Implementing and Evaluating a Course-Based Undergraduate Research Experience (CURE) at a Hispanic-Serving Institution

IF 0.6 Q3 EDUCATION & EDUCATIONAL RESEARCH

Interdisciplinary Journal of Problem-Based Learning Pub Date : 2019-08-30 DOI:10.7771/1541-5015.1806

M. Shuster, J. Curtiss, T. Wright, Camilla Champion, Maryam Sharifi, Judith Bosland

引用次数: 22

Abstract

We are examining the impact of a course-based undergraduate research experience (CURE) at a land-grant, Hispanicserving institution in the southwestern United States. Students in our CURE completed one or two extended research projects over a single semester. Our CURE enrolled a high proportion of underrepresented minority students (70.3%), including 60.2% Hispanic students. One year after CURE completion, 31.5% of CURE students had graduated with a STEM degree, and 54.3% were enrolled in a STEM major. Preand postcourse surveys of indicators of persistence including scientific selfefficacy, scientific identity, valuing scientific community objectives, and intention to persist showed positive shifts. Impacts on STEM persistence have implications for the role of our CURE in diversifying the STEM pipeline, particularly for students historically underrepresented in STEM.

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在西班牙裔服务机构实施和评估基于课程的本科生研究经验（CURE）

我们正在美国西南部一所授予土地、为西班牙裔服务的机构研究基于课程的本科生研究经历(CURE)的影响。我们CURE的学生在一个学期内完成了一到两个扩展研究项目。我们的CURE招收了大量未被充分代表的少数民族学生(70.3%)，其中包括60.2%的西班牙裔学生。在CURE完成一年后，31.5%的CURE学生获得了STEM学位，54.3%的学生进入了STEM专业。对包括科学自我效能、科学认同、重视科学共同体目标和坚持意图在内的坚持指标进行的前后调查显示出积极的变化。对STEM持久性的影响影响了我们的CURE在多样化STEM管道中的作用，特别是对于历史上在STEM中代表性不足的学生。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Interdisciplinary Journal of Problem-Based Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.40

自引率

0.00%

发文量

审稿时长

32 weeks

期刊介绍： The Interdisciplinary Journal of Problem-based Learning (IJPBL) will be a global outlet for PBL scholarship, representing excellence in discovery and promoting transformative educational pedagogy. IJPBL will provide access to the most current research and practice related to PBL pedagogy, thus enhancing efforts of both PBL scholars and practitioners. The mission of IJPBL is to Publish rigorous research, representing a variety of disciplines, related to problem-based learning Engage key and emerging scholars in significant discussion of key issues facing PBL researchers and practitioners Provide up-to-date information to scholars and practitioners who are new to PBL research and pedagogy, enabling them to address current gaps in the literature and/or to transform current learning environments and practices.