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Discovery and Broad Relevance May Be Insignificant Components of Course-Based Undergraduate Research Experiences [CUREs] for Non-Biology Majors


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dc.contributorCissy Ballen; mjb0100@auburn.eduen_US
dc.creatorBallen, Cissy J.
dc.creatorThompson, Seth K.
dc.creatorBlum, Jessamina E.
dc.creatorNewstrom, Nicholas P.
dc.creatorCotner, Cotner
dc.date.accessioned2022-03-11T15:13:22Z
dc.date.available2022-03-11T15:13:22Z
dc.date.created2018
dc.identifier10.1128/jmbe.v19i2.1515en_US
dc.identifier.urihttp://www.asmscience.org/content/journal/jmbe/19/2?en_US
dc.identifier.urihttps://aurora.auburn.edu/handle/11200/50048
dc.identifier.urihttp://dx.doi.org/10.35099/aurora-117
dc.description.abstractCourse-based undergraduate research experiences (CUREs) are a type of laboratory learning environment associated with a science course, in which undergraduates participate in novel research. According to Auchincloss et al. (CBE Life Sci Educ 2104; 13:29-40), CUREs are distinct from other laboratory learning environments because they possess five core design components, and while national calls to improve STEM education have led to an increase in CURE programs nationally, less work has specifically focused on which core components are critical to achieving desired student outcomes. Here we use a backward elimination experimental design to test the importance of two CURE components for a population of non-biology majors: the experience of discovery and the production of data broadly relevant to the scientific or local community. We found non-significant impacts of either laboratory component on students' academic performance, science self-efficacy, sense of project ownership, and perceived value of the laboratory experience. Our results challenge the assumption that all core components of CUREs are essential to achieve positive student outcomes when applied at scale.en_US
dc.formatPDFen_US
dc.publisherAMER SOC MICROBIOLOGYen_US
dc.relation.ispartofJOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATIONen_US
dc.relation.ispartofseries1935-7877en_US
dc.rightsThis is the version of record published by American Society for Microbiology and is made available under the CC-BY 4.0 license. Item should be cited as: Ballen, C. J., Thompson, S. K., Blum, J. E., Newstrom, N. P., & Cotner, S. (2018). Discovery and broad relevance may be insignificant components of course-based undergraduate research experiences (CUREs) for non-biology majors. Journal of microbiology & biology education, 19(2), 19-2.en_US
dc.titleDiscovery and Broad Relevance May Be Insignificant Components of Course-Based Undergraduate Research Experiences [CUREs] for Non-Biology Majorsen_US
dc.typeTexten_US
dc.type.genreJournal Article, Academic Journalen_US
dc.citation.volume19en_US
dc.citation.issue2en_US
dc.citation.spage19-2en_US
dc.description.statusPublisheden_US
dc.description.peerreviewYesen_US

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