| Title: |
A Framework for Leveraging Network Course-Based Undergraduate Research Experience (CURE) Faculty to Develop, Validate, and Administer an Assessment Instrument |
| Language: |
English |
| Authors: |
Adam J. Kleinschmit (ORCID 0000-0003-3820-524X); Elizabeth Genné-Bacon; Kevin Drace; Brinda Govindan; Jennifer R. Larson (ORCID 0000-0003-4352-3517); Amber A. Qureshi; Carol Bascom-Slack (ORCID 0000-0002-2950-8997) |
| Source: |
Journal of Microbiology & Biology Education. 2024 25(1). |
| Availability: |
American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe |
| Peer Reviewed: |
Y |
| Page Count: |
18 |
| Publication Date: |
2024 |
| Sponsoring Agency: |
National Science Foundation (NSF) |
| Contract Number: |
1640399 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Undergraduate Students; Student Research; College Faculty; Test Construction; Test Validity; Science Process Skills; Achievement Gains; Science Instruction; Teacher Attitudes; Measures (Individuals) |
| ISSN: |
1935-7877; 1935-7885 |
| Abstract: |
Over the last several years, nationally disseminated course-based under graduate research experiences (CUREs) have emerged as an alternative to developing a novel CURE from scratch, but objective assessment of these multi-institution (network) CUREs across institutions is challenging due to differences in student populations, instructors, and fidelity of implementation. The time, money, and skills required to develop and validate a CURE-specific assessment instrument can be prohibitive. Here, we describe a co-design process for assessing a network CURE [the Prevalence of Antibiotic Resistance in the Environment (PARE)] that did not require support through external funding, was a relatively low time commitment for participating instructors, and resulted in a validated instrument that is usable across diverse PARE network institution types and implementation styles. Data collection efforts have involved over two dozen unique institutions, 42 course offerings, and over 1,300 pre-/post-matched assessment record data points. We demonstrated significant student learning gains but with small effect size in both content and science process skills after participation in the two laboratory sessions associated with the core PARE module. These results show promise for the efficacy of short-duration CUREs, an educational research area ripe for further investigation, and may support efforts to lower barriers for instructor adoption by leveraging a CURE network for developing and validating assessment tools. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1424169 |
| Database: |
ERIC |