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

Studies in Higher Education

Volumn 40, Issue 3, 2015, Pages 525-544

  Brownell, Sara E ^a   Kloser, Matthew J ^b  

^a ARIZONA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF NOTRE DAME   (United States)

Author keywords

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

Indexed keywords

EID: 84924907231     PISSN: 03075079     EISSN: 1470174X     Source Type: Journal    
DOI: 10.1080/03075079.2015.1004234     Document Type: Article

References (74)

1. Abd-El-Khalick, F., N. G. Lederman, R. L. Bell, and R. S. Schwartz. 2001. “Views of Nature of Science Questionnaire (VNOS): Toward Valid and Meaningful Assessment of Learners’ Conceptions of Nature of Science.” In Proceedings of the 2001 Annual International Conference of the Association for the Education of Teachers in Science, edited by P. A. Rubba, J. A. Rye, W. DiBiase, and B. Crawford, 212–77. Pensacola, FL: Association for the Education of Teachers in Science.
2. Abrahams, I., and M. J. Reiss. 2012. “Practical Work: Its Effectiveness in Primary and Secondary Schools in England.” Journal of Research in Science Teaching 49 (8): 1035–55. doi: 10.1002/tea.21036
3. Alexander, R. 2005. Towards Dialogic Teaching. York: Dialogos.
4. American Cancer Society, Burroughs Wellcome Fund, & Howard Hughes Medical Institute. 2000. “The Role of the Private Sector in Training the Next Generation of Biomedical Scientists.” http://www.bwfund.org/sites/default/files/media/files/Training%20the%20Next%20Generation.pdf
5. Auchincloss, L. C., S. L. Laursen, J. L. Branchaw, K. Eagan, M. Graham, D. Hanauer, G. Lawrie, 2014. “Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report.” CBE-Life Sciences Education 13 (1): 29–40.
6. Ayala, C. C., Y. Yin, R. J. Shavelson, and J. Vanides. 2002. “Investigating the Cognitive Validity of Science Performance Assessment with Think Alouds: Technical Aspects.” Presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
7. Baker, D. 2008. “Discourse in Inquiry Science Classrooms (DiISC): Reference Manual.” http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1120&context=teachlearnfacpub
8. Bandura, A. 1997. Self-Efficacy: The Exercise Of Control. New York: Freeman.
9. Bangera, G., and S. E. Brownell. 2014. “Course-Based Undergraduate Research Experiences Make Research More Inclusive.” CBE Life Sciences Education 13 (4): 602–6.
10. Belisle, M., K. G. Peay, and T. Fukami. 2012. “Flowers as Islands: Spatial Distribution of Nectar-Inhabiting Microfungi among Plants of Mimulus aurantiacus, a Hummingbird-Pollinated Shrub.” Microbial Ecology 63: 711–18. doi: 10.1007/s00248-011-9975-8
11. Brewer, C. A., and D. Smith. 2011. Vision and Change in Undergraduate Biology Education: A Call to Action. Washington, DC: American Association for the Advancement of Science.
12. Brown, P. L., S. K. Abell, A. Demir, and F. J. Schmidt. 2006. “College Science Teachers’ Views of Classroom Inquiry.” Science Education 90 (5): 784–802. doi: 10.1002/sce.20151
13. Brownell, S. E., M. J. Kloser, T. Fukami, and R. Shavelson. 2012. “Undergraduate Biology Lab Courses: Comparing the Impact Of Traditionally Based ‘Cookbook’ and Authentic Research-Based Courses on Student Lab Experiences.” Journal of College Science Teaching 41 (4): 36–45.
14. Brownell, S. E., M. J. Kloser, T. Fukami, and R. J. Shavelson. 2013. “Context Matters: Volunteer Bias, Small Sample Size, and the Value of Comparison Groups in the Assessment of Research-Based Undergraduate Introductory Biology Lab Courses.” Journal of Microbiology & Biology Education 14 (2): 176–82. doi: 10.1128/jmbe.v14i2.609
15. Brownell, S. E., and K. D. Tanner. 2012. “Barriers to Faculty Pedagogical Change: Lack of Training, Time, Incentives, and … Tensions with Professional Identity?” CBE-Life Sciences Education 11 (4): 339–46. doi: 10.1187/cbe.12-09-0163
