Generating Publishable Data from Course-Based Undergraduate Research Experiences in Chemistry.
Generating Publishable Data from Course-Based Undergraduate Research Experiences in Chemistry.
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DOI：
10.1021/acs.jchemed.3c00354
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发表时间：
2023-09-12
影响因子：
3
通讯作者：
Steed PR
中科院分区：
文献类型：
--
作者：
Wolfe AL;Steed PR
将基于课程的本科生研究经验（CURES）嵌入化学课程已成为一种最佳实践，因为有压倒性的证据表明，这些经验加深了学生的内容理解，提高了学生解决问题的能力，并增加了专业内的保留。出于这些原因，教师往往鼓励开发他们的课程，这通常需要大量的努力和行政/财政支持的CURE。为了证明这些努力的合理性，CURE开发对教师最常见的好处之一是，他们可以试点研究项目，并在科学出版物中发表CURE期间产生的数据。然而，文献中很少有证据表明这些益处通常会发生。基于直接的上层，跨学科的CURE开发经验和跨机构类型的教师的全国性调查，很明显，由于几个常见的障碍，将CURE数据转化为可持续的科学是相当具有挑战性的。确定的障碍包括需要后续的数据，必须由教师或研究生，缺乏再现性的数据产生的新手学生，以及教师的时间来写的手稿。此外，机构类型（私人与公共非博士学位授予;非博士学位授予与博士学位授予），教师等级和CURE水平（较低与较高水平的课程），以及其他因素，影响CURE数据出版的可能性。基于这些结果和经验，最大限度地提高学生和教师的积极成果与CURE的设计和实施方面的最佳实践已经制定。
Embedding Course-based Undergraduate Research Experiences (CUREs) into chemistry curricula has become a best practice due to the overwhelming evidence that these experiences deepen students’ content comprehension, improve students’ problem-solving skills, and increase retention within the major. For these reasons, faculty are often encouraged to develop CUREs for their courses, which typically take a substantial amount of effort and administrative/financial support. To justify these efforts, one of the most cited benefits of CURE development for faculty specifically is that they can pilot research projects and publish data produced during CUREs in scientific publications. However, there is less evidence in the literature that these benefits commonly occur. Based on direct upper-level, interdisciplinary CURE development experience and a national survey of faculty across institution types, it is clear that translating CURE data into publishable science is quite challenging due to several common barriers. Barriers identified include the need for follow up data that must be generated by either the faculty or a research student, the lack of reproducibility of data generated by novice students, and the lack of faculty time to write the manuscripts. Additionally, institution type (private vs public non-PhD granting; non-PhD granting vs PhD granting), faculty rank, and CURE level (lower vs upper-level courses), among other factors, impacted the likelihood of publication of CURE data. Based on these results and experiences, best practices for maximizing positive outcomes for both students and faculty with regard to CURE design and implementation have been developed.
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影响因子：
1.9
作者：
Shortlidge EE;Bangera G;Brownell SE
通讯作者：
Brownell SE
DOI：
10.1187/cbe.21-06-0154
发表时间：
2022-12
期刊：
CBE life sciences education
影响因子：
--
作者：
通讯作者：
--
影响因子：
10.1
作者：
Shortlidge, Erin E.;Bangera, Gita;Brownell, Sara E.
通讯作者：
Brownell, Sara E.
影响因子：
3
作者：
MILLER, KM;HAGE, DS
通讯作者：
HAGE, DS
影响因子：
4.1
作者：
Ciprich, John F.;Buckhalt, Alexander J. E.;Carroll, Lane L.;Chen, David;DeFiglia, Steven A.;McConnell, Riley S.;Parmar, Dhruvi J.;Pistor, Olivia L.;Rao, Aliyah B.;Rubin, M. Lillian;Volk, Grace E.;Steed, P. Ryan;Wolfe, Amanda L.
通讯作者：
Wolfe, Amanda L.