ArticleJournal of microbiology & biology education2017
Multi-Institutional, Multidisciplinary Study of the Impact of Course-Based Research Experiences.
Article in Journal of microbiology & biology education, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 18 papers.
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.
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.
Who cites it
18 citing papers in PubMed.
- Breaking confirmatory spells by implementing research-integrated CUREs.Journal of microbiology & biology education · 2025Article
- An interdisciplinary, collaborative CURE to investigate mutagen-sensitive alleles inJournal of microbiology & biology education · 2025Article
- Dipping Your Toe in The CURE Pool: Longitudinal Tracking of Instructors Suggests Use of a Short-Duration CURE Can Catalyze Expansion to Longer CURE Experiences.CBE life sciences education · 2024Article
- A framework for leveraging network course-based undergraduate research experience (CURE) faculty to develop, validate, and administer an assessment instrument.Journal of microbiology & biology education · 2024Article
- A Call to Assess the Impacts of Course-Based Undergraduate Research Experiences for Career and Technical Education, Allied Health, and Underrepresented Students at Community Colleges.CBE life sciences education · 2023Article
- Article
- Addressing Foodborne Illness in Côte d'Ivoire: Connecting the Classroom to the Community through a Nonmajors Course-Based Undergraduate Research Experience.Journal of microbiology & biology education · 2022Article
- A comparative study between outcomes of an in-person versus online introductory field course.Ecology and evolution · 2021Article
- The Relationship between Perceptions of Instructional Practices and Student Self-Efficacy In Guided-Inquiry Laboratory Courses.CBE life sciences education · 2021Article
- CURE in a Box: an Online CURE for Introductory Biology Majors That Incorporates Vision and Change.Journal of microbiology & biology education · 2021Article
- Assessment of Course-Based Research Modules Based on Faculty Research in Introductory Biology.Journal of microbiology & biology education · 2021Article
- Open Inquiry versus Broadly Relevant Short-Term Research Experiences for Non-Biology Majors.Journal of microbiology & biology education · 2021Article
- Antibiotic Resistance in Environmental Microbes: Implementing Authentic Research in the Microbiology Classroom.Frontiers in microbiology · 2020Article
- Supporting Students from Day 1 of College: The Importance of Relatedness to Inclusivity.Journal of microbiology & biology education · 2020Article
- Fostering Inclusion through an Interinstitutional, Community-Engaged, Course-Based Undergraduate Research Experience.Journal of microbiology & biology education · 2020Article
- Models and Impacts of Science Research Experiences: A Review of the Literature of CUREs, UREs, and TREs.CBE life sciences education · 2019Review
- Analysis of Student Attitudes of a Neurobiology Themed Inquiry Based Research Experience in First Year Biology Labs.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2018Article
- The PARE Project: A Short Course-Based Research Project for National Surveillance of Antibiotic-Resistant Microbes in Environmental Samples.Journal of microbiology & biology education · 2018Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
14 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Numerous national reports have called for reforming laboratory courses so that all students experience the research process. In response, many course-based research experiences (CREs) have been developed and implemented. Research on the impact of these CREs suggests that student benefits can be similar to those of traditional apprentice-model research experiences. However, most assessments of CREs have been in individual courses at individual institutions or across institutions using the same CRE model. Furthermore, which structures and components of CREs result in the greatest student gains is unknown. We explored the impact of different CRE models in different contexts on student self-reported gains in understanding, skills, and professional development using the Classroom Undergraduate Research Experience (CURE) survey. Our analysis included 49 courses developed and taught at seven diverse institutions. Overall, students reported greater gains for all benefits when compared with the reported national means for the Survey of Undergraduate Research Experiences (SURE). Two aspects of these CREs were associated with greater student gains: 1) CREs that were the focus of the entire course or that more fully integrated modules within a traditional laboratory and 2) CREs that had a higher degree of student input and results that were unknown to both students and faculty.
Identifiers
What OpenQuestion holds
Registered trials
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.