16. Brownell, S. E., M. P. Wenderoth, R. Theobald, N. Okoroafor, M. Koval, S. Freeman,. “How Students Think About Experimental Design: Novel Conceptions Revealed by In-Class Activities.” BioScience 64 (2): 125–37. doi: 10.1093/biosci/bit016
17. Bruck, L. B., S. L. Bretz, and M. H. Towns. 2008. “Characterizing the Level of Inquiry in the Undergraduate Laboratory.” Journal of College Science Teaching 38 (1): 52–58.
18. Bryan, R. R., S. M. Glynn, and J. M. Kittleson. 2011. “Motivation, Achievement, and Advanced Placement Intent of High School Students Learning Science.” Science Education 95 (6): 1049–65. doi: 10.1002/sce.20462
19. Buck, L. B., S. L. Bretz, and M. H. Towns. 2008. “Characterizing the Level of Inquiry in the Undergraduate Laboratory.” Journal of College Science Teaching 38 (1): 52–58.
20. Carter, F. D., M. Mandell, and K. I. Maton. 2009. “The Influence of On-Campus, Academic Year Undergraduate Research on STEM Ph.D. Outcomes: Evidence from the Meyerhoff Scholarship Program.” Educational Evaluation and Policy Analysis 31 (4): 441–62. doi: 10.3102/0162373709348584
21. Chalmers, A. F. 1986. What is this Thing Called Science? Milton Keynes: Open University Press.
22. Chi, M. T. 2009. “Active-Constructive-Interactive: A Conceptual Framework for Differentiating Learning Activities.” Topics in Cognitive Science 1 (1): 73–105. doi: 10.1111/j.1756-8765.2008.01005.x
23. Chi, M. T., P. J. Feltovich, and R. Glaser. 1981. “Categorization and Representation of Physics Problems by Experts and Novices.” Cognitive Science 5 (2): 121–52. doi: 10.1207/s15516709cog0502_2
24. Chun, M. 2002. “Looking Where the Light is Better: A Review of the Literature on Assessing Higher Education Quality.” Peer Review 4 (2/3): 16–25.
25. Collins, H. M., and T. Pinch. 1993. The Golem: What Everyone should know about Science. Cambridge, MA: Cambridge University Press.
26. Dasgupta, A. P., T. R. Anderson, and N. Pelaez. 2014. “Development and Validation of a Rubric for Diagnosing Students’ Experimental Design Knowledge and Difficulties.” CBE Life Sciences Education 13 (2): 265–84.
27. Deane, T., K. Nomme, E. Jeffery, C. Pollock, and G. Birol. 2014. “Development of the Biological Experimental Design Concept Inventory (BEDCI).” CBE-Life Sciences Education 13 (3): 540–51.
28. DeBoer, G. 2000. “Scientific Literacy: Another Look at its Historical and Contemporary Meanings and its Relationship to Science Education Reform.” Journal of Research in Science Teaching 37 (6): 582–601. doi: 10.1002/1098-2736(200008)37:6<582::AID-TEA5>3.0.CO;2-L
29. Duschl, R. A. 2008. “Science Education in Three-Part Harmony: Balancing Conceptual, Epistemic, and Social Learning Goals.” Review of Research in Education 32 (1): 268–91. doi: 10.3102/0091732X07309371
30. Furtak, E. M., T. Seidel, H. Iverson, and D. C. Briggs. 2012. “Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching: A Meta-Analysis.” Review of Educational Research 82 (3): 300–329. doi: 10.3102/0034654312457206
31. Harrison, M., D. Dunbar, L. Ratmansky, K. Boyd, and D. Lopatto. 2011. “Classroom-based Science Research at the Introductory Level: Changes in Career Choices and Attitude.” CBE-Life Sciences Education 10 (3): 279–86. doi: 10.1187/cbe.10-12-0151
32. von Hippel, W., J. S. Lerner, S. R. Gregerman, B. A. Nagda, and J. Jonides. 1998. “Undergraduate Student-Faculty Research Partnerships Affect Student Retention.” The Review of Higher Education 22 (1): 55–72. doi: 10.1353/rhe.1998.0016
33. Hofstein, A., and V. N. Lunetta. 2004. “The Laboratory in Science Education: Foundations for the Twenty-First Century.” Science Education 88 (1): 28–54. doi: 10.1002/sce.10106
