A CURE for the teachingresearch tradeoff David Julian Beyond the Podium 2015 Graduation Rates in STEM at UF Same STEM Other STEM Total STEM NonSTEM No Degree NonURM 45 22 67 ID: 757783
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Slide1
Course-based Undergraduate Research ExperienceA CURE for the teaching/research tradeoff?
David Julian
Beyond the Podium, 2015Slide2
Graduation Rates in STEM at UF
Same STEM
Other STEMTotal STEMNon-STEMNo DegreeNon-URM45%22%67%20%13%URM34%21%55%22%23%
Six-year graduation rate
across
all STEM major programs (using NSF STEM definition
).
Rates
are cumulative (i.e., they include students who graduated in less than six years
).
URM
represents racial and ethnic groups that are under-represented in STEM.Slide3
Most Attrition from theInitial STEM Major is Early
Biology Majors
Chemistry Majors
75% of total attrition from the initial major occurs by the beginning of the second year.Slide4
Why Undergrad ResearchExperience is Important for STEMIncreases engagement, academic achievement, retention, rate of graduation, and the chance of a pursuing graduate study in science
fields
(Barlow and
Villarejo 2004, Foertsch et al. 1997, Jonides 1995, Lopatto 2004, 2007)Especially important for UR students (Balster et al. 2010)Among science-oriented students entering college, very few indicated a desire to pursue a career in science research or were even familiar with such careers, although they aspired to contribute to scientific research. (Hurtado et al. 2006)Slide5
Why Early Undergrad Research Experience is Important in STEMThe first two years of college are the most critical for recruitment of students into STEM and retention of students in
STEM.
(PCAST 2012)
“Early efforts are necessary to acquaint and direct students toward research careers if we truly intend to expand the pool of research scientists”(Hurtado at al. 2008)Slide6
Research Participation at UF by YearBased on SERU ResponsesSlide7
Research Participation at UF by YearBased on SERU ResponsesSlide8
The Spectrum of“Research” ExperiencesThe activity is an exercise, and the instructor and students all know the desired outcome.
The activity is an exercise, and the instructor knows the desired outcome but the students do not.
The activity is an
experiment, and the instructor knows the outcome but the students do not.The activity is an experiment, and neither the instructor nor the students know the outcome (“authentic research”).Slide9
Student Barriers to Engaging in Early, Authentic UREAcademic preparationUR students and students from underserved high schools are less likely to have completed advanced placement and dual-enrollment courses.
Technical preparation
Students
from underserved high schools are less likely to have experience with modern research techniques.Academic commitmentsIn most STEM programs undergraduate research does not satisfy major requirements. Employment commitmentsUR students are more likely to support themselves through outside employmentSlide10
Faculty Barriers to Providing Authentic UREsToo little time available
Lack of professional incentives
Inadequate classroom resources
Undergraduates don’t have the skills/experience to be productiveOthers?Slide11
Course-based Undergraduate Research Experience (CURE)DiscoveryBroadly relevant or important work
Collaboration
Iteration
Use of scientific practicesAsking questions, building and evaluating models, proposing hypotheses, designing studies, selecting methods, using the tools of science, gathering and analyzing data, identifying meaningful variation, navigating the messiness of real- world data, developing and critiquing interpretations and arguments, and communicating findingsAuchincnloss et al., CBE-Life Sciences Education 13(1): 29-40 (2014).Slide12
Auchincnloss et al., CBE-Life Sciences Education 13(1): 29-40 (2014).Slide13
Creating a CURE Course from and forYour Research Program
What is keeping your mentoring activity from being a course?
Course number
Place in the curriculumCount for credit in major(s)SyllabusWeekly schedule of topics/activitiesAssessments/product (mechanism by which grade will be determined)Slide14
Creating a CURE Course from and forYour Research Program
Backward Design Principles
Learning Outcomes
AssessmentActivitiesContentSlide15
One Model: GEARSlide16
One Model: GEAR
Moore and
Teter
, 2014Slide17
One Model: GEAR
Moore and
Teter
, 2014Slide18
UF Expertise and SuccessesSlide19
UF Expertise and Successes
Miller et al., 2013Slide20
CUREnet (https://curenet.cns.utexas.edu/)Slide21Slide22Slide23
References* Auchincloss, L. C.,
Laursen
, S. L.,
Branchaw, J. L., Eagan, K., Graham, M., Hanauer, D. I., Lawrie, G., McLinn, C. M., Pelaez, N., Rowland, S., et al. (2014). Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report. CBE-LIFE Sci. Educ. 13, 29–40.Balster, N., Pfund, C., Rediske, R., Branchaw, J. (2010) Entering research: A course that creates community and structure for beginning undergraduate researchers in the STEM disciplines. CBE Life Sci Education, 9, 108-118.Barlow, A. E. L., & Villarejo, M. (2004). Making a difference for minorities: Evaluation of an educational enrichment program. Journal of Research in Science Teaching, 41(9), 861–881.Foertsch, J., Alexander, B. B., & Penberthy, D. (1997). Summer research opportunity programs (SROPs) for minority undergraduates: A longitudinal study of program outcomes, 1986–1996. Madison: The Lead Center, University of Wisconsin-Madison.Hurtado, S., Cerna O. S., Chang, J. C., Saenz, V. B., Lopez, L. R., Mosqueda, C., Oseguera, L., Chang, M. J., & Korn, W. S. (2006). Aspiring scientists: Characteristics of college freshmen interested in the biomedical and behavioral sciences. Los Angeles: Higher Education Research Institute.Jonides, J. (1995). Evaluation and dissemination of an undergraduate program to improve retention of asterisk students. Ann Arbor, MI (ERIC Document Reproduction Service No. ED 414841).Lopatto, D. (2007). Undergraduate research experiences support science career decisions and active learning. CBE-Life Sciences Education 6, 297–305.Lopatto, D., Alvarez, C., Barnard, D., Chandrasekaran, C., Chung, H., Du, C., … Morris, R. (2008). Genomics Education Partnership. Science, 322(5902), 684–685.* Miller, C. W., Hamel, J., Holmes, K. D., Helmey-Hartman, W. L. and Lopatto, D. (2013). Extending Your Research Team: Learning Benefits When a Laboratory Partners with a Classroom. Bioscience 63, 754–762.* Moore, S. D. and Teter, K. (2014). Group-effort Applied Research: Expanding Opportunities for Undergraduate Research Through Original, Class-Based Research Projects. Biochem. Mol. Biol. Educ. 42, 331–338.President’s Council of Advisors on Science and Technology (2012). Report to the President Executive Office of the President President’s Council of Advisors. Washington, D.C.Slide24
Other ReadingCorwin, L. a, Graham, M. J. and Dolan, E. L. (2015). Modeling Course-Based Undergraduate Research Experiences
: An Agenda for Future Research and Evaluation.
CBE Life Sci. Educ.
14, 1–13.Shaffer, C. D., Alvarez, C. J., Bednarski, A. E., Dunbar, D., Goodman, A. L., Reinke, C., Rosenwald, A. G., Wolyniak, M. J., Bailey, C., Barnard, D., et al. (2014). A Course-Based Research Experience: How Benefits Change with Increased Investment in Instructional Time. CBE-LIFE Sci. Educ. 13, 111–130.Zimbardi, K. and Myatt, P. (2014). Embedding undergraduate research experiences within the curriculum: a cross-disciplinary study of the key characteristics guiding implementation. Stud. High. Educ. 39, 233–250.Slide25