Education Research by Caylyn Harvey - Revision history

Caharvey: /* Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report. */

2016-05-05T08:00:29Z

‎Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report.

Caharvey: /* A Central Support System Can Facilitate Implementation and Sustainability of a Classroom-Based Undergraduate Research Experience (CURE) in Genomics */

2016-05-05T07:00:30Z

‎A Central Support System Can Facilitate Implementation and Sustainability of a Classroom-Based Undergraduate Research Experience (CURE) in Genomics

Caharvey at 07:19, 7 April 2016

2016-04-07T07:19:37Z

Caharvey at 07:16, 7 April 2016

2016-04-07T07:16:19Z

Caharvey at 18:34, 6 March 2016

2016-03-06T18:34:58Z

Caharvey: /* Annotated Bibliography */

2016-03-06T18:17:25Z

‎Annotated Bibliography

Caharvey: /* Annotated Bibliography */

2016-03-06T03:30:26Z

‎Annotated Bibliography

Caharvey: /* Annotated Bibliography */

2016-03-06T02:21:23Z

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Caharvey: /* Annotated Bibliography */

2016-02-26T04:44:38Z

‎Annotated Bibliography

Caharvey: /* Annotated Bibliography */

2016-02-26T01:47:09Z

‎Annotated Bibliography

← Older revision		Revision as of 08:00, 5 May 2016
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	This meeting report looks useful for defining CUREs and examining the perceived benefits of CUREs. (worth looking at)		This meeting report looks useful for defining CUREs and examining the perceived benefits of CUREs. (worth looking at)
		+
		+	THE CORWIN ARTICLE LATER IS PROBABLY BETTER BECAUSE IT IS MORE RECENT (here, they are defining five key characteristics of a CURE, where in the later Corwin piece, they have narrowed it down to three).

	==Course-Based Undergraduate Research Experiences Can Make Scientific Research More Inclusive==		==Course-Based Undergraduate Research Experiences Can Make Scientific Research More Inclusive==

← Older revision		Revision as of 07:00, 5 May 2016
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	"We examine the common barriers encountered in implementing a CURE, program elements of most value to faculty, ways in which a shared core support system can help, and the incentives for and rewards of establishing a CURE on our diverse campuses."		"We examine the common barriers encountered in implementing a CURE, program elements of most value to faculty, ways in which a shared core support system can help, and the incentives for and rewards of establishing a CURE on our diverse campuses."
		+
		+	GOOD FOR INTRO??

	this one would be good to look at if we want specific encouragement for departmental reorganization or at least support		this one would be good to look at if we want specific encouragement for departmental reorganization or at least support

← Older revision		Revision as of 07:19, 7 April 2016
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	Wolkow, Thomas D. et al. “A Comprehensive Faculty, Staff, and Student Training Program Enhances Student Perceptions of a Course-Based Research Experience at a Two-Year Institution.” CBE life sciences education 13.4 (2014): 724–737. PubMed. Web.		Wolkow, Thomas D. et al. “A Comprehensive Faculty, Staff, and Student Training Program Enhances Student Perceptions of a Course-Based Research Experience at a Two-Year Institution.” CBE life sciences education 13.4 (2014): 724–737. PubMed. Web.
		+
		+	"We conclude that early research experiences can succeed at 2-yr institutions, provided that a comprehensive implementation strategy targeting instructor, student, and support staff training is in place."
		+
		+	subjective, about "enjoying the labs significantly more than traditional labs"

