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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application/pdf
articles
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/