A Low-Intensity, Hybrid Design between a "Traditional" and a "Course-Based" Research Experience Yields Positive Outcomes for Science Undergraduate Freshmen and Shows Potential for Large-Scale Application

Autor/inn/en	Rodrigo-Peiris, Thushani; Xiang, Lin; Cassone, Vincent M.
Titel	A Low-Intensity, Hybrid Design between a "Traditional" and a "Course-Based" Research Experience Yields Positive Outcomes for Science Undergraduate Freshmen and Shows Potential for Large-Scale Application
Quelle	In: CBE - Life Sciences Education, 17 (2018) 4, Artikel 53 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.17-11-0248
Schlagwörter	College Science; College Freshmen; Blended Learning; Student Research; STEM Education; Outcomes of Education; Program Effectiveness; Majors (Students); Academic Persistence; Student Attitudes; Competence; Academic Achievement; Kentucky + Suchen Sie Ihr Suchwort? Studienanfänger; Studentenforschung; STEM; Lernleistung; Schulerfolg; Schülerverhalten; Kompetenz; Schulleistung
Abstract	Based on positive student outcomes, providing research experiences from early undergraduate years is recommended for science, technology, engineering, and mathematics (STEM) majors. To this end, we designed a novel research experience called the "STEMCats Research Experience" (SRE) for a cohort of 119 second-semester freshmen with diverse college preparatory levels, demographics, and academic majors. The SRE targeted student outcomes of enhancing retention in STEM majors, STEM competency development, and STEM academic performance. It was designed as a hybrid of features from apprenticeship-based traditional undergraduate research experience and course-based undergraduate research experience designs, considering five factors: 1) an authentic research experience, 2) a supportive environment, 3) current and future needs for scale, 4) student characteristics and circumstances, and 5) availability and sustainability of institutional resources. Emerging concepts for facilitating and assessing student success and STEM curriculum effectiveness were integrated into the SRE design and outcomes evaluation. Here, we report the efficient and broadly applicable SRE design and, based on the analysis of institutional data and student perceptions, promising student outcomes from its first iteration. Potential improvements for the SRE design and future research directions are discussed. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01