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Assessment of Course-Based Research Modules Based on Faculty Research in Introductory Biology
Megan F Cole1, Meleah A Hickman1, Levi Morran1
1Department of Biology, Emory University, Atlanta, Georgia, USA.
Journal of Microbiology & Biology Education
|October 1, 2021
Summary
Short research modules in introductory biology courses boost student science identity and self-efficacy. These course-based research experiences (CREs) offer a feasible way to enhance persistence in STEM fields.
Area of Science:
- Biology Education
- Undergraduate Research
Background:
- Course-based research experiences (CREs) promote student persistence in science.
- Implementing full-semester CREs can be resource-intensive and challenging.
- Modular CREs offer a potential solution to overcome implementation barriers.
Purpose of the Study:
- To assess the impact of modular CREs on undergraduate introductory biology students.
- To evaluate student outcomes using the Persistence in the Sciences (PITS) survey.
- To compare modular CRE outcomes with full-semester CREs and traditional labs.
Main Methods:
- Introductory biology students completed a semester of modular CREs.
- The Persistence in the Sciences (PITS) survey measured student affect and project ownership.
- Outcomes were compared to previous studies of full-semester CREs (SEA-PHAGES) and traditional labs.
Main Results:
- Modular CREs yielded self-efficacy, science community values, and science identity comparable to full-semester CREs.
- Project ownership (content) scores fell between traditional labs and full-semester CREs.
- Project ownership (emotion) and networking scores were similar to traditional labs.
Conclusions:
- Modular CREs significantly enhance student affect measures linked to science persistence.
- While not matching all outcomes of semester-long CREs, modular CREs are more feasible.
- Modular CREs expose students to diverse research areas and techniques, supporting broader scientific engagement.
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