← Older revision		Revision as of 07:16, 7 April 2016
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	I don't think all of my citations are correct--need to check this		I don't think all of my citations are correct--need to check this
		+
		+	=SURE/CURE=
		+
		+	==Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report.==
		+
		+	Auchincloss, Lisa Corwin et al. “Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report.” CBE-Life Sciences Education 13.1 (2014): 29–40. www.lifescied.org. Web.
		+
		+	"During CUREnet meetings and discussions, it became apparent that there is need for a clear definition of what constitutes a CURE and systematic exploration of what makes CUREs meaningful in terms of student learning. Thus, we assembled a small working group of people with expertise in CURE instruction and assessment to: 1) draft an operational definition of a CURE, with the aim of defining what makes a laboratory course or project a 'research experience'; 2) summarize research on CUREs, as well as findings from studies of undergraduate research internships that would be useful for thinking about how students are influenced by participating in CUREs; and 3) identify areas of greatest need with respect to CURE assessment, and directions for future research on and evaluation of CUREs. This report summarizes the outcomes and recommendations of this meeting."
		+
		+	This meeting report looks useful for defining CUREs and examining the perceived benefits of CUREs. (worth looking at)
		+
		+	==Course-Based Undergraduate Research Experiences Can Make Scientific Research More Inclusive==
		+
		+	Bangera, Gita, and Sara E. Brownell. “Course-Based Undergraduate Research Experiences Can Make Scientific Research More Inclusive.” CBE-Life Sciences Education 13.4 (2014): 602–606. www.lifescied.org. Web.
		+
		+	"In this essay, we highlight barriers faced by students interested in pursuing an undergraduate independent research experience and factors that impact how faculty members select students for these limited positions. We examine how bringing research experiences into the required course work for students could mitigate these issues and ultimately make research more inclusive."
		+
		+	Research at scale, more inclusive, easier access. (point)
		+
		+	==A High-Enrollment Course-Based Undergraduate Research Experience Improves Student Conceptions of Scientific Thinking and Ability to Interpret Data==
		+
		+	Brownell, Sara E. et al. “A High-Enrollment Course-Based Undergraduate Research Experience Improves Student Conceptions of Scientific Thinking and Ability to Interpret Data.” CBE Life Sciences Education 14.2 (2015): n. pag. PubMed Central. Web. 1 Apr. 2016.
		+
		+	"Course exams revealed that students showed gains in their ability to analyze and interpret data. These data indicate that this course-embedded research experience has a positive impact on the development of students’ conceptions and practice of scientific thinking."
		+
		+	"While many CUREs currently exist, most of these have been small-sized classes taught to students who volunteer to participate. However, volunteer students and nonvolunteer students have previously been shown to have different affective gains from a CURE (Brownell et al., 2013), indicating that findings from volunteer populations may not be generalizable to students in required CUREs. Additionally, assessment of CUREs has been primarily in the form of student self-report surveys (e.g., CURE survey; Lopatto et al., 2008). While student self-reporting can be useful if one is interested in affective measures such as confidence or interest, it is not as effective at determining students’ abilities to interpret data or how similar their thinking processes are to expert scientists. Different means of assessment need to be used to further probe the impact of CUREs on students (Brownell and Kloser, 2015; Corwin et al., 2015)."
		+
		+	"Finding 1: Students Show a More Expert-Like Conception of What It Means to Think Like a Scientist at the End of the Course and Perceive That Their Own Thinking Has Changed."
		+	"Finding 2: Students Indicated That Specific Aspects of the Course Focused on Data Analysis and Collaboration, Including the Mutant Group Discussions, Were the Most Useful for Their Learning How to Think Like a Scientist."
		+	"Finding 3: Students Showed Improvement in Their Ability to Analyze and Interpret Data."
		+
		+	(probably worth looking at)
		+
		+	==The Laboratory Course Assessment Survey: A Tool to Measure Three Dimensions of Research-Course Design==
		+
		+	Corwin, Lisa A. et al. “The Laboratory Course Assessment Survey: A Tool to Measure Three Dimensions of Research-Course Design.” CBE-Life Sciences Education 14.4 (2015): ar37. www.lifescied.org. Web.
		+
		+	"We developed a 17-item survey instrument, the Laboratory Course Assessment Survey (LCAS), that measures students’ perceptions of three design features of biology lab courses: 1) collaboration, 2) discovery and relevance, and 3) iteration. We assessed the psychometric properties of the LCAS using established methods for instrument design and validation. We also assessed the ability of the LCAS to differentiate between CUREs and traditional laboratory courses, and found that the discovery and relevance and iteration scales differentiated between these groups. Our results indicate that the LCAS is suited for characterizing and comparing undergraduate biology lab courses and should be useful for determining the relative importance of the three design features for achieving student outcomes."
		+
		+	right type of research (worth looking at)
		+
		+	==Modeling Course-Based Undergraduate Research Experiences: An Agenda for Future Research and Evaluation==
		+
		+	Corwin, Lisa A., Mark J. Graham, and Erin L. Dolan. “Modeling Course-Based Undergraduate Research Experiences: An Agenda for Future Research and Evaluation.” CBE-Life Sciences Education 14.1 (2015): es1. www.lifescied.org. Web.
		+
		+	"Most research and evaluation of CUREs have focused on documenting student outcomes. What remains largely unaddressed is which aspects of CUREs lead to desirable student outcomes."
		+
		+	"We hypothesize that CUREs allow students to participate in a unique combination of activities that result in progressive achievement of diverse cognitive, psychosocial, and behavioral outcomes. We posit that using experimental concepts to model pathways, or directional relationships between student activities and outcomes, will allow us to identify the critical features that should be included in the design of all CUREs and gain insight into the latitude we have in effectively implementing CUREs."
		+
		+	They develop possible, probable, and proposed outcomes as the results of their course design recommendations (probably worth looking at, just because it's Dolan)
		+
		+	==Measuring Networking as an Outcome Variable in Undergraduate Research Experiences==
		+
		+	Hanauer, David I., and Graham Hatfull. “Measuring Networking as an Outcome Variable in Undergraduate Research Experiences.” CBE-Life Sciences Education 14.4 (2015): ar38. www.lifescied.org. Web.
		+
		+	"What networks emerge as a result of the taking part in a CURE? Or on an even simpler level, who is the young researcher actually talking to while participating in a research experience?"
		+
		+	Honestly doesn't look like it will be very much help to what we are trying to write here. (With research comes working with people, i.e. networking)
		+
		+	==Promoting Undergraduate Interest, Preparedness, and Professional Pursuit in the Sciences: An Outcomes Evaluation of the SURE Program at Emory University==
		+
		+	Junge, Benjamin et al. “Promoting Undergraduate Interest, Preparedness, and Professional Pursuit in the Sciences: An Outcomes Evaluation of the SURE Program at Emory University.” CBE-Life Sciences Education 9.2 (2010): 119–132. www.lifescied.org. Web.
		+
		+	"Using follow-up survey data and academic transcripts, we gauge SURE's impact on levels of interest in, preparedness for, and actual pursuit of graduate study and professional careers in the sciences for the program's first 15 summer cohorts (1990–2004). Our follow-up survey indicated significant increases in all research preparedness skills considered, notably in ability to give a poster research presentation, to discuss research at a graduate school interview, and to apply research ethics principles. About a third of SURE graduates went on to complete a graduate degree >90% considered SURE as important or very important in their academic development."
		+
		+	SURE. looking at self-reported interest, preparedness, and pursuit...Also looked at transcript grades in the sciences of SURE and non-SURE participants.... might be good to look at as it is one of the few articles taht talks specifically about sure, just for some results.
		+
		+	==A Central Support System Can Facilitate Implementation and Sustainability of a Classroom-Based Undergraduate Research Experience (CURE) in Genomics==
		+
		+	Lopatto, David et al. “A Central Support System Can Facilitate Implementation and Sustainability of a Classroom-Based Undergraduate Research Experience (CURE) in Genomics.” CBE-Life Sciences Education 13.4 (2014): 711–723. www.lifescied.org. Web.
		+
		+	"We examine the common barriers encountered in implementing a CURE, program elements of most value to faculty, ways in which a shared core support system can help, and the incentives for and rewards of establishing a CURE on our diverse campuses."
		+
		+	this one would be good to look at if we want specific encouragement for departmental reorganization or at least support
		+
		+	==Survey of Undergraduate Research Experiences (SURE): First Findings==
		+
		+	Lopatto, David et al. “Survey of Undergraduate Research Experiences (SURE): First Findings.” Cell Biology Education 3.4 (2004): 270–277. www.lifescied.org. Web.
		+
		+	"These questions are: 1) Is the educational experience of undergraduates being enhanced? 2) Are undergraduate research programs attracting and supporting talented students interested in a career involving scientific research? 3) Are undergraduate research programs retaining minority students in the “pathway” to a scientific career?"
		+
		+	the survey used to (very subjectively) determine whether students have benefitted from undergraduate research experience. probably don't need to look at it much, but maybe reference it.
		+
		+	==Undergraduate Research Experiences Support Science Career Decisions and Active Learning==
		+
		+	Lopatto, David et al. “Undergraduate Research Experiences Support Science Career Decisions and Active Learning.” CBE Life Sciences Education 6.4 (2007): 297–306. PubMed Central. Web.
		+
		+	"The follow-up survey indicated that students reported gains in independence, intrinsic motivation to learn, and active participation in courses taken after the summer undergraduate research experience."
		+
		+	report about the use of the SURE survey...very subjective self-reported
		+
		+	==A Course-Based Research Experience: How Benefits Change with Increased Investment in Instructional Time==
		+
		+	Shaffer, Christopher D. et al. “A Course-Based Research Experience: How Benefits Change with Increased Investment in Instructional Time.” CBE life sciences education 13.1 (2014): 111–130. PubMed. Web.
		+
		+	"We conclude: 1) implementation of a bioinformatics project within the biology curriculum provides a mechanism for successfully engaging large numbers of students in undergraduate research; 2) benefits to students are achievable at a wide variety of academic institutions; and 3) successful implementation of course-based research experiences requires significant investment of instructional time for students to gain full benefit."
		+
		+	research at scale, but maybe going against that at the same time? have to look into the "increased instructional time" and what that entails.
		+
		+	==Comparing the Impact of Course-Based and Apprentice-Based Research Experiences in a Life Science Laboratory Curriculum==
		+
		+	Shapiro, Casey et al. “Comparing the Impact of Course-Based and Apprentice-Based Research Experiences in a Life Science Laboratory Curriculum.” Journal of Microbiology & Biology Education 16.2 (2015): 186–197. PubMed Central. Web.
		+
		+	"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."
		+
		+	tried to quantify and make less subjective by using a rubric and looking at archived student assignments. I don't really understand what they did, but they said that CUREs could increase performance.
		+
		+	should look at this one again.
		+
		+	==Considering the Role of Affect in Learning: Monitoring Students’ Self-Efficacy, Sense of Belonging, and Science Identity==
		+
		+	Trujillo, Gloriana, and Kimberly D. Tanner. “Considering the Role of Affect in Learning: Monitoring Students’ Self-Efficacy, Sense of Belonging, and Science Identity.” CBE-Life Sciences Education 13.1 (2014): 6–15. www.lifescied.org. Web.
		+
		+	subjective.
		+
		+	==A Comprehensive Faculty, Staff, and Student Training Program Enhances Student Perceptions of a Course-Based Research Experience at a Two-Year Institution==
		+
		+	Wolkow, Thomas D. et al. “A Comprehensive Faculty, Staff, and Student Training Program Enhances Student Perceptions of a Course-Based Research Experience at a Two-Year Institution.” CBE life sciences education 13.4 (2014): 724–737. PubMed. Web.

