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

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Students' Perceptions of FSBio 201, A CURE-Based Course that Scaffolds Research and Scientific Communication, Align

Yee Mon Thu¹, Lauren B French¹, Bradley M Hersh¹

¹Department of Biology, Allegheny College, 520 N. Main St., Meadville, PA 16335, USA.

Integrative and Comparative Biology

|June 11, 2021

Summary

This study highlights a long-standing Course-based Undergraduate Research Experience (CURE) in biology that effectively fosters independent research and communication skills. Feedback indicates success in these areas, with opportunities for enhancing mentoring and quantitative skills.

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Area of Science:

Biology Education
Undergraduate Research

Background:

Integrating active research into undergraduate STEM curricula enhances inclusive excellence and retention.
Allegheny College has a history of collaborative student-faculty research opportunities.

Purpose of the Study:

To evaluate the effectiveness of FSBio 201, a Course-based Undergraduate Research Experience (CURE).
To analyze student perceptions and attitudes regarding research design, execution, and communication skills.

Main Methods:

Analysis of student evaluation feedback.
Coding data from the national CURE project database.
Assessment of student perceptions and attitudes toward the course.

Main Results:

Majority of student feedback was positive regarding fostering independent research and communication skills.
Identified areas for improvement include peer-to-peer mentoring and quantitative/computer-based skills instruction.
Student self-reported data align with the course's learning outcomes.

Conclusions:

FSBio 201 serves as a successful model for introducing undergraduates to biological research.
The CURE effectively supports key learning outcomes in biological research.
Continuous improvement is identified in mentoring and technical skill development.