Evidence map›Paper›PMID 29749845›Full record

ArticleCBE life sciences education2018

Effects of Discovery, Iteration, and Collaboration in Laboratory Courses on Undergraduates' Research Career Intentions Fully Mediated by Student Ownership.

Lisa A Corwin, Christopher R Runyon, Eman Ghanem, Moriah Sandy, Greg Clark, Gregory C Palmer, Stuart Reichler, Stacia E Rodenbusch, Erin L Dolan

Abstract read
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In one paragraph

Article in CBE life sciences education, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 81 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
81citing papers in PubMed, 1 pooled it
–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

81 citing papers in PubMed, 1 synthesis or guideline pooled it.

  1. Pooled it
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  9. Examining Science Practices in an Introductory Biology Laboratory Curriculum.Integrative organismal biology (Oxford, England) · 2026
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21 more citing papers are in PubMed but not listed here.

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.

Lisa A CorwinDepartment of Ecology and Evolutionary Biology, University of Colorado, Boulder, CO 80309.
Christopher R RunyonDepartment of Educational Psychology, University of Texas, Austin, TX 78712.
Eman GhanemSigma Xi, Research Triangle Park, NC 27709.
Moriah SandyTexas Institute for Discovery Education in Science, College of Natural Sciences, University of Texas, Austin, TX 78712.
Greg ClarkTexas Institute for Discovery Education in Science, College of Natural Sciences, University of Texas, Austin, TX 78712.
Gregory C PalmerTexas Institute for Discovery Education in Science, College of Natural Sciences, University of Texas, Austin, TX 78712.
Stuart ReichlerTexas Institute for Discovery Education in Science, College of Natural Sciences, University of Texas, Austin, TX 78712.
Stacia E RodenbuschTexas Institute for Discovery Education in Science, College of Natural Sciences, University of Texas, Austin, TX 78712.
Erin L DolanDepartment of Biochemistry & Molecular Biology, University of Georgia, Athens, GA 30602.

Funding

Howard Hughes Medical Institute 52006958
6 · The paper itself

Abstract

Course-based undergraduate research experiences (CUREs) provide a promising avenue to attract a larger and more diverse group of students into research careers. CUREs are thought to be distinctive in offering students opportunities to make discoveries, collaborate, engage in iterative work, and develop a sense of ownership of their lab course work. Yet how these elements affect students' intentions to pursue research-related careers remain unexplored. To address this knowledge gap, we collected data on three design features thought to be distinctive of CUREs (discovery, iteration, collaboration) and on students' levels of ownership and career intentions from ∼800 undergraduates who had completed CURE or inquiry courses, including courses from the Freshman Research Initiative (FRI), which has a demonstrated positive effect on student retention in college and in science, technology, engineering, and mathematics. We used structural equation modeling to test relationships among the design features and student ownership and career intentions. We found that discovery, iteration, and collaboration had small but significant effects on students' intentions; these effects were fully mediated by student ownership. Students in FRI courses reported significantly higher levels of discovery, iteration, and ownership than students in other CUREs. FRI research courses alone had a significant effect on students' career intentions.

Indexed as

Cooperative BehaviorLaboratoriesOwnershipStudentsCurriculumFemaleHumansMaleResearch

Identifiers

PMID29749845
PMCPMC5998318

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC-SA
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Registered trials

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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.