@@ Line 34: / Line 34: @@
 This study assessed students' perceptions and use of attending live lectures versus watching video recordings of lectures online. They used a survey that asked questions about students' reasons for watching the videos and reasons for attending lectures. They found that students chose to go to class because they were not motivated to watch the lectures on their own, they wanted to show professionalism or respect for the teacher, they wanted to talk with classmates, and they wanted to feel like they were getting the most out of their tuition. Students who chose to watch the lectures cited their reasons as being able to learn at their own pace and on their own time. Students also cited their most important reason for using the 2x speed feature of the video recordings was to save time, thought they also used it to rewatch sections they had not understood and pause to look up information. Students who responded to the survey said they attend an average of 60% of the lectures, though 30% of them exclusively watch the video recordings.
 ==Bio 2010==
@@ Line 76: / Line 82: @@
 Lewin, Justin D. et al. “A Campus-Wide Investigation of Clicker Implementation: The Status of Peer Discussion in STEM Classes.” CBE-Life Sciences Education 15.1 (2016): ar6. www.lifescied.org. Web.
-This study used
+This study used high school and middle school teachers to observe over 250 university STEM classes to collect information on the instructional methods, including if and how clickers were used. The researchers found that clickers were used in a variety of ways, and the use of clickers did not guarantee a change in the amount of lecture time. Classes that used clicker questions but eliminated the peer discussion aspect did not see the full benefits of this technique, so the researchers suggest that clicker questions should be difficult in order to inspire discussion, and should always be accompanied by the chance for students to talk amongst each other to articulate their reasonings.
 ==Learn before Lecture: A Strategy That Improves Learning Outcomes in a Large Introductory Biology Class==

