Riley A Hess, Olivia A Erickson, Rebecca B Cole, Jared M Isaacs, Silvia Alvarez-Clare, Jonathan Arnold, Allison Augustus-Wallace, Joseph C Ayoob, Alan Berkowitz, Janet Branchaw, Kevin R Burgio, Charles H Cannon, Ruben Michael Ceballos, C Sarah Cohen, Hilary Coller, Jane Disney, Van A Doze, Margaret J Eggers, Edwin L Ferguson, Jeffrey J Gray, Jean T Greenberg, Alexander Hoffmann, Danielle Jensen-Ryan, Robert M Kao, Alex C Keene, Johanna E Kowalko, Steven A Lopez, Camille Mathis, Mona Minkara, Courtney J Murren, Mary Jo Ondrechen, Patricia Ordoñez, Anne Osano, Elizabeth Padilla-Crespo, Soubantika Palchoudhury, Hong Qin, Juan Ramírez-Lugo, Jennifer Reithel, Colin A Shaw, Amber Smith, Rosemary J Smith, Fern Tsien, Erin L Dolan
{"title":"几乎一样?评估远程本科生研究经历的有效性。","authors":"Riley A Hess, Olivia A Erickson, Rebecca B Cole, Jared M Isaacs, Silvia Alvarez-Clare, Jonathan Arnold, Allison Augustus-Wallace, Joseph C Ayoob, Alan Berkowitz, Janet Branchaw, Kevin R Burgio, Charles H Cannon, Ruben Michael Ceballos, C Sarah Cohen, Hilary Coller, Jane Disney, Van A Doze, Margaret J Eggers, Edwin L Ferguson, Jeffrey J Gray, Jean T Greenberg, Alexander Hoffmann, Danielle Jensen-Ryan, Robert M Kao, Alex C Keene, Johanna E Kowalko, Steven A Lopez, Camille Mathis, Mona Minkara, Courtney J Murren, Mary Jo Ondrechen, Patricia Ordoñez, Anne Osano, Elizabeth Padilla-Crespo, Soubantika Palchoudhury, Hong Qin, Juan Ramírez-Lugo, Jennifer Reithel, Colin A Shaw, Amber Smith, Rosemary J Smith, Fern Tsien, Erin L Dolan","doi":"10.1187/cbe.22-01-0001","DOIUrl":null,"url":null,"abstract":"<p><p>In-person undergraduate research experiences (UREs) promote students' integration into careers in life science research. In 2020, the COVID-19 pandemic prompted institutions hosting summer URE programs to offer them remotely, raising questions about whether undergraduates who participate in remote research can experience scientific integration and whether they might perceive doing research less favorably (i.e., not beneficial or too costly). To address these questions, we examined indicators of scientific integration and perceptions of the benefits and costs of doing research among students who participated in remote life science URE programs in Summer 2020. We found that students experienced gains in scientific self-efficacy pre- to post-URE, similar to results reported for in-person UREs. We also found that students experienced gains in scientific identity, graduate and career intentions, and perceptions of the benefits of doing research only if they started their remote UREs at lower levels on these variables. Collectively, students did not change in their perceptions of the costs of doing research despite the challenges of working remotely. Yet students who started with low cost perceptions increased in these perceptions. These findings indicate that remote UREs can support students' self-efficacy development, but may otherwise be limited in their potential to promote scientific integration.</p>","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"22 2","pages":"ar25"},"PeriodicalIF":4.6000,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/93/d6/cbe-22-ar25.PMC10228262.pdf","citationCount":"2","resultStr":"{\"title\":\"Virtually the Same? 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Virtually the Same? Evaluating the Effectiveness of Remote Undergraduate Research Experiences.
In-person undergraduate research experiences (UREs) promote students' integration into careers in life science research. In 2020, the COVID-19 pandemic prompted institutions hosting summer URE programs to offer them remotely, raising questions about whether undergraduates who participate in remote research can experience scientific integration and whether they might perceive doing research less favorably (i.e., not beneficial or too costly). To address these questions, we examined indicators of scientific integration and perceptions of the benefits and costs of doing research among students who participated in remote life science URE programs in Summer 2020. We found that students experienced gains in scientific self-efficacy pre- to post-URE, similar to results reported for in-person UREs. We also found that students experienced gains in scientific identity, graduate and career intentions, and perceptions of the benefits of doing research only if they started their remote UREs at lower levels on these variables. Collectively, students did not change in their perceptions of the costs of doing research despite the challenges of working remotely. Yet students who started with low cost perceptions increased in these perceptions. These findings indicate that remote UREs can support students' self-efficacy development, but may otherwise be limited in their potential to promote scientific integration.
期刊介绍:
CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions.
LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.