Bridging the Gap: Increasing Accessibility to Authentic Learning in Undergraduate Education
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| Title: | Bridging the Gap: Increasing Accessibility to Authentic Learning in Undergraduate Education |
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| Language: | English |
| Authors: | Lindsay A. McCulloch (ORCID |
| Source: | Journal of Microbiology & Biology Education. 2026 27(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: | 8 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Science Foundation (NSF), Research Coordination Networks in Undergraduate Biology Education (RCN-UBE) |
| Contract Number: | 2120141 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Authentic Learning, Undergraduate Students, Student Research, Access to Education, Student Experience, Electronic Learning, Biology, Science Instruction, Ecology, Barriers, Open Educational Resources, Access to Information |
| ISSN: | 1935-7877 1935-7885 |
| Abstract: | Authentic learning, defined as direct engagement with real-world problems, data, and professional practices, is widely cited for improving STEMM students' knowledge, skills, and retention. Course-based undergraduate research experiences (CUREs) and research experiences for undergraduates (REUs) increase students' understanding of scientific content and processes, and STEMM career interest. However, these experiences are often resource and time intensive. As a result, many students are unable to access these formative experiences due to differences in ability, financial constraints, or family and caregiving responsibilities. Open educational resources can broaden access to authentic learning, especially for place-based learning in tropical field settings. We introduce a new concept of free interactive research-based experiences (FIREs) as a category of instructional design that has many of the benefits of CUREs and REUs while removing many barriers. As a case study, we present the Online Content for Experiential Learning of Tropical Systems (OCELOTS) network and their open-access modules that are grounded in peer-reviewed tropical biology research. Hosted on the Gala platform, these modules are adaptable, multilingual, and integrative; they feature real data sets, visualizations, and simulations for instructors to implement authentic learning without specialized infrastructure. Instructor feedback from OCELOTS module implementations highlights gains in student engagement, conceptual understanding, and appreciation for real-world science. We argue that FIREs complement existing authentic learning frameworks and should be part of a diverse set of authentic learning opportunities used by educators. As a community, we should prioritize the assessment of short- and long-term impacts of FIREs on student outcomes to guide further adoption and funding support. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504682 |
| Database: | ERIC |
| Abstract: | Authentic learning, defined as direct engagement with real-world problems, data, and professional practices, is widely cited for improving STEMM students' knowledge, skills, and retention. Course-based undergraduate research experiences (CUREs) and research experiences for undergraduates (REUs) increase students' understanding of scientific content and processes, and STEMM career interest. However, these experiences are often resource and time intensive. As a result, many students are unable to access these formative experiences due to differences in ability, financial constraints, or family and caregiving responsibilities. Open educational resources can broaden access to authentic learning, especially for place-based learning in tropical field settings. We introduce a new concept of free interactive research-based experiences (FIREs) as a category of instructional design that has many of the benefits of CUREs and REUs while removing many barriers. As a case study, we present the Online Content for Experiential Learning of Tropical Systems (OCELOTS) network and their open-access modules that are grounded in peer-reviewed tropical biology research. Hosted on the Gala platform, these modules are adaptable, multilingual, and integrative; they feature real data sets, visualizations, and simulations for instructors to implement authentic learning without specialized infrastructure. Instructor feedback from OCELOTS module implementations highlights gains in student engagement, conceptual understanding, and appreciation for real-world science. We argue that FIREs complement existing authentic learning frameworks and should be part of a diverse set of authentic learning opportunities used by educators. As a community, we should prioritize the assessment of short- and long-term impacts of FIREs on student outcomes to guide further adoption and funding support. |
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| ISSN: | 1935-7877 1935-7885 |
