraduates to serve as mentors to younger students. Future research should include analyses of CURE components and their resulting development. Significance of Research Statement: This study shows how CUREs and serving as research mentors can develop college students' professional skills in science. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Experiential Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Student Perceptions of Twenty-First-Century Professional Skills Developed in a Course-Based Research Experience.
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  Data: <searchLink fieldCode="AR" term="%22Hall%2C+Kailah+E%2E%22">Hall, Kailah E.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Kailah_hall1@baylor.edu</i><br /><searchLink fieldCode="AR" term="%22Sulak%2C+Tracey+N%2E%22">Sulak, Tracey N.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hebda%2C+Maryann+R%2E%22">Hebda, Maryann R.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22St%2E+Louis%2C+Alex+T%2E%22">St. Louis, Alex T.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lutz%2C+Liesel+A%2E%22">Lutz, Liesel A.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Harvill%2C+Marty+L%2E%22">Harvill, Marty L.</searchLink><relatesTo>3</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Experiential+Education%22">Journal of Experiential Education</searchLink>. Jun2026, Vol. 49 Issue 2, p371-399. 29p.
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  Data: *<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Creative+ability%22">Creative ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+competence%22">Professional competence</searchLink><br /><searchLink fieldCode="DE" term="%22Social+skills%22">Social skills</searchLink>
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  Data: Background: Twenty-first-century professional skills are vital to success in science careers and can be developed through participation in course-based undergraduate research experiences (CUREs). However, CURE research rarely explores outcomes of undergraduates who serve as mentors and their perceptions of their skill development. Purpose: This study investigated how undergraduate biology students perceived their development of 21st-century professional skills as a result of Inclusive Biologists Engaging in Active Research with Students (iBEARS), a CURE approach to experiential learning that positioned them to serve as research mentors to local classes of K–12 students. Method: Using a phenomenological case study design, we analyzed pre- and post-CURE reflection data from 24 of the undergraduates and follow-up interview data from four former CURE participants to examine their perceptions of developing the following competencies: communication, collaboration, critical thinking, and creativity. Findings: Thematic analysis revealed that participants recognized their utilization of skills during CURE participation but also felt that they had strengthened each skill. Communication skills were the most recognized and discussed by participants, while creativity skills were the least discussed. Implications: Educators should work to broaden access to CURE curricula that offer opportunities for undergraduates to serve as mentors to younger students. Future research should include analyses of CURE components and their resulting development. Significance of Research Statement: This study shows how CUREs and serving as research mentors can develop college students' professional skills in science. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Experiential Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Jun2026
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