Course-based Science Research Promotes Learning in Diverse Students at Diverse Institutions

Staub, Nancy L., Gonzaga University
Blumer, Lawrence S., Morehouse College
Beck, Christopher W., Emory University
Delasalle, Veronique A., Gettysburg College
Griffin, Gerald D., Tuskegee University
Merritt, Robert B., Smith College
Hennington, Bettye Sue, Taugaloo College
Grillo, Wendy H., North Carolina Central University
Hallowell, Gail P., North Carolina Central University
White, Sandra L., North Carolina Central University
Mader, Catherine M., Hope College

2016-12-01

2010-2019

Course-based research experiences (CREs) are powerful strategies for spreading learning and improving persistence for all students, both science majors and nonscience majors. Here we address the crucial components of CREs (context, discovery, ownership, iteration, communication, presentation) found across a broad range of such courses at a variety of academic institutions. We also address how the design of a CRE should vary according to the background of student participants; no single CRE format is perfect. We provide a framework for implementing CREs across multiple institutional types and several disciplines throughout the typical four years of undergraduate work, designed to a variety of student backgrounds. Our experiences implementing CREs also provide guidance on overcoming barriers to their implementation. KEYWORDS: course-based research experiences, inquiry, laboratories, undergraduate research, Education, Life Sciences

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CUR WINTER 2016, Volume 38, Number 2

Department of Biology

Morehouse College

http://hdl.handle.net/20.500.12322/mc.ir.fac.pub:2016_staub_nancy_l

http://rightsstatements.org/vocab/InC/1.0/