Course-based undergraduate research experiences can make scientific research more inclusive

CBE Life Sciences Education

Volumn 13, Issue 4, 2014, Pages 602-606

  Bangera, Gita ^a   Brownell, Sara E ^b  

^a BELLEVUE COLLEGE   (United States)

^b ARIZONA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

CURRICULUM; EDUCATION; EDUCATIONAL MODEL; ETHNIC GROUP; HUMAN; MANPOWER; RESEARCH; SCIENCE; STUDENT; TRENDS; UNIVERSITY;

CURRICULUM; ETHNIC GROUPS; HUMANS; MODELS, EDUCATIONAL; RESEARCH; SCIENCE; STUDENTS; UNIVERSITIES;

EID: 84914158888     PISSN: None     EISSN: 19317913     Source Type: Journal    
DOI: 10.1187/cbe.14-06-0099     Document Type: Article

References (50)

1. Adamuti-Trache M, Andres L (2008). Embarking on and persisting in scientific fields of study: cultural capital, gender, and curriculum along the science pipeline. Int J Sci Educ 30, 1557-1584.
2. American Association for the Advancement of Science (2011). Vision and Change in Undergraduate Biology Education: A Call to Action. http://visionandchange.org/finalreport (accessed July 2014).
3. Auchincloss LC, Laursen SL, Branchaw J, Eagan K, Graham M, Hanauer DI, Lawrie G, McLinn CM, Pelaez N, Rowland S, et al. (2014). Assessment of coursebased undergraduate research experiences: a meeting report. CBE Life Sci Educ 13, 29-40.
4. Bertrand M, Mullainathan S (2004). Are Emily and Greg more employable than Lakisha and Jamal? A field experiment on labor market discrimination. Am Econ Rev 94, 991-1013.
5. Bourdieu P (1986). The forms of capital. In: Handbook of Theory and Research for the Sociology of Education, ed. J Richardson, New York: Greenwood, 241-258.
6. Boyer EL (1990). Scholarship Reconsidered: Priorities of the Professoriate, Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.
7. Brownell SE, Kloser MJ, Fukami T, Shavelson RJ (2013). Context matters: volunteer bias, small sample size, and the value of comparison groups in the assessment of researchbased undergraduate introductory biology lab courses. J Microbiol Biol Educ 14, 176.
8. Brownell SE, Tanner KD (2012). Barriers to faculty pedagogical change: lack of training, time, incentives, and … tensions with professional identity? CBE Life Sci Educ 11, 339-346.
9. Carlone HB, Johnson A (2007). Understanding the science experiences of successful women of color: science identity as an analytic lens. J Res Sci Teach 44, 1187-1218.
10. Chapman DW, Pascarella ET (1983). Predicators of academic and social integration of college students. Res High Educ 19, 295-322.
11. Cotten SR, Wilson B (2006). Studentfaculty interactions: dynamics and determinants. High Educ 51, 487-519.
12. Cox BE, Orehovec E (2007). Facultystudent interactions outside the classroom: a typology from a residential college. Rev High Educ 30, 343-362.
13. CUREnet (2012). Pathways over Time. www.curenet.franklin.uga.edu/projects/pathwaysovertime (accessed 25 August 2014).
14. Desai KV, Gatson SN, Stile TW, Stewart RH, Laine GA, Quick CM (2008). Integrating research and education at research extensive universities with research intensive communities. Adv Physiol Educ 32, 136-141.
15. Eagan K, Herrera FA, Garibay JC, Hurtado S, Change M (2011b). Becoming STEM proteges: factors predicting the access and development of meaningful facultystudent relationships. Paper presented at the Association for Institutional Research Annual Forum, Toronto, Ontario, Canada, held 24 May 2011.
16. Eagan MK, Hurtado S, Chang MJ, Garcia GA, Herrera FA, Garibay JC (2013). Making a difference in science education: the impact of undergraduate research programs. Am Educ Res J 50, 683-713.
17. Eagan MK, Sharkness J, Hurtado S, Mosqueda C, Chang MJ (2011a). Engaging undergraduates in science research: not just about faculty willingness. Res High Educ 52, 151-177.
18. Espinosa LL (2011). Pipelines and pathways: women of color in undergraduate STEM majors and the college experiences that contribute to persistence. Harvard Educ Rev 81, 209-241.
19. Harvard University (2013). Division of Medical Sciences Student Qualifications & Admission Requirements. http://dms.hms.harvard.edu/program/admissions.html (accessed 25August 2014).
20. Healey M, Jordan F, Pell B, Short C (2010). The research-teaching nexus: a case study of students' awareness, experiences and perceptions of research. Innov Educ Teach Int 47, 235-246.
21. Hernandez PR, Schultz P, Estrada M, Woodcock A, Chance RC (2013). Sustaining optimal motivation: a longitudinal analysis of interventions to broaden participation of underrepresented students in STEM. J Educ Psychol 105, 89-107.
22. Hurtado S, Eagan MK, Tran MC, Newman CB, Chang MJ, Velasco P (2011). "We do science here": underrepresented students' interactions with faculty in different college contexts. J Coll Stud Dev 44, 549-565.
