Toward a conceptual framework for measuring the effectiveness of course-based undergraduate research experiences in undergraduate biology

Sara Brownell, Matthew J. Kloser

Research output: Contribution to journalArticle

34 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)525-544
Number of pages20
JournalStudies in Higher Education
Volume40
Issue number3
DOIs
StatePublished - Mar 16 2015

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biology
experience
reform
Teaching
science
evaluation
student
literature

Keywords

  • collaboration
  • cookbook
  • course-based undergraduate research experience
  • CURE
  • faculty
  • inquiry
  • scientific practices

ASJC Scopus subject areas

  • Education

Cite this

Toward a conceptual framework for measuring the effectiveness of course-based undergraduate research experiences in undergraduate biology. / Brownell, Sara; Kloser, Matthew J.

In: Studies in Higher Education, Vol. 40, No. 3, 16.03.2015, p. 525-544.

Research output: Contribution to journalArticle

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