Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Case Studies01:22

Case Studies

13.9K
There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.
13.9K
Comparing Experimental Results: Student's t-Test01:09

Comparing Experimental Results: Student's t-Test

6.4K
The t-test is a statistical method used to compare the sample mean with a population mean or compare two means from two data sets. The test statistic is calculated from the standard deviation, mean, and number of measurements in the data set at a selected confidence interval and then compared to a table of critical values at this confidence level. If the test statistic is smaller than the critical value, the null hypothesis is accepted. In this case, we state that the difference between the...
6.4K
Cross-Sectional Research01:50

Cross-Sectional Research

12.9K
In cross-sectional research, a researcher compares multiple segments of the population at the same time. If they were interested in people's dietary habits, the researcher might directly compare different groups of people by age. Instead of following a group of people for 20 years to see how their dietary habits changed from decade to decade, the researcher would study a group of 20-year-old individuals and compare them to a group of 30-year-old individuals and a group of 40-year-old...
12.9K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Faculty rewards from course-based undergraduate research experiences (CURE) in biochemistry.

Journal of microbiology & biology education·2025
Same author

Putative pseudolysogeny-dependent phage gene implicated in the superinfection resistance of <i>Cutibacterium acnes</i>.

Microbiome research reports·2024
Same author

Mycobacteriophage Alexphander Gene <i>94</i> Encodes an Essential dsDNA-Binding Protein during Lytic Infection.

International journal of molecular sciences·2024
Same author

Synthesizing Research Narratives to Reveal the Big Picture: a CREATE(S) Intervention Modified for Journal Club Improves Undergraduate Science Literacy.

Journal of microbiology & biology education·2023
Same author

Reimagining the Introductory Math Curriculum for Life Sciences Students.

CBE life sciences education·2021
Same author

Characterizing Biology Education Research: Perspectives from Practitioners and Scholars in the Field.

Journal of microbiology & biology education·2021

Related Experiment Video

Updated: Mar 27, 2026

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
10:17

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Published on: November 15, 2024

1.8K

Comparing the Impact of Course-Based and Apprentice-Based Research Experiences in a Life Science Laboratory

Casey Shapiro1, Jordan Moberg-Parker2, Shannon Toma1

  • 1Center for Educational Assessment, Office of Instructional Development, University of California Los Angeles, Los Angeles, CA 90095.

Journal of Microbiology & Biology Education
|January 12, 2016
PubMed
Summary

This study assessed a bifurcated undergraduate life science curriculum, offering course-based (CUREs) or apprentice-based (AREs) research experiences. Both paths improved biology interests, with CUREs potentially reducing achievement gaps.

More Related Videos

Author Spotlight: Enhancing Engineering Education via WebVR-Based Online Laboratories
04:15

Author Spotlight: Enhancing Engineering Education via WebVR-Based Online Laboratories

Published on: February 23, 2024

1.8K
Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

4.6K

Related Experiment Videos

Last Updated: Mar 27, 2026

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
10:17

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Published on: November 15, 2024

1.8K
Author Spotlight: Enhancing Engineering Education via WebVR-Based Online Laboratories
04:15

Author Spotlight: Enhancing Engineering Education via WebVR-Based Online Laboratories

Published on: February 23, 2024

1.8K
Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

4.6K

Area of Science:

  • Life Sciences Education
  • Undergraduate Research Training

Background:

  • Authentic research exposure is crucial for life science undergraduates.
  • A bifurcated curriculum offers distinct pathways: course-based (CUREs) and apprentice-based (AREs).
  • Backwards design ensures consistent learning outcomes across different research experiences.

Purpose of the Study:

  • To assess a bifurcated undergraduate laboratory curriculum providing authentic research experiences.
  • To compare learning gains and affective outcomes between CUREs and AREs.
  • To evaluate the curriculum's impact on student interest and research skill development.

Main Methods:

  • A four-year study involving over 1,000 undergraduates in life science majors.
  • Implementation of a bifurcated curriculum with CURE and ARE options.
  • Assessment using self-report surveys and rubric-guided performance evaluations.

Main Results:

  • No significant differences in affective gains were observed between CURE and ARE paths.
  • Student interest in biology increased post-curriculum, with some CURE participants pursuing further research.
  • Performance evaluations indicated differential learning gains, suggesting CUREs may narrow achievement gaps.

Conclusions:

  • The bifurcated curriculum effectively provides research exposure and increases student interest in biology.
  • Course-based undergraduate research experiences (CUREs) show potential in reducing achievement gaps in life science education.
  • Both CURE and ARE pathways contribute to skill development, but CUREs may offer broader equity benefits.