23. Intemann K (2009). Why diversity matters: understanding and applying the diversity component of the National Science Foundation's broader impacts criterion. Social Epistemol 23, 249-266.
24. Jones MT, Barlow AE, Villarejo M (2010). Importance of undergraduate research for minority persistence and achievement in biology. J High Educ 81, 82-115.
25. Kim YK, Sax LJ (2009). Student-faculty interaction in research universities: differences by student gender, race, social class, and first-generation status. Res High Educ 50, 437-459.
26. Kuh GD, Kinzie J, Schuh JH, Whitt EJ, and associates (2005). Student Success in College: Creating Conditions That Matter, San Francisco: Jossey-Bass.
27. Laursen S, Hunter AB, Seymour E, Thiry H, Melton G (2010). Undergraduate Research in the Sciences: Engaging Students in Real Science, New York: Jossey-Bass.
28. Malcom LE, Dowd AC (2012). The impact of undergraduate debt on the graduate school enrollment of STEM baccalaureates. Rev High Educ 35, 265-305.
29. Meece JL, Glienke BB, Burg S (2006). Gender and motivation. J School Psychol 44, 351-373.
30. Micari M, Pazos P, Hartmann MJ (2007). A matter of confidence: gender differences in attitudes toward engaging in lab and course work in undergraduate engineering. J Women Minor Sci Eng 13, 281-295.
31. Milkman KL, Akinola M, Chugh D (2014). What Happens Before? A Field Experiment Exploring How Pay and Representation Differentially Shape Bias on the Pathway into Organizations. http://ssrn.com/abstract=2063742. (accessed 11 July 2014).
32. Moss-Racusin CA, Dovidio JF, Brescoll VL, Graham MJ, Handelsman J (2012). Science faculty's subtle gender biases favor male students. Proc Natl Acad Sci USA 109, 16474-16479.
33. National Research Council (2003). BIO2010: Transforming Undergraduate Education for Future Research Biologists, Washington, DC: National Academies Press.
34. National Science Foundation (2013). Women, Minorities, and Persons with Disabilities in Science and Engineering. www.nsf.gov/statistics/wmpd (accessed 25 August 2014).
35. Ragins BR (1999). Gender and mentoring relationships: a review and research agenda for the next decade. In: Handbook of Gender And Work, ed. G Powell, Thousand Oaks, CA: Sage, 347-370.
36. Ragins BR, Cotton JL (1993). Gender and willingness to mentor in organizations. J Manage 19, 97-111.
37. Russell SH, Hancock MP, McCullough J (2007). Benefits of undergraduate research experiences. Science 316, 548-549.
38. Seymour E, Hewitt N (1997). Talking about Leaving: Why Undergraduates Leave the Sciences, Boulder, CO: Westview.
39. Seymour E, Hunter AB, Laursen SL, DeAntoni T (2004). Establishing the benefits of research experience for undergraduates in the sciences: first findings from a threeyear study. Sci Educ 88, 493-534.
40. Shehab RL, Murphy TJ, Davidson J, Rhoads TR, Trytten DA, Walden SE (2007). Academic struggles and strategies: how minority students persist. Paper presented at the 2007 American Society for Engineering Education Annual Conference and Exhibition, held June 2007, in Honolulu, HI.
41. Sikora J, Pokropek A (2012). Gender segregation of adolescent science career plans in 50 countries. Sci Educ 96, 234-264.
42. SpronkenSmith R, Mirosa R, Darrou M (2013). "Learning is an endless journey for anyone": undergraduate awareness, experiences and perceptions of the research culture in a researchintensive university. High Educ Res Dev 33, 355-371.
43. Teacher Advisory Council (2012). Community Colleges in the Evolving STEM Education Landscape: Summary of a Summit, Washington, DC: National Academies Press.
44. Terenzini P, Pascarella E (1978). The relations of students' precollege characteristics and freshman year experience to voluntary attrition. Res High Educ 9, 347-366.
45. Vianden J (2006). "I don't need any help": what first year college men say about interacting with faculty outside the classroom. Doctoral Dissertation, Bloomington: Indiana University.
46. Villarejo M, Barlow AE, Kogan D, Veazey BD, Sweeney JK (2008). Encouraging minority undergraduates to choose science careers: career paths survey results. CBE Life Sci Educ 7, 394-409.
47. Vogt CM (2008). Faculty as a critical juncture in student retention and performance in engineering programs. J Eng Educ 97, 27-36.
48. Wanberg CR, Welsh ET, Hezlett SA (2003). Mentoring research: a review and dynamic process model. Res Pers Hum Res Manage 21, 39-124.
49. Webb SA (2007). The Importance of Undergraduate Research. http://sciencecareers.sciencemag.org/career_magazine/previous_issues/articles/2007_07_06/caredit.a0700095.
50. Wilson R (2010). Why teaching is not priority no. 1. Chron High Educ, September 5.