@@ Line 27: / Line 27: @@
 This is a review of literature which shows the many uses for clickers in the classroom. It cites many studies and paper that have demonstrated the efficacy and efficiency of clickers to assess student preparedness, understanding, and recall, and to improve the environment in the classroom with activities and more active learning. This article is also a guide to best practice tips for using clickers and writing effective clicker questions.
-This article also stresses the benefits of learning that are brought about when instructors can really assess how well their students are understanding the material in real time with htis immediate feed back. In one paper that this article cites (Wood 2004), one professor saw that even though 90% of the students could recall a particular rule of genetics, only 48% of them could apply it: “For me, this was a moment of revelation. … for the first time in over 20 years of lecturing I knew… that over half the class didn't ‘get it’…. Because I had already explained the phenomenon as clearly as I could, I simply asked the students to debate briefly with their neighbors and see who could convince whom about which answer was correct. The class erupted into animated conversation. After a few minutes, I asked for a revote, and now over 90% gave the correct answer…”
+This article also stresses the benefits of learning that are brought about when instructors can really assess how well their students are understanding the material in real time with this immediate feed back. In one paper that this article cites (Wood 2004), one professor saw that even though 90% of the students could recall a particular rule of genetics, only 48% of them could apply it: “For me, this was a moment of revelation. … for the first time in over 20 years of lecturing I knew… that over half the class didn't ‘get it’…. Because I had already explained the phenomenon as clearly as I could, I simply asked the students to debate briefly with their neighbors and see who could convince whom about which answer was correct. The class erupted into animated conversation. After a few minutes, I asked for a revote, and now over 90% gave the correct answer…”
 ==Live Lecture Versus Video-Recorded Lecture: Are Students Voting With Their Feet?==
@@ Line 71: / Line 71: @@
 This article describes a study that compares two classes that employ active learning. One class uses flipped lectures, the learn-before-lecture strategy in which students participate in technology-driven, active learning activities at home, and then have a lecture in class to Elaborate the information and processes learned at home and Evaluate the students' progress. The other class follows the same "active content attainment" through the "Engage, Explore, Explain" method, but does it in class, and then sends the students home with work after class to finish the Elaborate and Evaluate. The study found that there was no significant difference between the flipped class and the normal class, and they concluded that this was because both classes use an active learning structure. Thus, the improved results we typically see from "flipped" classes are not because the students are learning before they come to class, but because the flipped classroom helps foster an active learning environment.
 ==Learn before Lecture: A Strategy That Improves Learning Outcomes in a Large Introductory Biology Class==

