By Jacqueline McLaughlin
基于课程的本科生研究经历(CUREs), by definition, are learning experiences in which whole classes of students address a research question or problem with unknown outcomes or solutions that are of interest to external stakeholders (Dolan 2016). They were devised to address a major goal of national reform efforts in life science education to expand research involving undergraduate students (American Association for the Advancement of Science [AAAS] 2011; National Research Council 2003).
Numerous studies have shown the benefits of CUREs to students: enhanced self-confidence in scientific thinking and the development of scientific process skills (Szteinberg and Weaver 2013; Brownell et al. 2015), 为未被代表的人群增加科学的包容性(Bangera and Brownell 2014), 提高了对科学和医学的坚持(Hanauer等). 2012). CUREs also benefit faculty with several studies demonstrating closer integration of teaching and research, 对晋升和终身职位有积极影响, 在科学和教育杂志上发表研究成果, 研究项目的影响更大. Additionally, faculty benefited by identifying, recruiting, 训练学生加入他们的研究实验室, and by enhanced fulfillment in teaching itself (Fukami 2013; Kowalski, Hoops, and Johnson 2016; Shortlidge, Bangera, and Brownell 2016).
迄今为止,CUREs主要用于本科实验课程. 现在,关于什么是自然科学中的治愈方法(如.g.(生物、化学、物理、数学、地球和行星科学)实验室. 这类疗法有五个决定性特征:1)有发现的元素, 这样学生们就能处理新的数据. 2)迭代被内置到实验室中. 3)学生参与高水平的合作. 4)学生学习科学实践. 5) The topic is broadly relevant so that it could potentially be published and/or of interest to a group outside the class (Auchincloss et al. 2014).
尽管在《十大网投平台信誉排行榜》中探索的研究实验室主题有很多多样性, 出现了两种不同的CURE模型, both revealing student and faculty benefits: (1) a local model where faculty members develop and teach a CURE stemming from their own research interests (e.g. Brownell et al. 2012; Ward et al. 2014) and (2) a national model where a CURE is developed by an individual faculty member and then is expanded and taught by a network of faculty (e.g., Lopatto et al. 2008; Jordan et al. 2014).
发展本地治愈方法的一个好方法是教师, instructors, and/or advanced graduate students to identify a way to scale up their own research interests and embed this into a lab course. A proven framework that orients and guides an instructor through the process of designing and implementing a CURE that possesses the above listed five elements is presented in Figure 1 and example transformations using this model in Table 1. Per this framework, students work in small groups to learn research techniques; ask novel questions grounded in the scientific literature; design their own experiments; test their hypotheses using the scientific method and the reflective process of progressive problem solving; interpret their data; and disseminate their work in a professional scientific manner by means of poster presentations, oral academic talks, or scientific papers. To achieve this, students receive individualized mentorship which is essential to knowledge integration (Linn et al. 2015).
Level | Lab | Topic | Location | Reference |
---|---|---|---|---|
Freshmen Sophomore | 《信誉最好的大网投平台》 | Growth Kinetics of Yeast | 4-year college | Goudsouzian, McLaughlin and Slee 2017 |
Freshmen Sophomore | 《信誉最好的大网投平台》 | Cancer Cell Transformation | 4-year college | McLaughlin and Coyle 2016 |
Honors | 非专业生物入门 | 微藻作为生物燃料的来源 | 2-year college | Goedhart and McLaughlin 2016 |
Sophomore | 发育生物学专业 | 脊椎动物心脏发育中药物引起的心律失常 | 4-year college | McLaughlin and Patel 2017 |
Faculty looking to carry out pedagogical research on the effectiveness of a local CURE that they develop and implement should work to fill the present gaps Faculty looking to carry out pedagogical research on the effectiveness of a local CURE that they develop and implement should work to fill the present gaps in the literature. To date, there are few studies that make use of valid and reliable measures of student outcomes (beyond Student Assessment of their Learning Gains (SALG) surveys) or that include study designs and methods that control for student-level differences. Additional research is needed that makes use of theory and methods from the social sciences to more fully understand how CUREs operate; how students and faculty benefit from this unique learning environment; and how challenges to adopting, implementing, 持续的治愈是可以克服的(Dolan 2016).
References
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Mclaughlin, Jacqueline S., Mit Patel, and Joshua B. Slee. 2020. “A CURE Using Cell Culture-Based Research Enhances Career Ready Skills in Undergraduates in Preparation to Enter the American Workforce.” 本科生研究奖学金与实践(Spur) (under review).
McLaughlin, Jacqueline S., and Mit Patel. 2017. "An authentic research experience for undergraduates in the developmental biology and physiology laboratory using the chick embryonic heart." The American Biology Teacher 79(8): 645-653. http://doi.org/10.1525/abt.2017.79.8.645
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