Faculty Perspectives on Developing and Teaching Course-Based Undergraduate Research Experiences

Authors

Erin E. Shortlidge, Portland State UniversityFollow
Gita Bangera, WISE Institute, Bellevue College
Sara Brownell, Arizona State UniversityFollow

Published In

BioScience

Document Type

Citation

Publication Date

1-2016

Abstract

National calls for the transformation of undergraduate biology education have recommended the integration of research experiences into the undergraduate curriculum. Course-based undergraduate research experiences (CUREs) have emerged as a model by which to offer research experiences to all students. Studies have demonstrated that students benefit in multiple ways from CUREs, but little is known regarding how faculty benefit. This study presents the first qualitative investigation into the perspectives of a diverse group of faculty members who have developed and taught CUREs stemming from their own research interests. The faculty participants reported a number of faculty benefits that can result from a CURE, identified a variety of challenges to implementing CUREs, and speculated about the attributes of a successful CURE instructor. Altogether, our findings could be a way to promote the widespread implementation of CUREs.

Description

Published by Oxford University Press on behalf of the American Institute of Biological Sciences. All rights reserved.

Locate the Document

https://doi.org/10.1093/biosci/biv167

DOI

10.1093/biosci/biv167

Persistent Identifier

https://archives.pdx.edu/ds/psu/29887

Citation Details

Shortlidge, E.E., Bangera, G., Brownell, S.E. 2016. Faculty perspectives on developing and teaching coursebased undergraduate research experiences. BioScience 66 (1): 54-62.