34. Johnson, R. T., and D. W. Johnson. 1986. “Cooperative Learning in the Science Classroom.” Science and Children 24: 31–32.
35. Johnson, D. W., R. T. Johnson, and K. A. Smith. 1991. Active Learning: Cooperation in the College Classroom. Edina, MN: Interaction Book Company.
36. Johnson, D. W., R. T. Johnson, and K. A. Smith. 1998. “Cooperative Learning Returns to College what Evidence is there that it Works?” Change: The Magazine of Higher Learning 30 (4): 26–35. doi: 10.1080/00091389809602629
37. Jordan, T. C., S. H. Burnett, S. Carson, S. M. Caruso, K. Clase, R. J. DeJong, J. J. Dennehy, 2014. “A Broadly Implementable Research Course in Phage Discovery and Genomics for First-Year Undergraduate Students.” mBio 5 (1): e01051–13. doi: 10.1128/mBio.01051-13
38. Kloser, M. J., S. E. Brownell, N. R. Chiariello, and T. Fukami. 2011. “Integrating Teaching and Research in Undergraduate Biology Laboratory Education.” PLoS Biology 9 (11): e1001174. doi: 10.1371/journal.pbio.1001174
39. Kloser, M. J., S. E. Brownell, R. J. Shavelson, and T. Fukami. 2013. “Effects of a Research-Based Ecology Lab Course: A Study of Nonvolunteer Achievement, Self-Confidence, and Perception of lab Course Purpose.” Journal of College Science Teaching 42 (3): 90–99.
40. Kuhn, T. S. 1962. The Structure of Scientific Revolutions. Chicago: University of Chicago Press.
41. Latour, B., and S. Woolgar. 1986. Laboratory Life: The Construction of Scientific Facts. Princeton, NJ: Princeton University Press.
42. Lederman, N. G. 1992. “Students' and Teachers' Conceptions of the Nature of Science: A Review of the Research.” Journal of Research in Science Teaching 29 (4): 331–59. doi: 10.1002/tea.3660290404
43. Lemke, J. L. 1990. Talking Science: Language, Learning, and Values. Norwood, NJ: Ablex Publishing Corporation.
44. Longino, H. E. 1990. Science as Social Knowledge. Princeton, NJ: Princeton University Press.
45. Lopatto, D., and S. Tobias. 2010. Science in Solution: The Impact of Undergraduate Research on Student Learning. Washington, DC: Council on Undergraduate Research.
46. Luckie, D. B., J. J. Maleszewski, S. D. Loznak, and M. Krha. 2004. “Infusion of Collaborative Inquiry throughout a Biology Curriculum Increases Student Learning: A Four-Year Study of ‘Teams and Streams’.” Advances in Physiology Education 28 (4): 199–209. doi: 10.1152/advan.00025.2004
47. McComas, W. F., ed. 1998. The Nature of Science in Science Education: Rationales and Strategies. Boston: Kluwer Academic.
48. Millar, R. 2004. “The Role of Practical Work in the Teaching and Learning of Science.” Paper Presented at the “High School Science Laboratories: Role and Vision” Meeting, Board on Science Education, National Academy of Sciences, Washington, DC.
49. Minner, D., and J. DeLisi. 2012. Inquiring into Science Instruction Observation Protocol (ISIOP). http://isiop.edc.org/
50. National Research Council. 1996. National Science Education Standards. Washington, DC: National Academy Press.
51. National Research Council. 2003. BIO 2010: Transforming Undergraduate Education for Future Research Biologists. Washington, DC: National Academies Press.
52. National Research Council. 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press.
53. Obama, B. H. 2013. “Remarks by the President in the State of the Union Address,” February 12. http://www.whitehouse.gov/thepress-office/2013/02/12/remarks-president-state-union-address.
54. Osborne, J., S. Collins, M. Ratcliffe, R. Millar, and R. Duschl. 2003. “What ‘ideas-about-science’ should be Taught in School Science? A Delphi Study of the Expert Community.” Journal of Research in Science Teaching 40 (7): 692–720. doi: 10.1002/tea.10105
