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Toward a Conceptual Framework for Measuring the Effectiveness of Course-Based Undergraduate Research Experiences in Undergraduate Biology

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Bibliographic Details
Title: Toward a Conceptual Framework for Measuring the Effectiveness of Course-Based Undergraduate Research Experiences in Undergraduate Biology
Language: English
Authors: Brownell, Sara E., Kloser, Matthew J.
Source: Studies in Higher Education. 2015 40(3):525-544.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2015
Sponsoring Agency: National Science Foundation
Contract Number: 0941984
Document Type: Journal Articles
Information Analyses
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Biology, Science Instruction, Undergraduate Students, Guidelines, Educational Change, Science Laboratories, Outcomes of Education, Research Skills, Course Evaluation, Educational Objectives, Evaluation Methods, Inquiry, Classification, Case Studies, Introductory Courses, Scientific Research, Surveys, Scientists, Thinking Skills, Cooperation, Student Evaluation
DOI: 10.1080/03075079.2015.1004234
ISSN: 0307-5079
Abstract: Recent calls for reform have advocated for extensive changes to undergraduate science lab experiences, namely providing more authentic research experiences for students. Course-based Undergraduate Research Experiences (CUREs) have attempted to eschew the limitations of traditional "cookbook" laboratory exercises and have received increasing visibility in the literature. However, evaluating the outcomes of these experiences remains inconsistent and incomplete partly because of differing goals and conceptual frameworks on the part of those both teaching and assessing the courses. This paper synthesizes existing literature on CUREs and assessment practices to propose a framework for how researchers and practitioners may better align the goals and evaluation practices of CUREs in order to provide a more consistent view of these reformed laboratory courses for the field.
Abstractor: As Provided
Number of References: 74
Entry Date: 2015
Accession Number: EJ1054268
Database: ERIC
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Abstract:Recent calls for reform have advocated for extensive changes to undergraduate science lab experiences, namely providing more authentic research experiences for students. Course-based Undergraduate Research Experiences (CUREs) have attempted to eschew the limitations of traditional "cookbook" laboratory exercises and have received increasing visibility in the literature. However, evaluating the outcomes of these experiences remains inconsistent and incomplete partly because of differing goals and conceptual frameworks on the part of those both teaching and assessing the courses. This paper synthesizes existing literature on CUREs and assessment practices to propose a framework for how researchers and practitioners may better align the goals and evaluation practices of CUREs in order to provide a more consistent view of these reformed laboratory courses for the field.
ISSN:0307-5079
DOI:10.1080/03075079.2015.1004234