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Research and Teaching

A Process for Scaling an Independent Course-Based Undergraduate Research Experience: Lessons Learned from Expansion of the Tigriopus CURE to Diverse Institutions

Journal of College Science Teaching—May/June 2024 (Volume 53, Issue 3)

By Ginger R. Fisher, Kevin W. Floyd, and Jeffrey T. Olimpo

Course-based undergraduate research experiences (CUREs) increase student engagement in scientific practices and allow students to generate novel findings. Previous studies demonstrated that CUREs are more effective at enhancing students’ motivations, attitudes, science identity development, and acquisition of science process skills than traditional (i.e., prescriptive) laboratory exercises. Historically, CUREs have adopted one of two structures – the ‘network’ CURE, where faculty nationwide are provided with training to implement a single CURE model (e.g., SEA-PHAGES), or the ‘independent’ CURE, which is centered around an individual faculty member’s research expertise. Although independent CUREs are quite common, few studies have examined the process for and impacts of scaling up an independent CURE for use in diverse institutional contexts. To address this, we employed a quasi-experimental mixed methods design to evaluate how an independent CURE, the Tigriopus CURE, could be modified for implementation at a Hispanic-Serving Institution, Liberal Arts College, and Women’s College. Analysis of pre-/post-semester data revealed significant differences in CURE students’ science identity development, experimental design skills, and motivations relative to a matched comparison group of students in a traditional laboratory course. These findings highlight the effectiveness of independent CUREs such as the Tigriopus CURE, as well as its utility across institutional settings.
Course-based undergraduate research experiences (CUREs) increase student engagement in scientific practices and allow students to generate novel findings. Previous studies demonstrated that CUREs are more effective at enhancing students’ motivations, attitudes, science identity development, and acquisition of science process skills than traditional (i.e., prescriptive) laboratory exercises.
Course-based undergraduate research experiences (CUREs) increase student engagement in scientific practices and allow students to generate novel findings. Previous studies demonstrated that CUREs are more effective at enhancing students’ motivations, attitudes, science identity development, and acquisition of science process skills than traditional (i.e., prescriptive) laboratory exercises.
 

Research and Teaching

A mixed-methods study of a poster presentation activity, students’ science identity, and science communication self-efficacy in face-to-face teaching conditions

Journal of College Science Teaching—May/June 2024 (Volume 53, Issue 3)

By E. Austin Leone and Donald P. French

Communicating scientific findings is an accepted part of the research experience, but few science programs include explicit undergraduate curricula for developing or practicing oral science communication. Course-based undergraduate research experiences (CUREs) can provide opportunities to practice science communication, but few studies describe or evaluate authentic oral science communication activities in CUREs. Existing literature lacks considerable evidence for how science communication activities impact students’ science identity and science communication self-efficacy regarding research posters. Therefore, we collected students’ quantitative & qualitative perceptions of science identity and science communication self-efficacy in a face-to-face (F2F) CURE during the COVID-19 pandemic. We also collected students’ qualitative perceptions of participating in a poster symposium and of wearing a face mask while engaging their symposium audience. We found significant improvements in science identity and science communication self-efficacy, as well as benefits and barriers to presenting in a F2F symposium while wearing a face mask. Our results can help educators interested in improving students' science identity and science communication self-efficacy, especially when deciding if a F2F poster symposium in a CURE is appropriate, as affective factors strongly impact students' persistence in science.
Communicating scientific findings is an accepted part of the research experience, but few science programs include explicit undergraduate curricula for developing or practicing oral science communication. Course-based undergraduate research experiences (CUREs) can provide opportunities to practice science communication, but few studies describe or evaluate authentic oral science communication activities in CUREs.
Communicating scientific findings is an accepted part of the research experience, but few science programs include explicit undergraduate curricula for developing or practicing oral science communication. Course-based undergraduate research experiences (CUREs) can provide opportunities to practice science communication, but few studies describe or evaluate authentic oral science communication activities in CUREs.
 

Research and Teaching

Introducing a sequence of (almost) unlimited, zero-penalty, interview-like assessments into an introductory physics course: student responses and considerations.

