Bridging the undergraduate curriculum using an integrated course-embedded undergraduate research experience (ICURE)

Abstract

The traditional undergraduate program of study incorporates a selection of classes that represent a broad spectrum of subdisciplines. Unfortunately, few curricula successfully integrate concepts in all subdisciplines, giving undergraduates the misconception that there is a lack of application or connectedness between class subjects. An integrated course-embedded research experience (ICURE) was initiated to redress this problem by bridging classes within one discipline in an effort to engage undergraduates in a long-term analysis of biodiversity. The approach was both inclusive and longitudinal: 1) the ICURE bridge brought students from different classes and levels of instruction together with faculty members in a research project with a common goal-chronicling the changing face of the local environment in biological terms; and 2) research data collected were maintained and supplemented each semester and year in an online biodiversity database. Analysis of content and attitudinal gains suggested the integrated research protocol increased student comprehension and confidence. Results are discussed in terms of future amendments to instructional design and potential research applications. Though this program was concentrated on one discipline, there is no reason to assume other disciplines could not take advantage of similar research connections.

Figure 1.

Average percent gains (±1 SE) in pre–post content assessment scores for students participating in the biodiversity/DNA bar-coding instructional design. POB data are for the Fall 2011–Spring 2012 semesters. Cell Biology data are for the Fall 2011–Fall 2013 semesters. Ecology data are from the Fall 2012–Spring 2013 semesters.

Figure 2.

Assessment results for pre- to postcourse changes in attitudinal questions for Ecology and POB. Positive and negative values represent changes in agreement with statement (*, p < 0.05; 
***, p < 0.001).

Figure 3.

Assessment results for pre- to postcourse changes in attitudinal questions for Cell Biology. Positive and negative values represent changes in agreement with statement (*, p < 0.05; **, p < 0.01; ***, p < 0.001).