ERIC Number: EJ1054268
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 74
Toward a Conceptual Framework for Measuring the Effectiveness of Course-Based Undergraduate Research Experiences in Undergraduate Biology
Brownell, Sara E.; Kloser, Matthew J.
Studies in Higher Education, v40 n3 p525-544 2015
Recent calls for reform have advocated for extensive changes to undergraduate science lab experiences, namely providing more authentic research experiences for students. Course-based Undergraduate Research Experiences (CUREs) have attempted to eschew the limitations of traditional "cookbook" laboratory exercises and have received increasing visibility in the literature. However, evaluating the outcomes of these experiences remains inconsistent and incomplete partly because of differing goals and conceptual frameworks on the part of those both teaching and assessing the courses. This paper synthesizes existing literature on CUREs and assessment practices to propose a framework for how researchers and practitioners may better align the goals and evaluation practices of CUREs in order to provide a more consistent view of these reformed laboratory courses for the field.
Descriptors: Biology, Science Instruction, Undergraduate Students, Guidelines, Educational Change, Science Laboratories, Outcomes of Education, Research Skills, Course Evaluation, Educational Objectives, Evaluation Methods, Inquiry, Classification, Case Studies, Introductory Courses, Scientific Research, Surveys, Scientists, Thinking Skills, Cooperation, Student Evaluation
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Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Sponsor: National Science Foundation
Authoring Institution: N/A
IES Grant or Contract Numbers: 0941984