CURE Disrupted! Takeaways from a CURE without a Wet-Lab Experience

Autor/inn/en	Sommers, Amie S.; Miller, Andrew W.; Gift, Alan D.; Richter-Egger, Dana L.; Darr, Joshua P.; Cutucache, Christine E.
Titel	CURE Disrupted! Takeaways from a CURE without a Wet-Lab Experience
Quelle	In: Journal of Chemical Education, 98 (2021) 2, S.357-367 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sommers, Amie S.) ORCID (Miller, Andrew W.) ORCID (Gift, Alan D.) ORCID (Richter-Egger, Dana L.) ORCID (Darr, Joshua P.) ORCID (Cutucache, Christine E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	Undergraduate Students; Student Research; Student Experience; Science Laboratories; Chemistry; Outcomes of Education; Discovery Learning; Research Skills; COVID-19; Pandemics; Distance Education + Suchen Sie Ihr Suchwort? Studentenforschung; Studienerfahrung; Chemie; Lernleistung; Schulerfolg; Entdeckendes Lernen; Forschungsleistung; Distance study; Distance learning; Fernunterricht
Abstract	Due to the SARS-CoV-2 pandemic (spring 2020), universities quickly moved to remote instruction. Our research during this time frame included investigating course-based undergraduate research experiences (CUREs) in General Chemistry, and we found ourselves in the middle of a CURE study without any laboratory component (aka "CURE-disrupted"). While the literature surrounding the importance of CUREs is extensive, based on our literature search, we posit that this is the first report of a study demonstrating student outcomes when given the CURE offering without actually implementing the wet-lab component. Consequently, we asked "is it important for students to execute the "entire" research project of a CURE or to simply understand scientific "reasoning" and rationalization of the "processes"?" Herein, we report student responses as "expert-like" and "non-expert-like" data using the CLASS instrument, and we describe the qualitative results from focus groups for the participating CURE and non-CURE students. Top emergent themes from the CURE participants included: Discovery (29.91%), Understanding by Doing (23.41%), and Research Skills and Techniques (20.36%). Conversely, students in the traditional lab reported top emergent themes mostly surrounding course organization, and top emergent themes included: Required More Structure (14.69%), Research Skills and Techniques (7.3%), and Understanding by Doing (6.11%). These preliminary findings demonstrate the value of a CURE, even while disrupted. While this pandemic allowed for the unique opportunity to evaluate offering a CURE without a wet-lab-based experience, we ultimately suggest that additional studies be completed surrounding this idea, in a more controlled (non-remote) learning environment to corroborate these findings. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01