55. Park Rogers, M. A., and S. K. Abell. 2008. “The Design, Enactment, and Experience of Inquiry-Based Instruction in Undergraduate Science Education: A Case Study.” Science Education 92 (4): 591–607. doi: 10.1002/sce.20247
56. Peay, K. G., M. Belisle, and T. Fukami. 2012. “Phylogenetic Relatedness Predicts Priority Effects in Nectar Yeast Communities.” Proceedings of the Royal Society B: Biological Sciences 279: 749–58. doi: 10.1098/rspb.2011.1230
57. President's Council of Advisors on Science and Technology. 2010. Prepare and Inspire: K-12 Education in Science, Technology, Engineering and math (STEM) for America's Future. Washington, DC: Executive Office of the President.
58. President's Council of Advisors on Science and Technology. 2012. Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics. Washington, DC: Executive Office of the President.
59. Reckwitz, A. 2002. “Toward a Theory of Social Practice: A Development in Culturalist Theorizing.” European Journal of Social Theory 5 (2): 243–63. doi: 10.1177/13684310222225432
60. Rudolph, J. L. 2005a. “Epistemology for the Masses: The Origins of ‘The Scientific Method’ in American Schools.” History of Education Quarterly 45 (3): 341–76. doi: 10.1111/j.1748-5959.2005.tb00039.x
61. Rudolph, J. L. 2005b. “Inquiry, Instrumentalism, and the Public Understanding of Science.” Science Education 89 (5): 803–21. doi: 10.1002/sce.20071
62. Russell, S. H., M. P. Hancock, and J. McCullough. 2007. “Benefits of Undergraduate Research Experiences.” Science 316 (5824): 548–49. doi: 10.1126/science.1140384
63. Sawada, D., M. D. Piburn, E. Judson, J. Turley, K. Falconer, R. Benford, and I. Bloom. 2002. “Measuring Reform Practices in Science and Mathematics Classrooms: The Reformed Teaching Observation Protocol.” School Science and Mathematics 102 (6): 245–53. doi: 10.1111/j.1949-8594.2002.tb17883.x
64. Schwab, J. J. 1962. “The Teaching of Science as Inquiry.” In The Teaching of Science, edited by J. J. Schwab and P. Brandwein, 1–104. Cambridge, MA: Harvard University Press.
65. Shavelson, R. J., M. A. Ruiz-Primo, and E.W. Wiley. 2005. “Windows into the Mind.” Higher Education 49 (4): 413–30. doi: 10.1007/s10734-004-9448-9
66. Sirum, K., and J. Humburg. 2011. “The Experimental Design Ability Test (EDAT).” Bioscene: Journal of College Biology Teaching 37 (1): 8–16.
67. Sundberg, M. D., and J. E. Armstrong. 1993. “The Status of Laboratory Instruction for Introductory Biology in US Universities.” The American Biology Teacher 55: 144–46. doi: 10.2307/4449610
68. Sundberg, M. D., J. E. Armstrong, and E. W. Wischusen. 2005. “A Reappraisal of the Status of Introductory Biology Laboratory Education in US Colleges & Universities.” The American Biology Teacher 67 (90): 525–29. doi: 10.1662/0002-7685(2005)067[0525:AROTSO]2.0.CO;2
69. Sundberg, M. D., and G. J. Moncada. 1994. “Creating Effective Investigative Laboratories for Undergraduates.” BioScience 44: 698–704. doi: 10.2307/1312513
70. Toulmin, S. E. 2003. The Uses of Argument. Cambridge, MA: Cambridge University Press.
71. Uno, G. E., and R. W. Bybee. 1994. “Understanding the Dimensions of Biological Literacy.” BioScience 44 (8): 553–57. doi: 10.2307/1312283
72. Vannette, R. L., M. P. L. Gauthier, and T. Fukami. 2012. “Nectar Bacteria, but not Yeast, Weaken a Plant-Pollinator Mutualism.” Proceedings of the Royal Society B: Biological Sciences 280: 20122601. doi: 10.1098/rspb.2012.2601
73. Weaver, G. C., C. B. Russell, and D. J. Wink. 2008. “Inquiry-based and Research-Based Laboratory Pedagogies in Undergraduate Science.” Nature Chemical Biology 4 (10): 577–80. doi: 10.1038/nchembio1008-577
74. Willoughby, S. D., and E. Gustafson. 2009. “Technology Talks: Clickers and Grading Incentive in the Large Lecture Hall.” American Journal of Physics 77 (2): 180–83. doi: 10.1119/1.3013542