Factors Affecting Instructional Practices in Course-based Undergraduate Research Experiences
Faculty Mentor
Dr. Bo Idsardi
Presentation Type
Poster
Start Date
5-8-2024 11:15 AM
End Date
5-8-2024 1:00 PM
Location
PUB NCR
Primary Discipline of Presentation
Biology
Abstract
Course-based undergraduate research experiences, also known as CUREs, integrate authentic scientific investigations into STEM curriculum. These experiences prioritize scientific practices, discovery, real-world relevance, collaboration, and iterative experimentation. CUREs offer a more accessible approach in engaging diverse student populations compared to traditional internships. However, CUREs often place heavy demands on instructors, presenting challenges, such as time availability, scalability, and resource limitations. This research focuses on (1) the importance instructors place on implementing CURE characteristics and (2) the factors influencing their planning and implementation of CUREs. Using the teacher-centered systematic reform model as a guiding framework, this study will focus on teacher-thinking, contextual factors, and personal factors that impact instructors. This multiple-case study will use qualitative data from observations and interviews to identify challenges and gather detailed instructor perspectives on what influences CURE design. Research findings will help identify opportunities to better support instructors in planning and implementing CUREs, ultimately enhancing both the teaching experience for instructors and the learning experience for students.
Recommended Citation
Romaker, Bailee, "Factors Affecting Instructional Practices in Course-based Undergraduate Research Experiences" (2024). 2024 Symposium. 12.
https://dc.ewu.edu/srcw_2024/ps_2024/p2_2024/12
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Factors Affecting Instructional Practices in Course-based Undergraduate Research Experiences
PUB NCR
Course-based undergraduate research experiences, also known as CUREs, integrate authentic scientific investigations into STEM curriculum. These experiences prioritize scientific practices, discovery, real-world relevance, collaboration, and iterative experimentation. CUREs offer a more accessible approach in engaging diverse student populations compared to traditional internships. However, CUREs often place heavy demands on instructors, presenting challenges, such as time availability, scalability, and resource limitations. This research focuses on (1) the importance instructors place on implementing CURE characteristics and (2) the factors influencing their planning and implementation of CUREs. Using the teacher-centered systematic reform model as a guiding framework, this study will focus on teacher-thinking, contextual factors, and personal factors that impact instructors. This multiple-case study will use qualitative data from observations and interviews to identify challenges and gather detailed instructor perspectives on what influences CURE design. Research findings will help identify opportunities to better support instructors in planning and implementing CUREs, ultimately enhancing both the teaching experience for instructors and the learning experience for students.
