Can We Quantify If It's a CURE?
Christopher W Beck1, Megan F Cole1, Nicole M Gerardo1
1Department of Biology, Emory University, Atlanta, Georgia, USA.
Journal of Microbiology & Biology Education
|April 24, 2023
Summary
The Laboratory Course Assessment Survey (LCAS) does not reliably distinguish Course-based Undergraduate Research Experiences (CUREs) from other lab courses. Researchers suggest focusing on student activities and outcomes rather than solely on LCAS scores.
Area of Science:
- Biology Education
- Undergraduate Pedagogy
Background:
- Course-based Undergraduate Research Experiences (CUREs) are increasingly prevalent in biology labs.
- Differentiating CUREs from other lab teaching methods is an ongoing challenge.
- The Laboratory Course Assessment Survey (LCAS) was developed to measure student engagement in CURE-related activities.
Purpose of the Study:
- To evaluate the utility of the LCAS in quantitatively defining a laboratory course as a CURE.
- To examine the variation in LCAS scores across different laboratory course types.
- To assess the overlap in LCAS scores between CUREs and other instructional formats.
Main Methods:
- Analyzed published LCAS scores from various laboratory courses.
- Examined the distribution of LCAS scores for students in a research-for-credit course.
- Compared LCAS scores across different course types and with mentored research students.
Main Results:
- Significant variation in LCAS scores was observed among CUREs.
- Broad overlap in LCAS scores existed between CUREs and other course types.
- Mean LCAS scores for all course types fell within the distribution of scores for mentored research students.
Conclusions:
- The LCAS is not a definitive tool for quantitatively identifying CUREs.
- The biology education community should shift focus from defining CUREs quantitatively.
- Utilize the LCAS to explore student activities and their impact on learning outcomes in lab courses.
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