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Developing Course-Based Research Experiences in Discipline-Based Education Research: Lessons Learned and Recommendations

    Authors: Katelyn M. Cooper1, Sara E. Brownell1,*
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    Affiliations: 1: Biology Education Research Lab, School of Life Sciences, Arizona State University, Tempe, AZ 85281
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Received 29 December 2017 Accepted 07 July 2018 Published 31 August 2018
    • ©2018 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, 451 E. Tyler Mall, Arizona State University, Tempe, AZ 85281. Phone: 480-965-0803. E-mail: [email protected].
    Source: J. Microbiol. Biol. Educ. August 2018 vol. 19 no. 2 doi:10.1128/jmbe.v19i2.1567
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    Abstract:

    In this perspective, we highlight the opportunity for the biology education research community to develop course-based research experiences (CREs) or course-based undergraduate research experiences (CUREs) in discipline-based education research. Building on our prior experience developing and teaching four biology education research CREs, we present opportunities, potential pitfalls, and recommendations for discipline-based education researchers interested in integrating their research and teaching in the context of a CRE.

References & Citations

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2. Thiry H, Laursen SL, Hunter AB 2011 What experiences help students become scientists? A comparative study of research and other sources of personal and professional gains for STEM undergraduates J High Educ 82 357 388
3. Rodenbusch SE, Hernandez PR, Simmons SL, Dolan EL 2016 Early engagement in course-based research increases graduation rates and completion of science, engineering, and mathematics degrees CBE Life Sci Educ 15 ar20 10.1187/cbe.16-03-0117 27252296 4909342 http://dx.doi.org/10.1187/cbe.16-03-0117
4. Auchincloss LC, Laursen SL, Branchaw JL, Eagan K, Graham M, Hanauer DI, Lawrie G, McLinn CM, Pelaez N, Rowland S 2014 Assessment of course-based undergraduate research experiences: a meeting report Am Soc Cell Biol 13 1 29 40
5. Brownell SE, Kloser MJ 2015 Toward a conceptual framework for measuring the effectiveness of course-based undergraduate research experiences in undergraduate biology Stud High Educ 40 525 544 10.1080/03075079.2015.1004234 http://dx.doi.org/10.1080/03075079.2015.1004234
6. Clark TM, Ricciardo R, Weaver T 2015 Transitioning from expository laboratory experiments to course-based undergraduate research in general chemistry J Chem Educ 93 56 63 10.1021/acs.jchemed.5b00371 http://dx.doi.org/10.1021/acs.jchemed.5b00371
7. Kerr MA, Yan F 2016 Incorporating course-based undergraduate research experiences into analytical chemistry laboratory curricula J Chem Educ 93 658 662 10.1021/acs.jchemed.5b00547 http://dx.doi.org/10.1021/acs.jchemed.5b00547
8. Bell JK, Eckdahl TT, Hecht DA, Killion PJ, Latzer J, Mans TL, Provost JJ, Rakus JF, Siebrasse EA, Ellis Bell J 2017 CUREs in biochemistry—where we are and where we should go Biochem Mol Biol Educ 45 7 12 10.1002/bmb.20989 http://dx.doi.org/10.1002/bmb.20989
9. Van Dyke AR, Gatazka DH, Hanania MM 2017 Innovations in undergraduate chemical biology education ACS Chem Biol 13 1 26 35 10.1021/acschembio.7b00986 29192757 http://dx.doi.org/10.1021/acschembio.7b00986
10. Heemstra JM, Waterman R, Antos JM, Beuning PJ, Bur SK, Columbus L, Feig AL, Fuller AA, Gillmore JG, Leconte AM 2017 Throwing away the cookbook: implementing course-based undergraduate research experiences (CUREs) in chemistry 33 63 Waterman R, Feig A Educational and outreach projects from the Cottrell scholars collaborative undergraduate and graduate education 1 ACS Publications Washington, DC 10.1021/bk-2017-1248.ch003 http://dx.doi.org/10.1021/bk-2017-1248.ch003
11. National Academies of Sciences, Medicine 2015 Integrating discovery-based research into the undergraduate curriculum: report of a convocation The National Academies Press Washington, DC
12. Council NR 2012 Discipline-based education research: understanding and improving learning in undergraduate science and engineering
13. Shortlidge EE, Bangera G, Brownell SE 2015 Faculty perspectives on developing and teaching course-based undergraduate research experiences BioScience 66 54 62 10.1093/biosci/biv167 http://dx.doi.org/10.1093/biosci/biv167
14. Shortlidge EE, Bangera G, Brownell SE 2017 Each to their own CURE: faculty who teach course-based undergraduate research experiences report why you too should teach a CURE J Microbiol Biol Educ 18 2 1 11 [**page numbers] 10.1128/jmbe.v18i2.1260 http://dx.doi.org/10.1128/jmbe.v18i2.1260
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/content/journal/jmbe/10.1128/jmbe.v19i2.1567
2018-08-31
2019-10-18

Abstract:

In this perspective, we highlight the opportunity for the biology education research community to develop course-based research experiences (CREs) or course-based undergraduate research experiences (CUREs) in discipline-based education research. Building on our prior experience developing and teaching four biology education research CREs, we present opportunities, potential pitfalls, and recommendations for discipline-based education researchers interested in integrating their research and teaching in the context of a CRE.

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Author and Article Information

  • Received 29 December 2017 Accepted 07 July 2018 Published 31 August 2018
  • ©2018 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, 451 E. Tyler Mall, Arizona State University, Tempe, AZ 85281. Phone: 480-965-0803. E-mail: [email protected].

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