Multi-Institutional, Multidisciplinary Study of the Impact of Course-Based Research Experiences

Area of Science:

• Science Education
• Undergraduate Research

Background:

• National reports advocate for integrating the research process into undergraduate laboratory courses.
• Course-based research experiences (CREs) are increasingly implemented to provide authentic research opportunities.
• Existing research indicates CREs can yield benefits comparable to traditional apprenticeships, but optimal structures remain unclear.

Purpose of the Study:

• To investigate the impact of different CRE models and contextual factors on student self-reported gains.
• To identify specific CRE structures and components associated with enhanced student learning, skills, and professional development.

Main Methods:

• Utilized the Classroom Undergraduate Research Experience (CURE) survey for data collection.
• Analyzed data from 49 CRE courses across seven diverse institutions.
• Compared student-reported gains against national benchmarks from the Survey of Undergraduate Research Experiences (SURE).

Main Results:

• Students in the studied CREs reported significantly greater gains across all measured benefits compared to national SURE averages.
• CREs that constituted the primary focus of the course or were deeply integrated into traditional labs showed greater student gains.
• Higher degrees of student input and research outcomes unknown to students and faculty correlated with increased student gains.

Conclusions:

• CREs are effective in promoting student development in understanding, skills, and professional growth.
• Specific pedagogical approaches, including full course integration and student-driven inquiry with unpredictable results, amplify the positive impact of CREs.
• Further research into optimizing CRE design can maximize undergraduate research learning outcomes.