ERIC Number: EJ1078847
Record Type: Journal
Publication Date: 2015-Dec
Abstractor: As Provided
Reference Count: 61
The Laboratory Course Assessment Survey: A Tool to Measure Three Dimensions of Research-Course Design
Corwin, Lisa A.; Runyon, Christopher; Robinson, Aspen; Dolan, Erin L.
CBE - Life Sciences Education, v14 n4 Article 37 Dec 2015
Course-based undergraduate research experiences (CUREs) are increasingly being offered as scalable ways to involve undergraduates in research. Yet few if any design features that make CUREs effective have been identified. We developed a 17-item survey instrument, the Laboratory Course Assessment Survey (LCAS), that measures students' perceptions of three design features of biology lab courses: 1) collaboration, 2) discovery and relevance, and 3) iteration. We assessed the psychometric properties of the LCAS using established methods for instrument design and validation. We also assessed the ability of the LCAS to differentiate between CUREs and traditional laboratory courses, and found that the discovery and relevance and iteration scales differentiated between these groups. Our results indicate that the LCAS is suited for characterizing and comparing undergraduate biology lab courses and should be useful for determining the relative importance of the three design features for achieving student outcomes.
Descriptors: Undergraduate Students, Student Research, Scientific Research, Science Laboratories, Student Surveys, Likert Scales, Course Evaluation, Biology, Psychometrics, Reliability, Validity, Interviews, Factor Analysis
American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: email@example.com; Website: http://www.ascb.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: NSF DBI-1450729