1887

Define Your Goals Before You Design a CURE: A Call to Use Backward Design in Planning Course-Based Undergraduate Research Experiences

    Authors: Katelyn M. Cooper1, Paula A. G. Soneral2, Sara E. Brownell1,*
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: Biology Education Research Lab, School of Life Sciences, Arizona State University, Tempe, AZ 85281; 2: Biological Sciences, Bethel University, St. Paul, MN 55112
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Received 14 December 2016 Accepted 15 March 2017 Published 26 May 2017
    • ©2017 Author(s). Published by the American Society for Microbiology.
    • [open-access] This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/ and https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.

    • *Corresponding author. Mailing address: School of Life Sciences, PO Box 874501, Arizona State University, Tempe, AZ 85281. Phone: 480-965-9704. E-mail: sara.brownell@asu.edu.
    Source: J. Microbiol. Biol. Educ. May 2017 vol. 18 no. 2 doi:10.1128/jmbe.v18i2.1287
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    Abstract:

    We recommend using backward design to develop course-based undergraduate research experiences (CUREs). The defining hallmark of CUREs is that students in a formal lab course explore research questions with unknown answers that are broadly relevant outside the course. Because CUREs lead to novel research findings, they represent a unique course design challenge, as the dual nature of these courses requires course designers to consider two distinct, but complementary, sets of goals for the CURE: 1) scientific discovery milestones (i.e., research goals) and 2) student learning in cognitive, psychomotor, and affective domains (i.e., pedagogical goals). As more undergraduate laboratory courses are re-imagined as CUREs, how do we thoughtfully design these courses to effectively meet both sets of goals? In this Perspectives article, we explore this question and outline recommendations for using backward design in CURE development.

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/content/journal/jmbe/10.1128/jmbe.v18i2.1287
2017-05-26
2017-09-26

Abstract:

We recommend using backward design to develop course-based undergraduate research experiences (CUREs). The defining hallmark of CUREs is that students in a formal lab course explore research questions with unknown answers that are broadly relevant outside the course. Because CUREs lead to novel research findings, they represent a unique course design challenge, as the dual nature of these courses requires course designers to consider two distinct, but complementary, sets of goals for the CURE: 1) scientific discovery milestones (i.e., research goals) and 2) student learning in cognitive, psychomotor, and affective domains (i.e., pedagogical goals). As more undergraduate laboratory courses are re-imagined as CUREs, how do we thoughtfully design these courses to effectively meet both sets of goals? In this Perspectives article, we explore this question and outline recommendations for using backward design in CURE development.

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FIGURE 1

Backward design ( 19 ) applied to scientific discovery and learning outcomes for CUREs. Starting broadly and becoming more specific, we recommend that instructors use the suggested reflection prompts to guide course planning and design for research goals (a) and learning goals (b). CURE = course-based undergraduate research experience.

Source: J. Microbiol. Biol. Educ. May 2017 vol. 18 no. 2 doi:10.1128/jmbe.v18i2.1287
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