ArticleCBE life sciences education2020
Uncovering Factors Influencing Instructors' Decision Process when Considering Implementation of a Course-Based Research Experience.
Article in CBE life sciences education, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 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
10 citing papers in PubMed.
- A course-based undergraduate research experience (CURE) designed for modern genetics and biodiversity courses using a classroom benchtop sequencer.Journal of microbiology & biology education · 2026Article
- Faculty perceptions of a professional development program for developing CUREs and promoting inclusive and equitable teaching.Journal 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 cost-free CURE: using bioinformatics to identify DNA-binding factors at a specific genomic locus.Journal of microbiology & biology education · 2023Article
- Classification of Features across Five CURE Networks Reveals Opportunities to Improve Course Design, Instruction, and Equity.Journal of microbiology & biology education · 2023Article
- Faculty Experiences during the Implementation of an Introductory Biology Course-Based Undergraduate Research Experience (CURE).CBE life sciences education · 2022Article
- Article
- Combating Antimicrobial Resistance Through Student-Driven Research and Environmental Surveillance.Frontiers in microbiology · 2021Article
- Growsafe: A Chemical Method To Deactivate Cultivated Microorganisms Using Low-Cost Kitchen Supplies.Journal of microbiology & biology education · 2021Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Course-based undergraduate research experiences (CUREs) are an effective way to expose large numbers of students to authentic research, yet most laboratory courses still use traditional "cookbook" methods. While barriers to using CUREs have been captured postimplementation, little is known about the decision mindset before implementation or what features of CURE design may mitigate perceived barriers. Perception of an innovation (such as a CURE) influences the likelihood of its adoption, and diffusion of innovations theory posits that the decision to adopt is largely influenced by five perceived features of an innovation: relative advantage, compatibility, complexity, observability, and trialability. We conducted interviews with instructors considering using the Prevalence of Antibiotic Resistance in the Environment (PARE) project to assess their perceptions of CUREs and motivations for using PARE. Instructors viewed CUREs as having relative advantages over traditional methods; however, CUREs were also viewed as complex, with instructors citing multiple barriers. Instructors were motivated to use PARE because of its potential scientific impact and compatibility with their courses' structures and resources. Instructors perceived PARE to have few barriers to implementation compared with other CUREs. Designing CUREs that address common instructor barriers and drivers could increase the rate of diffusion of CUREs.
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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.