@@ Line 29: / Line 29: @@
 This article also stresses the benefits of learning that are brought about when instructors can really assess how well their students are understanding the material in real time with htis immediate feed back. In one paper that this article cites (Wood 2004), one professor saw that even though 90% of the students could recall a particular rule of genetics, only 48% of them could apply it: “For me, this was a moment of revelation. … for the first time in over 20 years of lecturing I knew… that over half the class didn't ‘get it’…. Because I had already explained the phenomenon as clearly as I could, I simply asked the students to debate briefly with their neighbors and see who could convince whom about which answer was correct. The class erupted into animated conversation. After a few minutes, I asked for a revote, and now over 90% gave the correct answer…”
+This study assessed students' perceptions and use of attending live lectures versus watching video recordings of lectures online. They used a survey that asked questions about students' reasons for watching the videos and reasons for attending lectures. They found that students chose to go to class because they were not motivated to watch the lectures on their own, they wanted to show professionalism or respect for the teacher, they wanted to talk with classmates, and they wanted to feel like they were getting the most out of their tuition. Students who chose to watch the lectures cited their reasons as being able to learn at their own pace and on their own time. Students also cited their most important reason for using the 2x speed feature of the video recordings was to save time, thought they also used it to rewatch sections they had not understood and pause to look up information. Students who responded to the survey said they attend an average of 60% of the lectures, though 30% of them exclusively watch the video recordings.
 ==Bio 2010==
@@ Line 91: / Line 92: @@
 "It exemplifies an innovative and enlightened new direction in education that is worthy of emulation by those who see the biology elephant  with different perspectives."
+The Partnership for Undergraduate Life Sciences Education (PULSE) certification process was created in order to encourage undergraduate institutions to strive to reach the appropriate levels of change and progress in their science departments. Davidson was assessed along with 7 other institutions in the pilot program of this certification process, and Davidson was the only school to receive PULSE Progression Level III: Accomplished.
 ==Redesigning a General Education Science Course to Promote Critical Thinking==

@@ Line 115: / Line 115: @@
 This article describes a study that compares two classes that employ active learning. One class uses flipped lectures, the learn-before-lecture strategy in which students participate in technology-driven, active learning activities at home, and then have a lecture in class to Elaborate the information and processes learned at home and Evaluate the students' progress. The other class follows the same "active content attainment" through the "Engage, Explore, Explain" method, but does it in class, and then sends the students home with work after class to finish the Elaborate and Evaluate. The study found that there was no significant difference between the flipped class and the normal class, and they concluded that this was because both classes use an active learning structure. Thus, the improved results we typically see from "flipped" classes are not because the students are learning before they come to class, but because the flipped classroom helps foster an active learning environment.
 ===Notes===
 I don't think all of my citations are correct--need to check this