Evidence map›Paper›PMID 26751568›Full record

ArticleJournal of microbiology & biology education2015

Comparing the Impact of Course-Based and Apprentice-Based Research Experiences in a Life Science Laboratory Curriculum.

Casey Shapiro, Jordan Moberg-Parker, Shannon Toma, Carlos Ayon, Hilary Zimmerman, Elizabeth A Roth-Johnson, Stephen P Hancock, Marc Levis-Fitzgerald, Erin R Sanders

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of microbiology & biology education, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 37 papers.

0numbers the graph read from it
0cells of the map it votes in
37citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

37 citing papers in PubMed.

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  8. Influence of CUREs on STEM retention depends on demographic identities.Journal of microbiology & biology education · 2023
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

9 authors.

Casey ShapiroCenter for Educational Assessment, Office of Instructional Development, University of California Los Angeles, Los Angeles, CA 90095.
Jordan Moberg-ParkerDepartment of Microbiology, Immunology, and Molecular Genetics, University of California Los Angeles, Los Angeles, CA 90095.
Shannon TomaCenter for Educational Assessment, Office of Instructional Development, University of California Los Angeles, Los Angeles, CA 90095.
Carlos AyonCenter for Educational Assessment, Office of Instructional Development, University of California Los Angeles, Los Angeles, CA 90095.
Hilary ZimmermanCenter for Educational Assessment, Office of Instructional Development, University of California Los Angeles, Los Angeles, CA 90095.
Elizabeth A Roth-JohnsonDepartment of Life Sciences Core Education, University of California Los Angeles, Los Angeles, CA 90095.
Stephen P HancockDepartment of Biological Chemistry, David Geffen School of Medicine, University of California Los Angeles, Los Angeles, CA 90095.
Marc Levis-FitzgeraldCenter for Educational Assessment, Office of Instructional Development, University of California Los Angeles, Los Angeles, CA 90095.
Erin R SandersDepartment of Microbiology, Immunology, and Molecular Genetics, University of California Los Angeles, Los Angeles, CA 90095; Department of Life Sciences Core Education, University of California Los Angeles, Los Angeles, CA 90095; Center for Education Innovation and Learning in the Sciences, University of California Los Angeles, Los Angeles, CA 90095.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

This four-year study describes the assessment of a bifurcated laboratory curriculum designed to provide upper-division undergraduate majors in two life science departments meaningful exposure to authentic research. The timing is critical as it provides a pathway for both directly admitted and transfer students to enter research. To fulfill their degree requirements, all majors complete one of two paths in the laboratory program. One path immerses students in scientific discovery experienced through team research projects (course-based undergraduate research experiences, or CUREs) and the other path through a mentored, independent research project (apprentice-based research experiences, or AREs). The bifurcated laboratory curriculum was structured using backwards design to help all students, irrespective of path, achieve specific learning outcomes. Over 1,000 undergraduates enrolled in the curriculum. Self-report survey results indicate that there were no significant differences in affective gains by path. Students conveyed which aspects of the curriculum were critical to their learning and development of research-oriented skills. Students' interests in biology increased upon completion of the curriculum, inspiring a subset of CURE participants to subsequently pursue further research. A rubric-guided performance evaluation, employed to directly measure learning, revealed differences in learning gains for CURE versus ARE participants, with evidence suggesting a CURE can reduce the achievement gap between high-performing students and their peers.

Identifiers

PMID26751568
PMCPMC4690559

What OpenQuestion holds

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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.