M. Shuster, J. Curtiss, T. Wright, Camilla Champion, Maryam Sharifi, Judith Bosland
{"title":"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）","authors":"M. Shuster, J. Curtiss, T. Wright, Camilla Champion, Maryam Sharifi, Judith Bosland","doi":"10.7771/1541-5015.1806","DOIUrl":null,"url":null,"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.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":0.6000,"publicationDate":"2019-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"22","resultStr":"{\"title\":\"Implementing and Evaluating a Course-Based Undergraduate Research Experience (CURE) at a Hispanic-Serving Institution\",\"authors\":\"M. Shuster, J. Curtiss, T. Wright, Camilla Champion, Maryam Sharifi, Judith Bosland\",\"doi\":\"10.7771/1541-5015.1806\",\"DOIUrl\":null,\"url\":null,\"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.\",\"PeriodicalId\":46380,\"journal\":{\"name\":\"Interdisciplinary Journal of Problem-Based Learning\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.6000,\"publicationDate\":\"2019-08-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"22\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Interdisciplinary Journal of Problem-Based Learning\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.7771/1541-5015.1806\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Interdisciplinary Journal of Problem-Based Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.7771/1541-5015.1806","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Implementing and Evaluating a Course-Based Undergraduate Research Experience (CURE) at a Hispanic-Serving Institution
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.
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.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
