Development and Evaluation of the Tigriopus Course-Based Undergraduate Research Experience: Impacts on Students' Content Knowledge, Attitudes, and Motivation in a Majors Introductory Biology Course

Abstract

Within the past decade, course-based undergraduate research experiences (CUREs) have emerged as a viable mechanism to enhance novices' development of scientific reasoning and process skills in the science, technology, engineering, and mathematics disciplines. Recent evidence within the bioeducation literature suggests that student engagement in such experiences not only increases their appreciation for and interest in scientific research but also enhances their ability to "think like a scientist." Despite these critical outcomes, few studies have objectively explored CURE versus non-CURE students' development of content knowledge, attitudes, and motivation in the discipline, particularly among nonvolunteer samples. To address these concerns, we adopted a mixed-methods approach to evaluate the aforementioned outcomes following implementation of a novel CURE in an introductory cell/molecular biology course. Results indicate that CURE participants exhibited more expert-like outcomes on these constructs relative to their non-CURE counterparts, including in those areas related to self-efficacy, self-determination, and problem-solving strategies. Furthermore, analysis of end-of-term survey data suggests that select features of the CURE, such as increased student autonomy and collaboration, mediate student learning and enjoyment. Collectively, this research provides novel insights into the benefits achieved as a result of CURE participation and can be used to guide future development and evaluation of authentic research opportunities.

FIGURE 1.

Analysis of CLASS-Bio metrics indicates that CURE (n = 125) participants exhibited less novice-like shifts on multiple attitudinal factors (e.g., Real-World Connections, Enjoyment) across the duration of the semester relative to their non-CURE (n = 125) peers. *, p < 0.001; **, p < 0.01.

FIGURE 2.

BMQ data reveal that CURE (n = 125) participants exhibited more positive shifts in intrinsic motivation, career motivation, self-determination, and self-efficacy across the duration of the semester than their non-CURE (n = 125) counterparts. *, p < 0.001.

FIGURE 3.

Comparison of STEM versus non-STEM students’ shifts in attitudes (CLASS-Bio; top) and motivation (BMQ; bottom) in the biological sciences reveals no statistically significant, between-group differences on these constructs as a result of participation in the CURE laboratory experience.