Research Problem Context: A recently redesigned Classroom-based Undergraduate Research Experience (CURE) - 3 rd year immunology lab - Uses guided inquiry - Students design and carry out an experiment Problem: - Not much published data about impact of different CUREs on experimental design skills. - We want to make sure our CURE imparts experimental design skills

Research Question Do the activities in a guided CURE lead to gains in experimental design skills?

Research Methods My primary research methods include: 1)Pre/post skills assessment  isomorphic problem prompting students to design an experiment 2)Pre/post open-ended reflection on process used in the skills assessment 1)Pre/post validated survey of attitudes and perceived learning (CURE) How will I collect these data? Each tool will be administered to individual students 1)Completed on paper during class (pre – week 4; post - week 13) 1)Completed electronically in class immediately after the skills assessment (pre – week 4; post - week 13) 3)Completed outside of class & online (pre - week 1; post – week 13) My strategy to analyze these data will be: 1)Detailed rubric to quantify experimental skills and measure change 2)Qualitative analysis of the text to identify themes (inductive and deductive) 1)Statistical analysis (consult a statistician!)

Research Methods My primary research methods include: 1)Pre/post skills assessment  isomorphic problem prompting students to design an experiment 2)Pre/post open-ended reflection on process used in the skills assessment 1)Pre/post validated survey of attitudes and perceived learning (CURE) How will I collect these data? Each tool will be administered to individual students 1)Completed on paper during class (pre – week 4; post - week 13) 1)Completed electronically in class immediately after the skills assessment (pre – week 4; post - week 13) 3)Completed outside of class & online (pre - week 1; post – week 13) My strategy to analyze these data will be: 1)Detailed rubric to quantify experimental skills and measure change 2)Qualitative analysis of the text to identify themes (inductive and deductive) 1)Statistical analysis (consult a statistician!)

Research Methods My primary research methods include: 1)Pre/post skills assessment  isomorphic problem prompting students to design an experiment 2)Pre/post open-ended reflection on process used in the skills assessment 1)Pre/post validated survey of attitudes and perceived learning (CURE) How will I collect these data? Each tool will be administered to individual students 1)Completed on paper during class (pre – week 3; post - week 13) 1)Completed electronically in class immediately after the skills assessment (pre – week 3; post - week 13) 3)Completed outside of class & online (pre - week 1; post – week 13) My strategy to analyze these data will be: 1)Detailed rubric to quantify experimental skills and measure change 2)Qualitative analysis of the text to identify themes (inductive and deductive) 1)Statistical analysis (consult a statistician!)

Alignment of Research Question and Methods Do students gain experimental design skills? Skills assessment Rubric  numerical grade Reflection on skills assessment Qualitative analysis CURE survey Quantitative Likert data Direct measure of skills Measures process students use in design Self-perception of skills