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A Framework for Leveraging Network Course-Based Undergraduate Research Experience (CURE) Faculty to Develop, Validate, and Administer an Assessment Instrument

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Title: A Framework for Leveraging Network Course-Based Undergraduate Research Experience (CURE) Faculty to Develop, Validate, and Administer an Assessment Instrument
Language: English
Authors: Adam J. Kleinschmit (ORCID 0000-0003-3820-524X), Elizabeth Genné-Bacon, Kevin Drace, Brinda Govindan, Jennifer R. Larson (ORCID 0000-0003-4352-3517), Amber A. Qureshi, Carol Bascom-Slack (ORCID 0000-0002-2950-8997)
Source: Journal of Microbiology & Biology Education. 2024 25(1).
Availability: American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe
Peer Reviewed: Y
Page Count: 18
Publication Date: 2024
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1640399
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Student Research, College Faculty, Test Construction, Test Validity, Science Process Skills, Achievement Gains, Science Instruction, Teacher Attitudes, Measures (Individuals)
ISSN: 1935-7877
1935-7885
Abstract: Over the last several years, nationally disseminated course-based under graduate research experiences (CUREs) have emerged as an alternative to developing a novel CURE from scratch, but objective assessment of these multi-institution (network) CUREs across institutions is challenging due to differences in student populations, instructors, and fidelity of implementation. The time, money, and skills required to develop and validate a CURE-specific assessment instrument can be prohibitive. Here, we describe a co-design process for assessing a network CURE [the Prevalence of Antibiotic Resistance in the Environment (PARE)] that did not require support through external funding, was a relatively low time commitment for participating instructors, and resulted in a validated instrument that is usable across diverse PARE network institution types and implementation styles. Data collection efforts have involved over two dozen unique institutions, 42 course offerings, and over 1,300 pre-/post-matched assessment record data points. We demonstrated significant student learning gains but with small effect size in both content and science process skills after participation in the two laboratory sessions associated with the core PARE module. These results show promise for the efficacy of short-duration CUREs, an educational research area ripe for further investigation, and may support efforts to lower barriers for instructor adoption by leveraging a CURE network for developing and validating assessment tools.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1424169
Database: ERIC
FullText Text:
  Availability: 0
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  Data: A Framework for Leveraging Network Course-Based Undergraduate Research Experience (CURE) Faculty to Develop, Validate, and Administer an Assessment Instrument
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  Data: <searchLink fieldCode="AR" term="%22Adam+J%2E+Kleinschmit%22">Adam J. Kleinschmit</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3820-524X">0000-0003-3820-524X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elizabeth+Genné-Bacon%22">Elizabeth Genné-Bacon</searchLink><br /><searchLink fieldCode="AR" term="%22Kevin+Drace%22">Kevin Drace</searchLink><br /><searchLink fieldCode="AR" term="%22Brinda+Govindan%22">Brinda Govindan</searchLink><br /><searchLink fieldCode="AR" term="%22Jennifer+R%2E+Larson%22">Jennifer R. Larson</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4352-3517">0000-0003-4352-3517</externalLink>)<br /><searchLink fieldCode="AR" term="%22Amber+A%2E+Qureshi%22">Amber A. Qureshi</searchLink><br /><searchLink fieldCode="AR" term="%22Carol+Bascom-Slack%22">Carol Bascom-Slack</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2950-8997">0000-0002-2950-8997</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Microbiology+%26+Biology+Education%22"><i>Journal of Microbiology & Biology Education</i></searchLink>. 2024 25(1).
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  Data: American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe
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  Data: 18
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  Data: 2024
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  Data: National Science Foundation (NSF)
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  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Research%22">Student Research</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Process+Skills%22">Science Process Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gains%22">Achievement Gains</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink>
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  Data: 1935-7877<br />1935-7885
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  Data: Over the last several years, nationally disseminated course-based under graduate research experiences (CUREs) have emerged as an alternative to developing a novel CURE from scratch, but objective assessment of these multi-institution (network) CUREs across institutions is challenging due to differences in student populations, instructors, and fidelity of implementation. The time, money, and skills required to develop and validate a CURE-specific assessment instrument can be prohibitive. Here, we describe a co-design process for assessing a network CURE [the Prevalence of Antibiotic Resistance in the Environment (PARE)] that did not require support through external funding, was a relatively low time commitment for participating instructors, and resulted in a validated instrument that is usable across diverse PARE network institution types and implementation styles. Data collection efforts have involved over two dozen unique institutions, 42 course offerings, and over 1,300 pre-/post-matched assessment record data points. We demonstrated significant student learning gains but with small effect size in both content and science process skills after participation in the two laboratory sessions associated with the core PARE module. These results show promise for the efficacy of short-duration CUREs, an educational research area ripe for further investigation, and may support efforts to lower barriers for instructor adoption by leveraging a CURE network for developing and validating assessment tools.
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  Data: 2024
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  Data: EJ1424169
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      – Text: English
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        PageCount: 18
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Student Research
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      – SubjectFull: College Faculty
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      – SubjectFull: Test Construction
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      – SubjectFull: Science Process Skills
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