Journal of College Science Teaching—May/June 2024 (Volume 53, Issue 3)

By Minjoon Kouh

An introductory physics course may be run like a video game, where students have an almost unlimited number of attempts to demonstrate their competencies through a sequence of zero-penalty assessments until the end of a semester. Each checkpoint is conducted as a 10-minute, one-on-one oral interview with the instructor, and students are not allowed to move on to the next topic before passing the checkpoint on the current topic. This is an individualized approach to teaching physics, because students take the checkpoints at their own pace throughout the semester. Students strive to clear all checkpoints in sequence without a penalty for each attempt. This course was implemented as an online class with 32 undergraduate students in spring, 2021. It had mixed reviews: some students, who identified themselves as independent learners, found the format effective, and other students reported that it was difficult to stay on track.
An introductory physics course may be run like a video game, where students have an almost unlimited number of attempts to demonstrate their competencies through a sequence of zero-penalty assessments until the end of a semester. Each checkpoint is conducted as a 10-minute, one-on-one oral interview with the instructor, and students are not allowed to move on to the next topic before passing the checkpoint on the current topic. This is an individualized approach to teaching physics, because students take the checkpoints at their own pace throughout the semester.
An introductory physics course may be run like a video game, where students have an almost unlimited number of attempts to demonstrate their competencies through a sequence of zero-penalty assessments until the end of a semester. Each checkpoint is conducted as a 10-minute, one-on-one oral interview with the instructor, and students are not allowed to move on to the next topic before passing the checkpoint on the current topic. This is an individualized approach to teaching physics, because students take the checkpoints at their own pace throughout the semester.

Archive: SP24: Health DataWell: HS Life Science Instructional Materials, June 4, 2024

Health Datawell provides free lesson plans and storyline units to help high school students understand the varied roles of citizens and health scientists in protecting and promoting the health and wellness of their communities. These instructional materials could be used in a variety of courses including Biology, Environmental Science, Anatomy, and AP Biology.

Health Datawell provides free lesson plans and storyline units to help high school students understand the varied roles of citizens and health scientists in protecting and promoting the health and wellness of their communities. These instructional materials could be used in a variety of courses including Biology, Environmental Science, Anatomy, and AP Biology.

Health Datawell provides free lesson plans and storyline units to help high school students understand the varied roles of citizens and health scientists in protecting and promoting the health and wellness of their communities. These instructional materials could be used in a variety of courses including Biology, Environmental Science, Anatomy, and AP Biology.

Health Datawell provides free lesson plans and storyline units to help high school students understand the varied roles of citizens and health scientists in protecting and promoting the health and wellness of their communities. These instructional materials could be used in a variety of courses including Biology, Environmental Science, Anatomy, and AP Biology.

 

Press Release

Louisiana High School Science Teacher Receives 2024 Shell Science Teaching Award

Lacey Hoosier Wins $10,000 Cash Prize for Positive Impact on Her Students and School

 

Press Release

EIGHT STUDENT TEAMS NAMED NATIONAL WINNERS OF 32nd ANNUAL EXPLORAVISION COMPETITION

Toshiba and the National Science Teaching Association (NSTA) honor student innovation with prizes and award ceremony in Washington, D.C.

 

Freebies and Opportunities for Science and STEM Teachers, May 14, 2024

By Debra Shapiro

Freebies and Opportunities for Science and STEM Teachers, May 14, 2024

 

Freebies and Opportunities for Science and STEM Teachers, May 7, 2024

By Debra Shapiro

Freebies and Opportunities for Science and STEM Teachers, May 7, 2024

 

Press Release

Top U.S. STEM Students Win Scholarships and Awards at the 62nd Annual National Junior Science and Humanities Symposium

Over $200,000 in scholarships and cash awards were awarded to national winners at this year’s National Junior Science and Humanities Symposium

Archive: NSTA Teacher Awards – Shining the Spotlight on New Teachers and Veteran Teachers, October 24, 2024

Did you come up with an innovative way to teach a lesson? Have you devoted your life to promoting science and the teaching of science? Did you successfully transform science teaching in your classroom? If you answered yes to any of these questions, then why not share your experience with others and apply for an NSTA Teacher Award?

Did you come up with an innovative way to teach a lesson? Have you devoted your life to promoting science and the teaching of science? Did you successfully transform science teaching in your classroom? If you answered yes to any of these questions, then why not share your experience with others and apply for an NSTA Teacher Award?

Did you come up with an innovative way to teach a lesson? Have you devoted your life to promoting science and the teaching of science? Did you successfully transform science teaching in your classroom? If you answered yes to any of these questions, then why not share your experience with others and apply for an NSTA Teacher Award?

Did you come up with an innovative way to teach a lesson? Have you devoted your life to promoting science and the teaching of science? Did you successfully transform science teaching in your classroom? If you answered yes to any of these questions, then why not share your experience with others and apply for an NSTA Teacher Award?

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