Research-like Experiences in Science Courses Findings from the CURE Survey David Lopatto June 25, 2014

There are known knowns. These are things we know that we know There are known knowns. These are things we know that we know. There are known unknowns. That is to say, there are things that we know we don't know. But there are also unknown unknowns. There are things we don't know we don't know. Donald Rumsfeld The only fundamental difference between research and inquiry-based learning is the prior state of knowledge of the broader community. In research it is unknown by all; in inquiry it is only unknown to the learner. Fortenberry, N.L. (1998). Integration of research and curriculum. Council on Undergraduate Research Quarterly, 19, 54-61

Strategic goals of an undergraduate science program The Bold Program - Develop scientists The Humble Program - Scientifically literate citizens; General benefit of exercising critical thinking. At a recent HHMI meeting, presenters argued that the key to success in recruiting students to STEM careers included: Persistence Professional Identity Learning

The CURE (Classroom Undergraduate Research Experience) survey Employs some of the items from the SURE. It comes in three parts. For the academic year 2011-2012 the CURE survey yielded 4594 pre-course surveys and 6001 post-course surveys.

Who takes the CURE? Augustana Austin Beloit Butler Calvin Lawrence Lewis & Clark MIT NC State Yale Wellesley Holy Cross Duke Emory Gettysburg Haverford Northern IL St Johns St Olaf Stillman Stony Brook Wash U in St. Louis Willamette U Arizona U Pittsburgh U Alabama U Rochester UCLA …and so on

David Lopatto Grinnell College Part 1 of the course elements for the CURE. David Lopatto Grinnell College

David Lopatto Grinnell College Part 2 of the course elements for the CURE . David Lopatto Grinnell College

At the beginning of the term, faculty members look at a one-page list of course elements. They indicate numerically the emphasis placed on certain activities. From these numbers we get “high” versus “low” research-like courses. The key items are The course had a lab or project where no one knows the outcome. The course had a project in which students have some input into the research process. The course had a project entirely of student design. The students became responsible for a part of the project. The students critiqued the work of other students.

Comparative mean gains reported by students on the CURE survey from courses that had a high research-like component versus courses that had a low research-like component.

Depiction of results similar to those appearing in Denofrio, Russell, Lopatto, and Lu (Science, 2007). The University of Illinois project attempted to enhance student performance by linking student interests to chemistry and biology through CBEL (The Chemistry and Biology of Everyday Life). Comparison data are from 2006.

Lopatto, D. , et al. (2008). Genomics Education Partnership Lopatto, D., et al. (2008). Genomics Education Partnership. Science, 322, 684-685.

First-Year College Students Engaged in Research: The Impact of the SEA-PHAGES Course (Jordan, et al. 2014)

The plan for a research-like experience will depend on the goals you set for the course and broader outcome.