How to Identify the Research Abilities That Instructors Anticipate Students Will Develop in a Biochemistry Course-Based Undergraduate Research Experience (CURE).
How to Identify the Research Abilities That Instructors Anticipate Students Will Develop in a Biochemistry Course-Based Undergraduate Research Experience (CURE).
复制标题
DOI：
10.1187/cbe.17-12-0250
复制
发表时间：
2018-06
期刊：
影响因子：
--
通讯作者：
Anderson TR
中科院分区：
文献类型：
--
作者：
Irby SM;Pelaez NJ;Anderson TR
基于课程的本科生研究经历（CURE）已在一系列教育背景下进行了描述。尽管已经提出了各种预期学习成果 (ALO)，但识别它们的过程可能并不严格或没有充分记录，这可能导致对学生实际从 CURE 中学到什么进行不适当的评估和猜测。在本文中，我们提供了一种基于证据的用户友好且严格的方法以及识别 ALO 的简单流程，即识别基于课程的本科生研究能力的五步流程 (PICURA)，包括内容分析、开放式调查、访谈、一致性检查和两层李克特调查。 PICURA 的开发遵循四个标准：1) 该过程是迭代的，2) 整个过程比单个数据源提供更多的洞察力，3) 该过程的步骤允许跨数据源达成共识，4) 该过程允许对已识别的能力进行优先级排序。为了满足这些标准，我们收集了多机构生物化学 CURE 中 10 名参与者的数据。在本文中，我们使用两种选定的研究能力来说明如何使用 PICURA 来识别和优先考虑这些能力。 PICURA 可以应用于其他情况下的其他 CURE。
Course-based undergraduate research experiences (CUREs) have been described in a range of educational contexts. Although various anticipated learning outcomes (ALOs) have been proposed, processes for identifying them may not be rigorous or well documented, which can lead to inappropriate assessment and speculation about what students actually learn from CUREs. In this essay, we offer a user-friendly and rigorous approach based on evidence and an easy process to identify ALOs, namely, a five-step Process for Identifying Course-Based Undergraduate Research Abilities (PICURA), consisting of a content analysis, an open-ended survey, an interview, an alignment check, and a two-tiered Likert survey. The development of PICURA was guided by four criteria: 1) the process is iterative, 2) the overall process gives more insight than individual data sources, 3) the steps of the process allow for consensus across the data sources, and 4) the process allows for prioritization of the identified abilities. To address these criteria, we collected data from 10 participants in a multi-institutional biochemistry CURE. In this essay, we use two selected research abilities to illustrate how PICURA was used to identify and prioritize such abilities. PICURA could be applied to other CUREs in other contexts.
登录
查看更多内容
影响因子：
3.2
作者：
Hsieh, HF;Shannon, SE
通讯作者：
Shannon, SE
影响因子：
3.7
作者：
Olimpo, Jeffrey T.;Fisher, Ginger R.;DeChenne-Peters, Sue Ellen
通讯作者：
DeChenne-Peters, Sue Ellen
DOI：
10.1187/cbe.14-05-0092
发表时间：
2015
期刊：
CBE life sciences education
影响因子：
--
作者：
Brownell SE;Hekmat-Scafe DS;Singla V;Chandler Seawell P;Conklin Imam JF;Eddy SL;Stearns T;Cyert MS
通讯作者：
Cyert MS
DOI：
10.1002/bmb.20873
发表时间：
2015-07
期刊：
Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology
影响因子：
--
作者：
Gray C;Price CW;Lee CT;Dewald AH;Cline MA;McAnany CE;Columbus L;Mura C
通讯作者：
Mura C
DOI：
10.1187/cbe.15-04-0081
发表时间：
2015
期刊：
CBE life sciences education
影响因子：
--
作者：
Makarevitch I;Frechette C;Wiatros N
通讯作者：
Wiatros N