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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
Language: English
Authors: Lindsay A. McCulloch (ORCID 0000-0001-6868-2632), Brittany Cavazos, Carissa Ganong, Carlos Goller, Melissa Kjelvik, Pankaj Mehrotra, Rebecca Hardin, Ann Russell
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
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  Data: Bridging the Gap: Increasing Accessibility to Authentic Learning in Undergraduate Education
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  Data: <searchLink fieldCode="AR" term="%22Lindsay+A%2E+McCulloch%22">Lindsay A. McCulloch</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6868-2632">0000-0001-6868-2632</externalLink>)<br /><searchLink fieldCode="AR" term="%22Brittany+Cavazos%22">Brittany Cavazos</searchLink><br /><searchLink fieldCode="AR" term="%22Carissa+Ganong%22">Carissa Ganong</searchLink><br /><searchLink fieldCode="AR" term="%22Carlos+Goller%22">Carlos Goller</searchLink><br /><searchLink fieldCode="AR" term="%22Melissa+Kjelvik%22">Melissa Kjelvik</searchLink><br /><searchLink fieldCode="AR" term="%22Pankaj+Mehrotra%22">Pankaj Mehrotra</searchLink><br /><searchLink fieldCode="AR" term="%22Rebecca+Hardin%22">Rebecca Hardin</searchLink><br /><searchLink fieldCode="AR" term="%22Ann+Russell%22">Ann Russell</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Microbiology+%26+Biology+Education%22"><i>Journal of Microbiology & Biology Education</i></searchLink>. 2026 27(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: 8
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  Data: <searchLink fieldCode="DE" term="%22Authentic+Learning%22">Authentic Learning</searchLink><br /><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="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Ecology%22">Ecology</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Open+Educational+Resources%22">Open Educational Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Information%22">Access to Information</searchLink>
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  Data: 1935-7877<br />1935-7885
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  Data: 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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      – Text: English
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    Subjects:
      – SubjectFull: Authentic Learning
        Type: general
      – SubjectFull: Undergraduate Students
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      – SubjectFull: Student Research
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      – SubjectFull: Access to Education
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      – SubjectFull: Student Experience
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