Adding Authenticity to Inquiry in a First-Year, Research-Based, Biology Laboratory Course
Adding Authenticity to Inquiry in a First-Year, Research-Based, Biology Laboratory Course
复制标题
DOI：
10.1187/cbe.18-07-0126
复制
发表时间：
2019-09-01
影响因子：
3.7
通讯作者：
Gaines, Michael S.
中科院分区：
文献类型：
--
作者：
Indorf, Jane L.;Weremijewicz, Joanna;Gaines, Michael S.
基于课程的本科研究经验（CURES）是将研究融入本科科学课程并将研究经验扩展到大量不同的早期职业学生群体的有效途径。我们在迈阿密大学（UM）开发了一个生物治疗项目，称为UM真实研究实验室（UMARL），其中一年级学生小组调查了新的问题，并进行了他们自己设计的项目，这些项目与教师的研究主题有关。在这里，我们描述了这个长期运行的CURE的实施和学生的成果。通过对学生在课程中的研究经验进行全国性调查，我们发现UMARL导致学生在数据分析和科学交流等研究技能以及自信和自我效能等个人发展技能方面的自我报告学习收益很高。我们对学术成果的分析显示，参加UMARL的学生从事个人研究，在4年内获得科学，技术，工程或数学（STEM）学位，并以荣誉毕业的可能性比UM传统生物实验室的一组匹配学生的可能性大1.5-1.7倍。UMARL的真实性可能培养了学生的信心，他们可以做真实的研究，加强了他们对STEM的坚持。
Course-based undergraduate research experiences (CUREs) are an effective way to integrate research into an undergraduate science curriculum and extend research experiences to a large, diverse group of early-career students. We developed a biology CURE at the University of Miami (UM) called the UM Authentic Research Laboratories (UMARL), in which groups of first-year students investigated novel questions and conducted projects of their own design related to the research themes of the faculty instructors. Herein, we describe the implementation and student outcomes of this long-running CURE. Using a national survey of student learning through research experiences in courses, we found that UMARL led to high student self-reported learning gains in research skills such as data analysis and science communication, as well as personal development skills such as self-confidence and self-efficacy. Our analysis of academic outcomes revealed that the odds of students who took UMARL engaging in individual research, graduating with a degree in science, technology, engineering, or mathematics (STEM) within 4 years, and graduating with honors were 1.5-1.7 times greater than the odds for a matched group of students from UM's traditional biology labs. The authenticity of UMARL may have fostered students' confidence that they can do real research, reinforcing their persistence in STEM.