PDF(Pubmed)
Abstract：
Course-based undergraduate research experiences (CUREs) are laboratory courses that integrate broadly relevant problems, discovery, use of the scientific process, collaboration, and iteration to provide more students with research experiences than is possible in individually mentored faculty laboratories. Members of the national Malate dehydrogenase CUREs Community (MCC) investigated the differences in student impacts between traditional laboratory courses (control), a short module CURE within traditional laboratory courses (mCURE), and CUREs lasting the entire course (cCURE). The sample included approximately 1,500 students taught by 22 faculty at 19 institutions. We investigated course structures for elements of a CURE and student outcomes including student knowledge, student learning, student attitudes, interest in future research, overall experience, future GPA, and retention in STEM. We also disaggregated the data to investigate whether underrepresented minority (URM) outcomes were different from White and Asian students. We found that the less time students spent in the CURE the less the course was reported to contain experiences indicative of a CURE. The cCURE imparted the largest impacts for experimental design, career interests, and plans to conduct future research, while the remaining outcomes were similar between the three conditions. The mCURE student outcomes were similar to control courses for most outcomes measured in this study. However, for experimental design, the mCURE was not significantly different than either the control or cCURE. Comparing URM and White/Asian student outcomes indicated no difference for condition, except for interest in future research. Notably, the URM students in the mCURE condition had significantly higher interest in conducting research in the future than White/Asian students.
摘要：
基于课程的本科研究经验（CURE）是整合广泛相关问题的实验室课程，发现,使用科学过程，合作,和迭代，为更多的学生提供研究经验，而不是在单独指导的教师实验室。国家苹果酸脱氢酶CURE社区（MCC）的成员调查了传统实验室课程（对照）之间学生影响的差异，传统实验室课程中的短模块CURE（MCURE），和CURE持续整个课程（cCURE）。样本包括19个机构的22名教职员工约1,500名学生。我们调查了CURE元素的课程结构和学生成果，包括学生知识，学生学习,学生的态度，对未来研究的兴趣，整体经验,未来的GPA,并保留在STEM中。我们还对数据进行了分类，以调查少数族裔（URM）结果是否与白人和亚洲学生不同。我们发现，学生在CURE中花费的时间越少，据报道该课程包含表明CURE的经验就越少。CCURE对实验设计产生了最大的影响，职业兴趣,并计划进行未来的研究，而其余三种情况的结局相似.对于本研究中测量的大多数结果，mCURE学生的结果与对照课程相似。然而,对于实验设计，mCURE与对照或cCURE没有显着差异。比较URM和白人/亚洲学生的结果表明条件没有差异，除了对未来研究的兴趣。值得注意的是,处于mCURE状态的URM学生对将来进行研究的兴趣明显高于白人/亚洲学生。
