Faculty Perspectives on Developing and Teaching Course-Based Undergraduate Research Experiences
Faculty Perspectives on Developing and Teaching Course-Based Undergraduate Research Experiences
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DOI：
10.1093/biosci/biv167
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发表时间：
2016-01-01
期刊：
影响因子：
10.1
通讯作者：
Brownell, Sara E.
中科院分区：
文献类型：
--
作者：
Shortlidge, Erin E.;Bangera, Gita;Brownell, Sara E.
国家呼吁本科生物学教育的改革，建议将研究经验融入本科课程。以课程为基础的本科生研究经验（CURES）已经成为一种模式，通过它提供研究经验给所有学生。研究表明，学生受益于多种方式从CURE，但很少有人知道教师如何受益。这项研究提出了第一个定性调查的角度来看，一个不同的群体的教师谁开发和教的CURE源于自己的研究兴趣。教师参与者报告了一些教师的好处，可以从一个治愈，确定了各种挑战，实施治愈，并推测一个成功的治愈教师的属性。总而言之，我们的研究结果可能是促进CURE广泛实施的一种方式。
National calls for the transformation of undergraduate biology education have recommended the integration of research experiences into the undergraduate curriculum. Course-based undergraduate research experiences (CUREs) have emerged as a model by which to offer research experiences to all students. Studies have demonstrated that students benefit in multiple ways from CUREs, but little is known regarding how faculty benefit. This study presents the first qualitative investigation into the perspectives of a diverse group of faculty members who have developed and taught CUREs stemming from their own research interests. The faculty participants reported a number of faculty benefits that can result from a CURE, identified a variety of challenges to implementing CUREs, and speculated about the attributes of a successful CURE instructor. Altogether, our findings could be a way to promote the widespread implementation of CUREs.